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1.
Learners’ ability in dealing with socio-scientific issues has been highlighted in contemporary science education. This study
explored the effects of different on-line searching activities on high school students’ cognitive structure outcomes and informal
reasoning outcomes. By using a quasi-experimental research approach, thirty-three students were assigned to a “guided searching
task group”, while thirty-five students were assigned to an “unguided searching task group”. The treatments of this study
were two different on-line searching activities. All the participants were asked to search relevant information regarding
nuclear power usage on the Internet during the period of two classes (100 min). However, the students in the un-guided searching
task group were asked to search freely, while those in the guided searching task group were provided with a searching guideline.
The participants’ cognitive structures outcomes as well as their informal reasoning outcomes regarding nuclear power usage
were assessed before and after the conduct of on-line searching tasks. The results of ANCOVA revealed that the students in
the guided on-line searching task group significantly outperformed their counterparts in the extent (p < 0.01) and the richness of their cognitive structures (p < 0.01). Also, they significantly outperformed their counterparts in the usage of the two information processing strategies,
“comparing” (p < 0.05) and “inferring or explaining” (p < 0.05). Moreover, it was also found that the students in the guided on-line searching task group only outperformed their
counterparts in their supportive argument construction (p < 0.05). In other words, the guided searching tasks did help the students obtain better cognitive structure outcomes; however,
the increments on their cognitive structure outcomes may only help them to propose more supportive arguments, but their rebuttal
construction (an important indicator for their reasoning quality) was not particularly improved. 相似文献
2.
The purpose of this mixed methods sequential explanatory study was to identify factors contributing to students’ persistence
in the University of Nebraska-Lincoln Distributed Doctoral Program in Educational Leadership in Higher Education by obtaining
quantitative results from surveying 278 current and former students and then following up with four purposefully selected
typical respondents to explore those results in more depth. In the first, quantitative, phase, five external and internal
to the program factors were found to be predictors to students’ persistence in the program: “program”, “online learning environment”,
“student support services”, “faculty”, and “self-motivation”. In the qualitative follow up multiple case study analysis four
major themes emerged: (1) quality of academic experiences; (2) online learning environment; (3) support and assistance; and
(4) student self-motivation. The quantitative and qualitative findings from the two phases of the study are discussed with
reference to prior research. Implications and recommendations for policy makers are provided. 相似文献
3.
Mark Brown 《Research in Science Education》1992,22(1):63-71
This paper presents an “ecological perspective” on research with computers in science education. It is proposed that current
and past research within the computer education field has been characterised by an over-emphasis on technical applications
of the machinery, rather than a deeper consideration of the teaching and learning process. This tendency toward “technocentric
thinking” has usually failed to take into account the important social and cognitive interactions within the computer learning
environment. The view advanced here, is that an understanding of the effects of computers on students' learning can be achieved
only through an analysis of the dynamic interactions between students and teachers as they work with computers in a particular
environment. A theoretical framework for understanding this range of interactions is presented. Finally, an ecological model
is proposed for conducting future research on the application of computers in science education.
Specializations: information technology in education, science education, technology education, environmental education, and media education 相似文献
4.
Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice 总被引：1，自引：0，他引：1
Charles J. Eick 《Journal of Science Teacher Education》2009,20(2):135-156
Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students based on
the select application of National Science Teachers Association’s National Standards for Science Teacher Preparation. Methods
students completed a resume, an interview on pedagogical preferences, and a learning styles survey to determine the reform-based
standards and pedagogical approaches that better fit their personal histories and identity formation as science teachers.
Each case was unique with one student better meeting the Standards of “Issues” and “Science in the Community” and the other
student better meeting the standards of “Inquiry” and the “Nature of Science”. Student teachers planned and taught lessons
based on their IRP and were mostly successful in meeting their prescribed standards and utilizing their preferred pedagogies.
However, their success in use of specific strategies supporting their approach was highly dependent upon classroom context.
The use of the IRP process as a reflective tool strengthening identity formation and early practice is discussed. 相似文献
5.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献
6.
Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers 总被引：3，自引：5，他引：3
While the knowledge economy has reshaped the world, schools lag behind in producing appropriate learning for this social change.
Science education needs to prepare students for a future world in which multiple representations are the norm and adults are
required to “think like scientists.” Location-based augmented reality games offer an opportunity to create a “post-progressive”
pedagogy in which students are not only immersed in authentic scientific inquiry, but also required to perform in adult scientific
discourses. This cross-case comparison as a component of a design-based research study investigates three cases (roughly 28
students total) where an Augmented Reality curriculum, Mad City Mystery, was used to support learning in environmental science.
We investigate whether augmented reality games on handhelds can be used to engage students in scientific thinking (particularly
argumentation), how game structures affect students’ thinking, the impact of role playing on learning, and the role of the
physical environment in shaping learning. We argue that such games hold potential for engaging students in meaningful scientific
argumentation. Through game play, players are required to develop narrative accounts of scientific phenomena, a process that
requires them to develop and argue scientific explanations. We argue that specific game features scaffold this thinking process,
creating supports for student thinking non-existent in most inquiry-based learning environments. 相似文献
7.
John C. Smart 《Research in higher education》2010,51(5):468-482
The findings of this study show wide variation in the learning patterns of college students in the academic environments of
Holland’s theory and, more importantly, that such variability differs based on the level of “consistency” or “inconsistency”
of the environments. Differences in the learning patterns of students in “consistent” academic environments tend to be more
in alignment with the premises of Holland’s theory than those of students in “inconsistent” environments. Implications of
these findings for future research using Holland’s theory to understand longitudinal patterns of change and stability in the
attitudes, interests, and abilities of college students are discussed, and attention is devoted to policy development and
practical implications for academic advisors, career counselors, campus leaders, and governmental and accrediting officials. 相似文献
8.
A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model
that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists’
laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven
educational research projects. Science students do scientific research via their teachers’ lessons that bridge laboratory
research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions
centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry
present their perspectives on “what goes on,” “what we have learned,” and “what it means to the larger community.” 相似文献
9.
10.
The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary
students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess
students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application
according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve
the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and
application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional
teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions
will further determine whether students taught through PBL develop improved learning in relation to high order skills, in
a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform. 相似文献
11.
Dr Uri Zoller 《Research in Science Education》1996,26(3):317-326
Students at all ages hold a wide variety of scientifically faulty knowledge structures called “misconceptions”. As far as
misconceptions in chemistry are concerned, college science students are no exception. Systematic administration to freshman
biology majors of specially-designed mid-term and term higher-order cognitive skills (HOCS)-oriented examinations within the
courses “General and Inorganic Chemistry” and “Introduction to Modern Organic Chemistry” proved these examinations to be very
effective in revealing and distinguishing between students'misconceptions, misunderstandings, and“no conceptions”. Several of these have never been mentioned before in the relevant research literature. Accordingly, reflective teaching
strategies to overcome this “misconceptions problem” and affect meaningfully subsequent learning have been explored and implemented
within our longitudinal effort to develop students' HOCS. The study results combined with accumulated experience indicate
that properly designed HOCS-oriented examinations may be very effective for revealing, but notper se for overcoming, students' misconceptions. However, within HOCS-oriented chemistry teaching, the assessment of students by
such examinations is very useful particularly for providing data for remediation purposes via appropriate modification of
the teaching strategies. Eventually, this leads to gains in students' HOCS which is in line with the overall goal of the current
reform in science education. 相似文献
12.
David Geelan Penny J. Gilmer Sonya N. Martin 《Cultural Studies of Science Education》2006,1(4):721-744
This forum discussion focuses on seven themes drawn from Sonya’s fascinating paper: the terminology of “cogenerative dialogues,”
the roles of participants and their power relations within such dialogues, the use of metaphor and analogy in the paper, science
and science education for all students, the ways in which students’ expectations about learning change in innovative classrooms,
teacher research and the “theory-practice gap,” and the tension between conducting cogenerative dialogues with individual
students or with whole classes. These themes by no means exhaust the ideas in Sonya’s paper, but we feel that they have allowed
us to explore the classroom research she reports, and to extend our discussion beyond the paper to explore some of these themes
more broadly. 相似文献
13.
Dr. June Trop 《Journal of Science Teacher Education》1995,6(1):53-56
Conclusion The journal writing activity was an opportunity for Tom and his classmates to personalize a constructivist vision of teaching
and learning, a step Gallagher’s (1993) teachers identified as the beginning of their transition to a constructivist practice.
The efficacy of the journal writing activity may be attributed to its capacity to engage students in metacognitive thinking.
That is, the students had an opportunity to think about their ideas rather than merely with them (Kuhn, Amsel, & O’Loughlin,
1988). Indeed, various researchers have associated metacognition with cognitive development, meaningful learning, and conceptual
change (e.g., Champagne, Gunstone, & Klopfer, 1985; Kuhn et al., 1988; Pintrich, Marx, & Boyle, 1993).
Also, sharing journal entries fostered a sense of community, a support that seems to be essential for teacher change (Shaw
& Etchberger, 1993; Taylor, 1993). In fact, students reported the activity to be a “great way to get to know others” and “a
way of reducing isolation” because” certainly, a whole class of teachers is better than just one.”
Although the purpose of the activity was to promote constructivist pedagogy, it accomplished so much more. It stimulated imaginative
questions such as What is the purpose of teaching physics? When is it to review many areas? When is it to understand how physics
works in some special instances?
In addition, journal writing “was an excellent way to bring about closure.” “It was relaxing … kind of like cool down exercises
after a heavy aerobic workout.” 相似文献
14.
This paper presents a curriculum, textbook and test result analysis for the new (to California) elementary school “Key Standard”
mathematics curriculum, transplanted in 1998 from it's foreign roots in Asia and Europe, locations with far different cultural
and economic backgrounds. Based on topic analysis methods developed by Michigan State University, this curriculum is a “quality”
curriculum, since it is closely aligned with the curriculum of the six leading TIMSS math countries. Five-year test results
are presented for two cohorts totaling over 13,000 students, all from four “early adoption” urban districts where 68% of the
students were economically disadvantaged. Included are two cohorts of English learning immigrants totaling over 4,400 students.
Performance was found to be statistically superior to similar (control) districts which continued with the old 1991 curriculum
and textbooks (0.003 < p < 0.015). The focus of this paper is on the transition from far-below to above average learning performance of these students
over the 1998–2002 period. 相似文献
15.
Students have been largely ignored in discussions about how best to teach science, and many students feel the curriculum is
detached from their lives and interests. This article presents a strategy for incorporating students’ interests into the formal
Biology curriculum, by drawing on the political meaning of “shadow government” as alternative policies developed by parties
not in office. A “shadow curriculum” thus reflects the interests and information needs of those who have no voice in deciding
what the formal curriculum should include, although they are the ones who are most influenced by it. High school students’
interests in three Biology topics were identified (n = 343) and retested on another student sample (n = 375), based on their solicited questions as indicators for interests. The results of this exploratory case study showed
that half of the questions asked by students in the areas of genetics, the cardiovascular system and the reproductive system
are not addressed by the national curriculum. Students’ questions were then expressed in the curricular language of principles,
phenomena and concepts in order to create a shadow curriculum. A procedure that could be used by other researchers and practitioners
to guide the development of a curriculum that is more aligned with student interests is suggested. 相似文献
16.
Dorothy Valcarcel Craig 《Early Childhood Education Journal》2000,27(3):179-184
As today’s preschoolers become the school-age children of tomorrow, early learning educators are faced with a unique and exciting
challenge of integrating technology into mathematics instruction. This article examines theory, standards, guidelines, and
rationale that supports technology in the preschool environment. Examining practices at 12 diverse preschool sites, four designs
emerge as the “typical” models that enable early learners to engage and experience technology within a developmentally appropriate
learning environment. The designs outlined are viewed through the lens of preschool mathematics instruction and provide early
learning educators as well as parents with models for replication. 相似文献
17.
Kylie Shaw Allyson Holbrook Jill Scevak Sid Bourke 《The Australian Educational Researcher》2008,35(3):89-109
This paper draws on 159 survey responses of fourth year Education students as they embark on a research project based in their
internship school. The project explores predisposition to research and the level of preparedness to undertake a research project.
The students who met most frequently with their supervisor and showed higher research self-efficacy were also most likely
to want to undertake postgraduate study and reacted positively to good personal support and a feeling of belonging to a research
“community”. Many felt they were “unconnected” to a learning community, and specifically to their supervisor. They were generally
positive about their ability to do the tasks, such as finding and writing up literature, even though they were concerned about
managing the overall commitment. Despite this they were optimistic about completion. Only 5% were sure they would undertake
postgraduate study in the future, and 65% were sure they would not do so. In an environment where there is commitment to promoting
research skills consistent with the needs of a knowledge society and drawing on evidence to inform practice, the findings
not only raise the question of how best to support and give meaning to early research endeavours of preservice teachers, but
also highlights the challenge of achieving this against a high level of disinterest in further tertiary study. 相似文献
18.
Several scholars have suggested the introduction of an environmental literacy requirement into the curricula of Non-Environmental
Science disciplines in tertiary institutions of the world as a “greening” strategy for fostering global environmental stewardship
necessary for enhancing understanding and collaboration in tackling the major environmental risks facing our global village
today. However, there is no study on students’ opinion on this issue. This study was therefore initiated to 1) evaluate the
opinion of undergraduate students on the introduction of a worldwide environmental literacy into the curricula of Non-Environmental
science majors as a graduation requirement; and 2) identify any possible demographic differences in opinions among the student
subjects polled. We sought the opinion of 800 undergraduates from African, North American and European universities on the
subject and 99% responded. The result showed that a majority (67%) of them supported the worldwide environmental literacy
requirement and those already trained were significantly (P < 0.0001) more likely to support it than those untrained. Students from developing countries were significantly (P < 0.0001) more likely to support it than those from developed countries; similarly students in the Arts’ disciplines were
more likely to support it than Non-Arts’ students as a group. However, no significant differences were observed between students
from Francophone versus Anglophone countries; Social Sciences versus Non-Social Sciences majors and between Education versus
Non-Education majors. Some similarities were observed between the opinion of university-age students in this study and 15-year
old secondary school students from two major international surveys (Research on Science Education-ROSE, and Program for International
Student Assessment-PISA) on science education; further studies comparing these two categories of students is suggested. The
need for all professionals to be literate about the science of their surroundings was the most identified reason for supporting
the literacy requirement by the students polled. The results of this study thus provide evidence of support by students in
the on-going paradigm shift towards “greening” the curricula of tertiary institutions and thus reinforces its implementation
by leaders of academe and policy makers worldwide. 相似文献
19.
Mahmood Khalil Reuven Lazarowitz Rachel Hertz-Lazarowitz 《Journal of Science Education and Technology》2009,18(1):85-100
In this paper a conceptual model of instruction “the six mirrors of the classroom” used as a frame for teaching a learning
topic, the microorganisms are depicted. The paper consists of four sections: (a) the six mirrors of the classroom model (SMC);
(b) the SMC as implemented in the expository and cooperative modes of instruction in classrooms and results; (c) a “Journey
of Inquiry into the Wonderful World of Microorganisms” (JIWWM), developed according to the Science–Technology–Environment–Peace–Society
(STEPS) approach; and (d) teaching and learning the JIWWM, in ninth-grade classes, within the SMC model. The results show
that science topic can be taught in the frame of the mirrors of the classroom. When the instructional goals of the teachers
used the mirror “1, classroom organization” and mirror “6, pupils’ social behavior” and the third ring around the all six
mirrors cooperative skills were practiced, academic outcomes were achieved, and attitudes toward environmental preservation
and peace improved. The SMC model can serve as a valuable tool for teachers, since it can design their teaching and learning
settings in a more controlled environment, in terms of objectives, teachers’ and students’ social behaviors, and academic
outcomes. 相似文献
20.
In this article we analyze the dialogic learning of one pair of students in order to investigate how these students cope with a collaborative learning situation in the classroom. Our aim is to substantiate the claims that not only are young students (8 year olds) capable of solving mathematical problems collaboratively, but that they also take an active role in regulating their collaborative learning activities. More specifically, our claim is that children appear to apply constructs of “mathematical level raising”, “social interaction” and “division of time” to steer their own collaborative learning and that they are rather successful in balancing these three aspects. The analysis is exploratory, but this new perspective on collaborative learning is relevant theoretically and consequential for classroom practice. 相似文献