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1.
Science teachers struggle with meeting curricular goals outlined by professional organizations within the constraints of traditional
school. Engaging science learners as a community who collaboratively and creatively co-construct scientific understanding
through inquiry requires teachers to adopt new tools as well as a different mindset about the kind of classroom culture they
need to nurture. Classroom blogs (i.e., blogs that are managed by a teacher for his/her students to post their work and exchange
ideas) have been purported in the literature as offering unique opportunities to achieve this goal, although with little empirical
support thus far. To fill this gap, nine classroom blogs were selected through an extensive search, and systematically analyzed
to determine how the teachers’ instructional designs and classrooms’ enactment were able to capitalize on the specific affordances
blogging may offer to support reform-based learning goals. The shift in teacher mindset needed to realize blogging affordances
occurred as teachers engaged with students in the process of ‘living’ the classroom blog. 相似文献
2.
Uncovering the Potential: The Role of Technologies on Science Learning of Middle School Students 总被引：1，自引：0，他引：1
Angelia Reid-Griffin Glenda Carter 《International Journal of Science and Mathematics Education》2008,6(2):329-350
There is, no doubt, untapped potential in using technological tools to enhance the understanding of science concepts. This
study examines the potential by observing 7th and 8th grade middle school students’ (n = 23) use of portable data collection devices in a nine-week elective class, Exploring Technologies. Students’ use of the data collection devices and subsequent interactions were traced through audiocassette and videocassette
recordings, field notes, and student artifacts. The culminating activity for the course was a scientific investigation that
required students to use the technologies to answer student-selected research questions. To illustrate the use of technology
as a mediatory tool, an inquiry investigation of three student groups is described. In examining the three groups of middle
school students the researchers encountered specific evidence of technology maximizing students’ science learning. The students
were able to use the portable data collection devices in their investigations as they discussed scientific ideas related to
temperature and heat. The study’s findings indicated that the three student groups were able to use the tools to conduct scientific
inquiry and engage in scientific discourse. Further research on instructional approaches that allow students to develop expertise
by using technology as tools to construct knowledge about complex phenomena is encouraged. 相似文献
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In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary
teachers understand and practise science inquiry teaching during field experience. By examining inquiry lesson preparation,
practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties they encounter and
what could result from those difficulties in their practice. A total of 16 seniors (fourth-year students) in an elementary
teacher education program participated in this study. In our findings, we highlight three difficulties ‘on the lesson’ that are related to teaching practices that were missing in the classrooms: (1) developing children’s own ideas and curiosity,
(2) guiding children in designing valid experiments for their hypotheses, (3) scaffolding children’s data interpretation and
discussion and another three difficulties ‘under the lesson’ that are related to problems with the pre-service teachers’ conceptualization of the task: (4) tension between guided and
open inquiry, (5) incomplete understanding of hypothesis, and (6) lack of confidence in science content knowledge. Based on
these findings, we discuss how these difficulties are complexly related in the pre-service teachers’ understandings and action.
Several suggestions for science teacher education for inquiry teaching, especially hypothesis-based inquiry teaching, are
then explored. 相似文献
6.
Joanna O. Masingila Samson M. Muthwii Patrick M. Kimani 《International Journal of Science and Mathematics Education》2011,9(1):89-108
This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling
in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more
about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice
may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science
in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and
after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and
log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified
as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned
mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the
data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53,
2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they
used was connected to their views of what science is. 相似文献
7.
The purpose of this qualitative interpretive research study was to examine high school students’ written scientific explanations
during biology laboratory investigations. Specifically, we characterized the types of epistemologies and forms of reasoning
involved in students’ scientific explanations and students’ perceptions of scientific explanations. Sixteen students from
a rural high school in the Southeastern United States were the participants of this research study. The data consisted of
students’ laboratory reports and individual interviews. The results indicated that students’ explanations were primarily based
on first-hand knowledge gained in the science laboratories and mostly representing procedural recounts. Most students did
not give explanations based on a theory or a principle and did not use deductive reasoning in their explanations. The students
had difficulties explaining phenomena that involved intricate cause–effect relationships. Students perceived scientific explanation
as the final step of a scientific inquiry and as an account of what happened in the inquiry process, and held a constructivist–empiricist
view of scientific explanations. Our results imply the need for more explicit guidance to help students construct better scientific
explanations and explicit teaching of the explanatory genre with particular focus on theoretical and causal explanations. 相似文献
8.
Julia D. Plummer Valerie M. Zahm Rebecca Rice 《Journal of Science Teacher Education》2010,21(4):471-493
This study investigated the impact of an open inquiry experience on elementary science methods students’ understanding of
celestial motion as well as the methods developed by students to answer their own research questions. Pre/post interviews
and assessments were used to measure change in participants’ understanding (N = 18). A qualitative approach was used to describe the nature of each participant’s investigation through an analysis of
their science journal and poster presentations. A comparison of participants’ inquiry projects with the change in their understanding
revealed that while most participants improved in both their area of inquiry and beyond, elementary science methods students
may need more guidance to reach a full scientific understanding across all aspects of celestial motion. 相似文献
9.
The article builds upon a study where students’ relations to science are related to their worldviews and the kind of worldviews
they associate with science. The aim of the study is to deepen our knowledge of how worldview and students’ ways to handle
conflicts between their own worldview and the worldview they associate with science, can add to our understanding of students’
relations to science. Data consists of students’ responses to a questionnaire (N = 47) and to interviews (N = 26). The study shows that for students who have a high ability in science, those who have taken science-intense programmes
in upper secondary school to a higher extent than others have worldviews in accordance with the worldviews they associate
with science. This indicates that students who embrace a worldview different from the one they associate with science tend
to exclude themselves from science/technology programmes in Swedish upper secondary school. In the article the results are
presented through case studies of single individuals. Those students’ reasoning is related to the results for the whole student
group. Implications for science teaching and for further research are discussed. 相似文献
10.
This study investigated the extent to which teacher professional development led to changes in science instruction in K-2
classrooms in rural school districts. The research specifically examined changes in (a) teachers’ content knowledge in science;
(b) teachers’ self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional
strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science
instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and
classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching
science; they spent more instructional time on science and began using different instructional strategies. Key contextual
factors included curricular demands, resources, administrative support, and support from other teachers. 相似文献
11.
The physical and social image of the scientist among school children, student teachers, and teachers over the last 50 years
was investigated. Interest has also been shown in the perception of the personality behind the physical stereotype. Nevertheless,
the value judgments of science and scientists and the positive and negative mind–sets attaching to these judgments in our
society were less investigated, either in Israel or abroad. In this investigation models given to science and scientists in
the classical literature and by some popular science writers were investigated, together with contemporary learners’ views.
The populations consist of 125 high school students from Israel. Several tools were used during this investigation to decipher
the images of science: Closed questionnaire, writing an essay, and semistructured collective interviews. Classical authors
have pessimistic views about science and the scientists. Most models are unfavorable, and criticize the scientists: The mad
and monstrous scientist (Frankenstein), the scientist who is alienated from human life (The Physicists), the scientist who is cut off from reality, the “geek” (Gulliver’s Travels), the scientist whose irresponsible research is harmful to the environment (Jurassic Park), the scientist who hungers for knowledge at any cost (Faust). The positive images found especially in the popular science literature: the scientist who cures diseases (Microbe Hunters), the scientist who has professional integrity (Galaxies), the scientist who keeps to the rules of the scientific method to obtain objective results (Wrinkles in Time).
We found that some expressions relating to fear of science which have appeared in the classics since the beginning of the 18th century were found in a similar way with students of the 21st century, while others expressed that same fear in different ways. There was also an identification with Swift’s “unsociable
and unemotional” scientists. Alongside the existence of expressions of fear of science, and mainly ambivalent opinions of
students toward science, the dominant picture that stands out in this study is that our contemporary students are pro science,
and regard science as a useful area of society. 相似文献
12.
Hanna Kim 《Journal of Science Education and Technology》2011,20(6):803-814
This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school
students’ attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse
Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were entering eighth grade
attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, “Green Earth
Enhanced with Inquiry and Technology.” We used pre- and post-attitude surveys, pre- and post-science content knowledge tests,
and selective interviews to collect data and measure changes in students’ attitudes and content knowledge. The study results
indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related
careers and increased their content knowledge of selected science concepts (p < .05). 相似文献
13.
William R. Veal Zachary Jackson 《International Journal of Science and Mathematics Education》2006,4(2):195-213
The purpose of this paper is to describe how and why a primary science methods classroom was conceived, designed, and developed for preservice and inservice teachers. Just as science educators believe that students learn best by constructing their knowledge of the natural world with the aid of a teacher and colleagues, science educators also believe that preservice and inservice teachers should learn in a collaborative and constructivist environment. Multiple dimensions relating to the dynamic processes of learning to teach, a ‘technical factor’ related to the physical and resource constraints that exist within a school, and sociocultural theory were used for the theoretical framework. A survey was given to 97 students who took a course in the classroom, six instructors were given a questionnaire, and three of these instructors were interviewed. These data sources sought to determine the effect of design features on student learning and instructor teaching. The results of the evaluation suggest students who used the classroom found their learning positively affected by the room design and instructors who taught in the classroom benefited by being able to teach in an inquiry and constructivist manner. 相似文献
14.
Markku Kankkunen 《Learning Environments Research》2001,4(3):287-324
This article grapples with the problem of how to track a student's real progress in learning, which cannot be absolutely quantified
at any given point as a result of a particular intervention. Results are presented for a long-term qualitative and quantitative
classroom study, during which the method of concept mapping was applied and interpreted in light of the semiotic paradigm
developed by Charles Sanders Peirce (1931–1958). Peirce's semiotic paradigm was thought to have sufficient intellectual rigour
and flexibility to give new access to the multiplicity of processes at work in the learning environment.
A natural learning environment was built over a four-year period in a Finnish primary school. The students, ranging in age
from 9–12 years, were encouraged to use qualitative judgement (intuition, tacit knowledge) to give them greater intellectual
access to the meanings of the concepts taught. The goal was to bring them to Vygotsky's stage of ‘conceptual learning’, and
to evaluate the effectiveness of concept mapping as an ‘advance organiser’ used in conjunction with Peirce's semiotic paradigm.
This article evaluates the success of concept mapping in constructing a conceptually-meaningful learning environment. The
qualitative results - and certain quantitative evidence - show that concept mapping provided a means for students to discover
tentative meanings for the concepts taught. In parallel, Peirce's semiotic paradigm provided a pragmatic framework for tracking
the process of ‘updating meanings’ which is intrinsic to learning.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
15.
Ioannis Rentzos 《Science & Education》2005,14(7-8):733-745
The contents of the Greek magazine ‘Physicos Cosmos’ include science popularization, teaching proposals, and issues of educational concern. The magazine is addressed to teachers
of physics and, consequently, to grammar-school pupils/students. Its articles ranged, in general, from short texts taken from
physical sciences to more specialized articles. During the period under consideration (1975–1977), i.e., after the fall (1974)
of the military government (1967–1974) and the outset of the educational reform, the magazine’s subjects changed, comprising
interdisciplinary proposals in relation to the philosophy of physical and natural sciences, their history, their social usefulness,
and their connections with non-scientific culture. Some new approaches concerned particularly school geography as a multidisciplinary
field. 相似文献
16.
The demographic changes in Greek schools underline the need for reconsidering the way in which migrant pupils move from their
everyday culture into the culture of school science (a process known as “cultural border crossing”). Migrant pupils might
face difficulties when they attempt to transcend cultural borders and this may influence their progress in science as well
as the construction of suitable academic identities as a means of promoting scientific literacy. In the research we present
in this paper, adopting the socioculturally driven thesis that learning can be viewed and studied as a meaning-making, collaborative
inquiry process, we implemented an action research program (school year 2008–2009) in cooperation with two teachers, in a
primary school of Athens with 85% migrant pupils. We examined whether the two teachers, who became gradually acquainted with
cross-cultural pedagogy during the project, act towards accommodating the crossing of cultural borders by implementing a variety
of inclusive strategies in science teaching. Our findings reveal that both teachers utilized suitable cross-border strategies
(strategies concerning the establishment of a collaborative inquiry learning environment, and strategies that were in accordance
with a cross-border pedagogy) to help students cross smoothly from their “world” to the “world of science”. A crucial key
to the teachers’ expertise was their previous participation in collaborative action research (school years 2004–2006), in
which they analyzed their own discourse practices during science lessons in order to establish more collaborative inquiry
environments. 相似文献
17.
William Medina-Jerez Kyndra V. Middleton Walter Orihuela-Rabaza 《International Journal of Science and Mathematics Education》2011,9(3):657-690
The way in which students view science and its practitioners, particularly during their late elementary and early secondary
grade levels, has been at the core of numerous studies dating back to research by Mead & Metraux (Science 126:384–390, 1957). In this study, we used the Draw-a-Scientist Test Checklist developed by Finson, Beaver & Cramond (Sch Sci Math 95(4):195–205,
1995) to explore and document Colombian and Bolivian students’ perceptions of scientists. Despite the wealth of information from
years of study, there is a lack of research on images held by students in Latin American nations. This study involved Colombian
and Bolivian students (N = 1,017) in 5th to 11th grades and was aimed at providing an original account of how these students picture scientists and
science. Results suggest differences on how students perceive scientists based on nationality, grade and school type. We discuss
how features may be associated with educational and socioeconomic status in each school community. 相似文献
18.
Archive-based, historical research of materials produced during the Golden Age of Geology (1788–1840) uncovered scientific
caricatures (SCs) which may serve as a unique form of knowledge representation for students today. SCs played important roles
in the past, stimulating critical inquiry among early geologists and fueling debates that addressed key theoretical issues.
When historical SCs were utilized in a large-enrollment college Earth History course, student response was positive. Therefore,
we offered SCs as an optional assessment tool. Paired t-tests that compared individual students’ performances with the SC option, as well as without the SC option, showed a significant positive difference favoring scientific caricatures (α = 0.05). Content analysis of anonymous student survey responses revealed three consistent findings: (a) students enjoyed
expressing science content correctly but creatively through SCs, (b) development of SCs required deeper knowledge integration
and understanding of the content than conventional test items, and (c) students appreciated having SC item options on their
examinations, whether or not they took advantage of them. We think that incorporation of SCs during assessment may effectively
expand the variety of methods for probing understanding, thereby increasing the mode validity of current geoscience tests. 相似文献
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Todd Campbell Shaing Kwei Wang Hui-Yin Hsu Aaron M. Duffy Paul G. Wolf 《Journal of Science Education and Technology》2010,19(5):505-511
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous
potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry.
This paper serves to challenge teacher-held assumptions about students learning science ‘from technology’ with a framework
and examples of students learning science ‘with technology’. Whereas a high percentage of students are finding their way in
using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful
and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how
students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical
and pedagogical foundation for better connecting the two worlds of students’ lives: life in school and life outside of school.
This position paper is in response to the changing landscape of students’ lives. The position is transformative in nature
because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning
‘with technology’ to enhance science learning. 相似文献