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1.
Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n?=?38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science System? (FOSS) modules of sound (fourth grade) and solar energy (fifth grade) with the integration of creative drama activities in treatment classes. A 2?×?2?×?(2) Mixed ANOVA was used to examine differences in the learning outcomes and attitudes toward science between groups (drama and non-drama) and grade levels (4th and 5th grades) over time (pre/post). Learning was measured using the tests included with the FOSS modules. A shortened version of the Three Dimension Elementary Science Attitude Survey measured attitudes toward science. Students in the drama treatment group had significantly higher learning gains (F?=?160.2, p?<?0.001) than students in the non-drama control group with students in grade four reporting significantly greater learning outcomes (F?=?14.3, p?<?0.001) than grade five. There was a significantly statistical decrease in student attitudes toward science (F?=?7.5, p?<?0.01), though a small change. Creative drama was an effective strategy to increase science conceptual learning in this group of diverse elementary enrichment students when used as an active extension to the pre-existing inquiry-based science curriculum.  相似文献   

2.
A concept pair is a pair of concepts that are fundamentally different but closely related. To develop a solid conceptual understanding in dynamics (a foundational engineering science course) and physics, students must understand the fundamental difference and relationship between two concepts that are included in each concept pair. However, all existing research in dynamics and physics education has been focused on the identification and repair of students?? misunderstanding of individual concepts, but not concept pairs. The present research fills the gap of existing research by studying students?? perceptions of dynamics concept pairs and correlation with their problem-solving performance in both particle and rigid-body dynamics. A total of 88 engineering undergraduate students participated in the present study. Students?? perceptions were assessed using a 40-item instrument that included 20 dynamics concept pairs at fundamental Level One and higher-order Level Two. Students?? problem-solving performance was assessed using four exams that included 66 dynamics problems. The coefficients of reliability (Cronbach??s ??) of assessment instruments vary between 0.69 and 0.93. The research findings from the present study show that students were not confident in their understanding of Level-Two concept pairs, especially the relationship between the Principle of Linear Impulse and Momentum and the Principle of Angular Impulse and Momentum, and the relationship between the Principle of Angular Impulse and Momentum and the Conservation of Angular Momentum. A statistically significant correlation exists between students?? perceptions of Level-Two concept pairs and their problem-solving performance on both particle dynamics (r?=?0.355, p?<?0.01) and rigid-body dynamics (r?=?0.351, p?<?0.01). The research findings made from the present study imply that educational efforts should be focused on improving students?? understanding of Level-Two dynamics concept pairs.  相似文献   

3.
The purpose of this study was to collect and analyze data on sexual differences in secondary school students' attitudes towards science. Attitudinal differences were also analyzed for the independent variables of science programs and grade levels. Data were collected from 988 students using a modified version of the Fennema-Sherman Mathematics Attitude Scales to represent attitudes toward science. Reliabilities of the modified science subscales were all high ( > 0.83). Multivariate analysis of variance (MANOVA) was used to analyze the data for the main and interaction effects of the independent variables of sex (male, female), grade level (10th, 11th, 12th), and science program (advanced placement, academic, general, terminal). Significant differences (p < 0.05) were indicated for all main effects (sex, grade, science program). Interaction effects were not found. Mean separations for the various levels of sex, grade, and science program were performed for all attitudinal subscales. Females evidenced a significantly more positive attitude (p ? 0.01) than males on three subscales: Attitude Toward Success in Science Scale, Science as a Male Domain Scale, and Teacher Scale. Although not significant, males evidenced more positive attitudes on all the remaining five subscales. Eleventh graders evidenced significantly more positive attitudes than tenth graders on all but the Effectance Motivation Scale. Students in 11th grade had more positive attitudes than 12th-grade students on all scales but Science as a Male Domain Scale; however, these differences were not significant. Tenth graders differed significantly from 12th graders on three subscales; Science Usefulness Scale, Confidence in Learning Science Scale, and Teacher Scale. Positive attitudes decreased from advanced placement to terminal programs. Academic students did not differ significantly from general students except on the Father Scale; however, they were significantly different (more positive) from the terminal students for all subscales. General students were also significantly different from terminal students except on the three subscales of Attitudes Toward Success in Science, Science as a Male Domain, and Effectance Motivation.  相似文献   

4.
The Bureau of Labor Statistics projects an increase in Natural Resource Management (NRM) jobs within the next 10?years due to baby-boomer retirements and a 12% increase in demand for these occupations. Despite this trend, college enrollment in NRM disciplines has declined. Even more critical is the fact that the soon-to-be-majority Hispanic population is underrepresented in NRM disciplines. The goal of the present study was to determine if an in-residence, two-week, summer science program for underrepresented minorities would not only increase interest in science, actual science knowledge, and perceived science knowledge, but also have an overall impact on underrepresented minority students?? decisions to attend college, major in a scientific discipline and pursue a career in science. During a four-year period, 76 high school students participated in a Science Agricultural Summer Experience (SASE) in Northern New Mexico. A pre/post science-knowledge exam and satisfaction survey were administered to participants. We demonstrate that participants improved significantly (p?<?.05) in all areas measured. In particular, comfort with science field and lab activities, science knowledge and perceived science knowledge were enhanced after exposure to the program. Students not only found science exciting and approachable after participation, but also exhibited increased interest in pursuing a degree and career in science. Of the 76 SASE participants within graduation age (n?=?44), all graduated from high school; and 86% enrolled in college. These findings suggest that the implemented SASE initiative was effective in recruiting and increasing the confidence and abilities of underrepresented minority students in science.  相似文献   

5.
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6.
The ??Medical Systems?? program was designed to introduce high school students to the world of advanced medicine. Its premise was to use an applied scientific discipline like medicine to encourage high-school students?? interest in basic science. This study compares the teen-aged graduates of ??Medical Systems?? with fourth and fifth-year medical students. It aims to identify the attitudes of these two groups towards medical science and basic sciences in medicine. The population included 94 graduates of ??Medical Systems?? from schools throughout Israel, who had also completed an advanced-level course in a basic science (biology, chemistry or physics), and 96 medical students from different Israeli universities. The students?? attitudes were measured using West et al.??s questionnaire (Med Educ 16(4):188?C191, 1982), which assesses both the attitude of the participants towards basic science knowledge, and their attitude towards their learning experience in medical school. Nine participants from each group were also interviewed using a semi-structured interview protocol. The results showed essential differences in the attitudes of the two groups. The high school students consider scientific knowledge far more essential for a physician than do the medical students, who also showed a far lower estimation of the effectiveness of their science studies.  相似文献   

7.
Physical science curriculum materials designed to improve the attitudes of below-average students were developed from guidelines which reflected the strengths and weaknesses of these students. The materials were administered to ninth and tenth grade students in three average-low ability physical science classes. Students in these classes had I.Q. scores of less than 100, reading achievement below grade placement, and eighth grade science averages of C or below. A control group of three physical science classes was employed. A form of the Semantic Differential was administered as a pretest and posttest. The student who received the materials demonstrated significant improvement in attitudes toward science class and science laboratory.  相似文献   

8.
The learning unit, ‘The Cell’, was implemented in a ninth grade junior high school biology course using an individualized audio‐tutorial (IAT) method of instruction. Students’ learning environment their attitudes toward the method and toward science and the understanding of the process of science were investigated. The sample consisted of 105 students in the experimental group and 65 in the control group which was instructed in a traditional lecture‐laboratory method. Data were treated by analysis of covariance and the t‐test results indicate that aspects of the learning environment, such as cooperation and cohesiveness did not diminish in the IAT group, and that factors such as cliqueness, favouritism and competition did not increase. While students expressed favourable attitudes toward some aspects of the IAT method (performing experiments individually, development of independent thinking, self‐examination, rate of learning and self‐achievement), no changes occurred in their attitudes toward science and their understanding the processes of science as a result of being instructed in an IAT setting. Regarding differences between girls and boys, girls expressed more favourable attitudes than boys toward the individualized aspects of the IAT method.  相似文献   

9.
This paper describes how the patriarchal structure of Japanese society and its notions of women, femininity, and gendered stereotypes produced strong cultural barriers to increasing the participation of females in science education. Baseline data on attitudes toward science and the perceptions of gender issues in science education, academic major and career choice were collected from 175 university students (124 female, 51 male). Students responded to a Likert scale that included the option “I don't understand the question”. All respondents took advantage of the option for items related to gender issues. On some items up to 67% of the males responded that they did not understand the question. Females in science choosing this option did not exceed 19%. In Japan, gender is an invisible, pervasive construct that impacts females' participation in science and science education. In other ways, attitudes toward science among Japanese students mirrored those found in the United States and in other countries. Respondents held the most favorable views of science when they were in elementary school and females preferred biology while males preferred the physical sciences. The exception to the Western pattern of liking science and science teachers is that male non-science majors rather than female non-science majors reported poor academic performance in elementary school, declining attitudes in middle school, and they held the most negative attitudes toward their science teacher and science subjects.  相似文献   

10.
This preliminary ethnographic investigation focused on how Indigenous traditional wisdom can be incorporated into school science and what students learned as a result. Participants included community elders and knowledge keepers, as well as 4th grade (10-year-old) students, all of Amis ancestry, an Indigenous tribe in Taiwan. The students?? non-Indigenous teacher played a central role in developing a science module ??Measuring Time?? that combined Amis knowledge and Western science knowledge. The study identified two cultural worldview perspectives on time; for example, the place-based cyclical time held by the Amis, and the universal rectilinear time presupposed by scientists. Students?? pre-instructional fragmented concepts from both knowledge systems became more informed and refined through their engagement in ??Measuring Time??. Students?? increased interest and pride in their Amis culture were noted.  相似文献   

11.
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12.
The purpose of this study was to develop a questionnaire that measures students' motivation toward science learning (SMTSL). Six scales were developed: self‐efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. In total, 1407 junior high school students from central Taiwan, varying in grades, sex, and achievements, were selected by stratified random sampling to respond to the questionnaire. The Cronbach alpha for the entire questionnaire was 0.89; for each scale, alpha ranged from 0.70 to 0.89. There were significant correlations (p?<?0.01) of the SMTSL questionnaire with students' science attitudes (r?=?0.41), and with the science achievement test in previous and current semesters (r p?=?0.40 and r c?=?0.41). High motivators and low motivators showed a significant difference (p?<?0.01) on their SMTSL scores. Findings of the study confirmed the validity and reliability of the SMTSL questionnaire. Implications for using the SMTSL questionnaire in research and in class are discussed in the paper.  相似文献   

13.
The purpose of this study was to determine the effects resulting from the presence or absence of living material in the biology classroom on knowledge of biology and attitudes toward science and sciencing. An experimental design employed random assignment to treatment and control groups. A separate-sample pretest-posttest control group design was used with 111 biology students from a medium-sized suburban high school. The treatment was administered for 16 weeks. The treatment group held class in a room containing live plant and animal displays attractively maintained. The control group students held class in a general purpose classroom containing no living materials. Students in the treatment group performed higher on both dependent measures (knowledge of biology and attitude toward science and sciencing) than those in the control group. The findings are interpreted as suggesting that living displays in the classroom serve to stimulate interest and curiosity which in turn influence attitude and achievement.  相似文献   

14.
The attitudes toward science of nonscience college students were investigated using quantitative and qualitative forms of inquiry. Quantitative methods were used to determine (a) how attitudes toward science of nonscience college students compare with attitudes of science majors, and (b) whether attitudes toward science change with instruction. Qualitative assessment was used to investigate attitude development as it relates to science. The subjects were 102 nonscience students and 81 science students. Six attitudinal variables were investigated using the Attitudes Toward Science Inventory (ATSI) as the quantitative instrument. Hotelling's T2 showed a significant difference (p = 0.0001) in attitudes between the two groups. T tests revealed significant differences between the two groups for all six variables. A significant difference (p = 0.0001) was found between pretest and posttest results for the nonscience students. T tests showed significant differences between the two sets of scores for all six variables, indicating a favorable change in attitudes. An interview questionnaire was used to investigate factors contributing to attitude development. The interview results suggested that attitudes toward science are formed by interactions of both school and nonschool variables.  相似文献   

15.
The Seventh School Curriculum Reform in Korea was introduced in 2000 to prepare school‐aged Koreans for an information and knowledge‐based society. The reform effort emphasises information and communication technology (ICT) in the K–12 curriculum and a learner‐centred pedagogy. This study examines the contributions of ICT, specifically, computer‐assisted instruction (CAI), in Korean science classrooms. A sample of 234 Korean middle school students was categorised into five achievement groups. Data were collected from pre‐ and post‐achievement test scores and pre‐ and post‐questionnaires for attitudes toward science, future courses, and career aspirations in science. Findings include: (1) the lowest achievement group showed the most significant improvement after CAI (p=.000); (2) an improvement in student achievement in science significantly influenced students’ attitudes toward science (p=.019), future course selections, and career aspirations related to science (p=.000); and (3) boys tended to perform better with CAI than girls. This research provides evidence that CAI has the potential to help lower achieving students in Korean science classes and may encourage enrolment in science.  相似文献   

16.
This study aimed to investigate the effects of inquiry-based laboratory activities on high school students’ understanding of electrochemistry and attitudes towards chemistry and laboratory work. The participants were 62 high school students (average age 17 years) in an urban public high school in Turkey. Students were assigned to experimental (N?=?30) and control groups (N?=?32). The experimental group was taught using inquiry-based laboratory activities developed by the researchers and the control group was instructed using traditional laboratory activities. The results of the study indicated that instruction based on inquiry-based laboratory activities caused a significantly better acquisition of scientific concepts related to electrochemistry, and produced significantly higher positive attitudes towards chemistry and laboratory. In the light of the findings, it is suggested that inquiry-based laboratory activities should be developed and applied to promote students’ understanding in chemistry subjects and to improve their positive attitudes.  相似文献   

17.
This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc “were not real” and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the “wet” laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.  相似文献   

18.
The present study compared the relative effects of hands-on and teacher demonstration laboratory methods on declarative knowledge (factual and conceptual) and procedural knowledge (problem-solving) achievement. Of particular interest were (a) whether these relationships vary as a function of reasoning ability and (b) whether prior knowledge and reasoning ability predict student achievement. Ninth-grade physical science students were randomly assigned to classes taught by either a hands-on or a teacher demonstration laboratory method. Students' reasoning ability and prior knowledge of science were assessed prior to the instruction. The two instructional methods resulted in equal declarative knowledge achievement. However, students in the hands-on laboratory class performed significantly better on the procedural knowledge test than did students in the teacher demonstration class. These results were unrelated to reasoning ability. Prior knowledge significantly predicted performance on the declarative knowledge test. Both reasoning ability and prior knowledge significantly predicted performance on the procedural knowledge test, with reasoning ability being the stronger predictor.  相似文献   

19.
It is considered important for students to participate in scientific practices to develop a deeper understanding of scientific ideas. Supporting students, however, in knowing and understanding the natural world in connection with generating and evaluating scientific evidence and explanations is not easy. In addition, writing in science can help students to understand such connections as they communicate what they know and how they know it. Although tools such as vee-maps can scaffold students?? efforts to design investigations, we know less about how these tools support students in connecting scientific ideas with the evidence they are generating, how these connections develop over time, or how writing can be used to encourage such connections. In this study, we explored students?? developing ability to reason scientifically by examining the relationship between students?? understanding of scientific phenomena and their understanding of how to generate and evaluate evidence for their ideas in writing. Three high school classes completed three investigations. One class used vee-mapping each time, one used vee-mapping once, and one did not use vee-mapping. Students?? maps and written reports were rated for understanding of relevant science procedural and conceptual ideas. Comparisons between groups and over time indicate a positive relationship between improved procedural and conceptual understanding. Findings also indicate that improved procedural understanding preceded improved conceptual understanding, and thus, multiple experiences were needed for students to connect evidence and explanation for science phenomena.  相似文献   

20.
Climate change science is a challenging topic for student learning. This quantitative study examined the effectiveness of a geospatial curriculum approach to promote climate change science understandings in an urban school district with eighth-grade students and investigated whether teacher- and student-level factors accounted for students’ climate change knowledge achievement. The participants included 12 science teachers and 956 eighth-grade students. Data included a pre- and posttest climate change assessment measures for both teachers and students and a teacher measure of Geospatial Science-Technological Pedagogical Content Knowledge. Paired-sample t tests revealed statistically significant gains from pretest to posttest on their climate change knowledge (p < .001; effect sizes being large on multiple-choice items and medium on the open-ended response assessment). Both ordinary least squares (OLS) multiple regression and 2-level hierarchical linear modeling found that students’ initial climate change knowledge and gender were significant predictors for students’ posttest scores, p < .05. Students’ pretest scores were the strongest significant predictor of the posttest scores, p < .001. Neither the teachers’ climate change knowledge nor their Geospatial Science-Technological Pedagogical Content Knowledge had significant association with the students’ posttest scores. Teaching years was a significant predictor for students’ posttest scores in OLS regression (p < .001). The findings provide support that a geospatial curriculum approach is an effective science curriculum approach for learners in urban middle-level education.  相似文献   

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