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1.
Salem A. Al khawaldeh Ali M. Al Olaimat 《Journal of Science Education and Technology》2010,19(2):115-125
The present study conducted to investigate the contribution of conceptual change texts, accompanied by concept mapping instruction
to eleventh-grade students’ understanding of cellular respiration concepts, and their retention of this understanding. Cellular
respiration concepts test was developed as a result of examination of related literature and interviews with teachers regarding
their observations of students’ difficulties. The test was administrated as pre-test, post-test, and delayed post-test to
a total of 70 eleventh-grade students in two classes of the same high school in an urban area, taught by the same teacher.
The experimental group was a class of 34 students who received conceptual change texts accompanied by concept mapping instruction.
A class of 36 students comprised the control group who received traditional instruction. Besides treatment, previous understanding
and logical thinking ability were other independent variables involved in this study. The results showed that logical thinking,
treatment, previous understanding of cellular respiration concepts each made a statistically significant contribution to the
variation in students’ understanding of cellular respiration concepts. The result also showed that conceptual change texts
accompanied by concept mapping instruction was significantly better than traditional instruction in retention of this understanding. 相似文献
2.
Nam-Hwa Kang MaryKay Orgill Kent J. Crippen 《Journal of Science Teacher Education》2008,19(4):337-354
A survey instrument using everyday teaching scenarios was developed to measure teacher conceptions of inquiry. Validity of
the instrument was established by comparing responses for a group of secondary teachers to narrative writing and group discussion.
Participating teachers used only three of the five essential features of inquiry detailed in the standards documents (NRC
2000) when expressing their ideas of classroom inquiry. The features of ‘evaluating explanations in connection with scientific
knowledge’ and ‘communicating explanations’ were rarely mentioned. These missing components indicate a gap between the teachers’
conceptions of inquiry and the ideals of the reform movement. 相似文献
3.
Concept maps consist of nodes that represent concepts and links that represent relationships between concepts. Various studies
have shown that concept mapping fosters meaningful learning. However, little is known about the specific cognitive processes
that are responsible for such mapping effects. In a thinking-aloud study, we analyzed the relations between cognitive processes
during concept mapping as well as the characteristics of the concept maps that the learners produced and learning outcomes
(38 university students). To test whether differences in learning outcome are due to differences in general abilities, verbal
and spatial abilities were also assessed. In a cluster-analysis two types of ineffective learners were identified: ‘non-labeling
mappers’ and ‘non-planning mappers’. Effective learners, in contrast, showed much effort in planning their mapping process
and constructing a coherent concept map. These strategies were more evident in students with prior concept-mapping experience
(‘advanced beginners’) than in those who had not used this learning strategy before (‘successful beginners’). Based on the
present findings, suggestions for a direct training approach (i.e., strategy training with worked-out examples) and an indirect
training approach (i.e., supporting the learners with strategy prompts) were developed. 相似文献
4.
Vygotsky (in: Rieber, Carton (eds) The collected works of L.S. Vygotsky, vol 1, Pleneum Press, Newyork, pp 167–241, Retrieved from http://images.lib.monash.edu.au/edf5411/04118997.pdf, 1987) stated that academic or scientific concepts require a level of conscious awareness on the part of the child within everyday situations. Academic concepts can be any kind of concept, such as science concepts, mathematics concepts, language concepts and so on. Vygotsky theorised how these academic concepts could be developed by school aged children, but he said less about the prior to school period. Scientific concepts do not instantly develop in their final form but rather follow a process of conceptual development guided through adult–child interaction. It is understood that not any kind of social interactions can be considered developmental, but rather it is interaction which is purposeful and which is viewed as useful for a child’s development. Any kind of conceptual development requires the interaction with the ideal form as presented through adult interaction in social contexts. In any stage of development, ideal forms need to be present in the real context. Ideal in the sense that it acts as a model for that which should be achieved at the end of the developmental period; and in contrast, the real form represents the beginning point of child development (Vygotsky, in: Veer, Valsiner (eds) The Vygotsky reader, Blackwell Publishers, Oxford, pp 338–350, 1994). Many studies have documented the interactions between adults and children for developing scientific concepts in formal settings but little is understood about what happens in family homes for the prior to school age period. We do not know how scientific concepts develop during infants–toddlers everyday life at home. What kinds of social interactions in everyday family life support infants and toddlers to develop early forms of science concepts? This paper presents the findings of a study of infant and toddler learning of science at home. A total of around 30 h of video data were collected from three Bangladeshi families in Australia and Singapore. Three children aged from 10 to 36 months were filmed over 1 year in their everyday context. Informed by cultural-historical theory, the findings indicate that a form of conscious collaboration between parents and infants–toddlers is the key for developing small science concepts from rudimentary to final form. Small science has been defined as simple scientific narration of the everyday moments that infants and toddlers experience at home with their families. It was found that it was the families who filled the gap in understanding, through actively supporting the development of their infant–toddler’s higher mental function. Here the relations between infant–toddler real forms of development were carefully considered by the parents in relation to the ideal form that they created through collective dialogue of small science moments in the environment. If infants–toddlers learn these small concepts in their everyday settings, it is probable that they could link these early forms of understandings to learning abstract concepts later in school. This study contributes to understanding the nature of social interaction patterns for developing small science concepts in the everyday context of family life. This paper also provides pedagogical suggestions for early childhood science education. 相似文献
5.
Muammer Çalik Alipaşa Ayas Richard Kevin Coll 《International Journal of Science and Mathematics Education》2007,5(1):1-28
This paper reports on the use of a constructivist-based pedagogy to enhance understanding of some features of solution chemistry.
Pre-service science teacher trainees' prior knowledge about the dissolution of salts and sugar in water were elicited by the
use of a simple diagnostic tool. The test revealed widespread alternative conceptions. These evaluation data were used to
produce two segments of ‘conceptual change text’: concise summaries that present alternative and scientific conceptualizations
for the concepts under study. The texts were administered to 21 pre-service elementary trainee teachers whose understandings
of number of conceptions were subsequently re-evaluated employing a pre-test post-test approach in which their answers and
reasons for their answers were solicited. The findings suggest that these pre-service elementary trainees' alternative conceptions
are changed to become more in accord with the scientific view, with more participants providing correct answers along with
correct reasons than before the intervention. This work suggests that the use of conceptual change text may provide a simple
and cost and resource-effective way to aid conceptual understanding for the dissolution of ionic solids in water including
the effect of solute surface on the dissolution process. 相似文献
6.
Pinar Seda Çetin Ebru Kaya Ömer Geban 《Journal of Science Education and Technology》2009,18(2):130-137
The aim of this study is to investigate the effectiveness of conceptual change oriented instruction (CCOI) over traditionally
designed chemistry instruction (TDCI) on overcoming 10th grade students’ misconceptions on gases concepts. In addition, the
effect of gender difference on students’ understanding of gases concepts was investigated. The subjects of this study consisted
of 74 10th grade students from two chemistry classes. One of the classes was assigned as experimental group and the other
group was assigned as control group. The experimental group was instructed with CCOI and the control group was instructed
by TDCI. Gases Concept Test (GCT) was administered to both groups as pre- and post-tests to measure the students’ conceptual
understanding. The results showed that students in the experimental group got higher average scores from Gases Concept Test.
Also, a significant difference was found between the performance of females and that of males in terms of understanding gases
concepts in favor of males. 相似文献
7.
Current reform-driven mathematics documents stress the need for teachers to provide learning environments in which students
will be challenged to engage with mathematics concepts and extend their understandings in meaningful ways (e.g., National
Council of Teachers of Mathematics, 2000, Curriculum and evaluation standards for school mathematics. Reston, VA: The Council). The type of rich learning contexts that are envisaged by such reforms are predicated on a number
of factors, not the least of which is the quality of teachers’ experience and knowledge in the domain of mathematics. Although
the study of teacher knowledge has received considerable attention, there is less information about the teachers’ content
knowledge that impacts on classroom practice. Ball (2000, Journal of Teacher Education, 51(3), 241–247) suggested that teachers’ need to ‘deconstruct’ their content knowledge into more visible forms that would
help children make connections with their previous understandings and experiences. The documenting of teachers’ content knowledge
for teaching has received little attention in debates about teacher knowledge. In particular, there is limited information
about how we might go about systematically characterising the key dimensions of quality of teachers’ mathematics knowledge
for teaching and connections among these dimensions. In this paper we describe a framework for describing and analysing the
quality of teachers’ content knowledge for teaching in one area within the domain of geometry. An example of use of this framework
is then developed for the case of two teachers’ knowledge of the concept ‘square’. 相似文献
8.
9.
Russell Tytler 《Research in Science Education》1994,24(1):338-347
A study of primary school children's explanations of a range of phenomena concerning air pressure revealed considerable fluidity
in their use of conceptions. A measure of consistency was developed and applied to children's written and oral explanations
in a range of contexts. While the results showed a general trend with age toward more abstract, ‘generalizable’ conceptions,
the notion of parsimony was found to be problematic on a number of levels. Children do not apply a single conception to a
phenomenon, but rather operate with multiple conceptions in their explanations, complicating the whole notion of consistency.
Moreover, as they develop and apply more advanced conceptions, children inevitably display temporary reductions in consistency.
These findings suggest a rather more complex model of conceptual advance than implied in the literature on ‘conceptual change’.
Specializations: children's science explanations, conceptual change, primary science teacher education, physics education. 相似文献
10.
Hye-Eun Chu David F. Treagust Shelley Yeo Marjan Zadnik 《International Journal of Science Education》2013,35(10):1509-1534
The aims of this study were to determine the underlying conceptual structure of the thermal concept evaluation (TCE) questionnaire, a pencil-and-paper instrument about everyday contexts of heat, temperature, and heat transfer, to investigate students’ conceptual understanding of thermal concepts in everyday contexts across several school years and to analyse the variables—school year, science subjects currently being studied, and science subjects previously studied in thermal energy—that influence students’ thermal conceptual understanding. The TCE, which was administered to 515 Korean students from years 10–12, was developed in Australia, using students’ alternative conceptions derived from the research literature. The conceptual structure comprised four groups—heat transfer and temperature changes, boiling, heat conductivity and equilibrium, and freezing and melting—using 19 of the 26 items in the original questionnaire. Depending on the year group, 25–55% of students experienced difficulties in applying scientific concepts in everyday contexts. Years of schooling, science subjects currently studied and physics topics previously studied correlated with development of students’ conceptual understanding, especially in topics relating to heat transfer, temperature scales, specific heat capacity, homeostasis, and thermodynamics. Although students did improve their conceptual understandings in later years of schooling, they still had difficulties in relating the scientific concepts to their experiences in everyday contexts. The study illustrates the utility of using a pencil-and-paper questionnaire to identify students’ understanding of thermal concepts in everyday situations and provides a baseline for Korean students’ achievement in terms of physics in everyday contexts, one of the objectives of the Korean national curriculum reforms. 相似文献
11.
A Study Of Mathematics Anxiety in Pre-Service Teachers 总被引：1，自引：0，他引：1
Gina Gresham 《Early Childhood Education Journal》2007,35(2):181-188
The study investigated the changes in levels of mathematics anxiety among pre-service teachers in six different sections of
a mathematics method courses for early childhood/elementary education pre-service teachers. The changes were a function of
using Bruner’s framework of developing conceptual knowledge before procedural knowledge and using manipulatives and other
activities to make mathematics concepts more concrete and meaningful. Data were collected using quantitative and qualitative
measures. Two hundred forty-six pre-service teachers completed a 98-item Likert-type survey. Informal discussions, informal
interviews, and questionnaire-guided narrative interviews were conducted with pre-service teachers. Data revealed a statistically
significant reduction in mathematics anxiety in pre-service teachers (p < .001) who completed a mathematics methods course that emphasized Bruner’s model of concept development. Results of the
study have implications for teacher education programs concerning how future teachers are trained, the measurement of mathematics
anxiety levels among pre-service teachers, and the determination of specific contexts in which mathematics anxiety can be
interpreted and reduced. 相似文献
12.
Frank Uhlig 《Educational Studies in Mathematics》2002,50(3):335-346
We describe how elementary Linear Algebra can be taught successfully while introducing students to the concept and practice
of ‘mathematical proof’.This is done badly with a sophisticated Definition–Lemma–Proof–Theorem–Proof–Corollary(DLPTPC) approach;
badly – since students in elementary Linear Algebra courses have very little experience with proofs and mathematical rigor.
Instead, the subjects and concepts of Linear Algebra can be introduced in an exploratory and fundamentally reasoned way. One
seemingly successful way to do this is to explore the concept of solvability of linear systems first via the row echelon form
(REF). Solvability questions lead to row and column criteria for a REF that can be used repeatedly to: compute subspaces,
settle linear (in)dependence, find inverses, perform basis change, compute determinants, analyze eigensystems etc. If these
subjects are explained heuristically from the first principles of linear transformations, linear equations, and the REF, students
experience the power of a concept–built approach and reap the benefit of deep math understanding. Moreover, early ‘salient
point’ proofs lead to an intuitive understanding of ‘math proof’. Once the basic concept of ‘proof’ is ingrained in students,
more abstract proofs, even DLPTPC style expositions, on normal matrices, the SVD etc. become accessible and understandable
to sophomore students. With the help of this gentle early approach, the concept and construct of a ‘math proof’ becomes firmly
embedded in the students' minds and helps with future math courses and general scientific reasoning.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
13.
Attention is drawn in the present study to atypical patterns of contextualised learning engagement that are often difficult to interpret because, at face value, they exhibit varying degrees of conceptual dissonance. Against a summary of the practical and methodological problems associated with researching the phenomenon of ‘dissonance’, a review is presented of how it may manifest itself in differing contexts, and with what implied or observed associated effects. The empirical question of how ‘dissonance’ may be interpreted and modelled is addressed and it is argued that, in general, the phenomenon can be naturally accommodated within an interference observed model of student learning by virtue of violations of defined ‘conceptual boundaries’ within the model at an individual, or subgroup, response level. An example of an observed interference model of student learning in the form of a common factor model is introduced and is then further used to illustrate how such conceptual violations may occur in practice. 相似文献
14.
Younkyeong Nam 《Cultural Studies of Science Education》2012,7(2):485-493
This review explores Ben-Zvi Assaraf, Eshach, Orion, and Alamour’s paper titled “Cultural Differences and Students’ Spontaneous
Models of the Water Cycle: A Case Study of Jewish and Bedouin Children in Israel” by examining how the authors use the concept
of spontaneous mental models to explain cultural knowledge source of Bedouin children’s mental model of water compared to
Jewish children’s mental model of water in nature. My response to Ben-Zvi Assaraf et al.’s work expands upon their explanations
of the Bedouin children’s cultural knowledge source. Bedouin children’s mental model is based on their culture, religion,
place of living and everyday life practices related to water. I suggest a different knowledge source for spontaneous mental
model of water in nature based on unique history and traditions of South Korea where people think of water in nature in different
ways. This forum also addresses how western science dominates South Korean science curriculum and ways of assessing students’
conceptual understanding of scientific concepts. Additionally I argue that western science curriculum models could diminish
Korean students’ understanding of natural world which are based on Korean cultural ways of thinking about the natural world.
Finally, I also suggest two different ways of considering this unique knowledge source for a more culturally relevant teaching
Earth system education. 相似文献
15.
Marilyn Fleer 《International Journal of Science Education》2013,35(8):1069-1089
Little change has been noted over 10 years of research into teacher knowledge and confidence to teach science in the early and primary years of schooling. There is a significant body of research demonstrating that early childhood and primary teachers lack confidence and competence in teaching science. However, much of this research blames the victim, and offers little analysis for the systemic reasons for teachers’ confidence and competence in science education other than a lack of science knowledge. This paper reports on a study that examined teacher philosophy and pedagogical practices within the context of an analysis of children’s concept formation within playful early childhood settings. Through teacher interviews, video recordings of science play, and photographic documentation of children’s science activities in one rural preschool, it was noted that teacher philosophy about how young children learn is a significant contributing factor to learning in science. It is argued that teacher philosophy makes more of a difference to children’s scientific learning than does teacher confidence to teach science or knowledge of science. The study also shows that without a mediational scientific framework for using materials in play‐based contexts, children will generate their own imaginary, often non‐scientific, narratives for making sense of the materials provided. 相似文献
16.
Brian L. Jones 《Research in Science Education》1990,20(1):161-170
The term ‘concept’ is used in different ways within educational literature and has at least two different, although related,
referents in relation to science knowledge, namely, public knowledge and private understandings. A taxonomic structure for
‘science concepts’ (public knowledge) has been developed to provide a rationale for the choice of phenomena to be used in
the investigation of students’ ‘concepts’ and also to act as a frame of reference for generating insights about the data to
be collected. Furthermore, it may be a useful heuristic to predict other science concepts likely to be highly problematic
in school teaching situations and thus worthy of detailed research. The taxonomy, called a ‘Scale of Empirical Distance’ (SED),
enables science concepts to be mapped according to their degree of closeness to concrete realities. The scale shows a recognition
of the empirical basis of science concepts and the role of human senses in the perception of the material world even though
“absolute objectivity of observation is not a possible ideal of science” as Harre (1972) has noted. The scale uses two binary
variables, namely, ‘visual’ and ‘tactile’, to generate four categories of science concepts ranging on a continuum from concrete
to abstract. Some concepts related to ‘matter’ will be classified and discussed.
Specializations: science teacher education, primary science curriculum and methods, students’ personal meanings of phenomena. 相似文献
17.
In this paper we discuss the foundations and process of design of a research-informed instructional unit aimed for pre-service
science teacher education. The unit covers some key ideas on the nature of science (around methodology, theory change, scientific
inference and explanation, values, gender issues) anchoring them in a well-known episode from the history of science—the ‘discovery’
of radium by the Curies. Such episode is mainly examined as reconstructed in the 1997 French commercial film ‘Les Palmes de
Monsieur Schutz’. Pre-service science teachers are required to solve three tasks, individually and in small groups; those
tasks are respectively centred around: (1) the distinction between ‘discovering’ and ‘inventing’; (2) scientific modelling
via abduction; and (3) the extended hagiographic treatment of the figure of Madame Curie. Plenary debates around the tasks
aim at acquainting pre-service science teachers with some powerful concepts of twentieth century philosophy of science. 相似文献
18.
The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students difficulties. The test was administered to a total of 64 eighth grade students from two classes of a general science course, taught by the same teacher. The experimental group received the conceptual change texts accompanied with concept mapping in a lecture by the teacher. This instruction explicitly dealt with students misconceptions. It was designed to suggest conditions in which misconceptions could be replaced by scientific conceptions and new conceptions could be integrated with existing conceptions. The control group received TI in which the teacher provided instruction through lecture and discussion methods. The results showed that conceptual change text accompanied with concept mapping instruction caused a significantly better acquisition of scientific conceptions related to solution concept and produced significantly higher positive attitudes toward science as a school subject than the TI. In addition, logical thinking ability and prior learning were strong predictors for the concept learning related to solution. 相似文献
19.
This paper reports a 4-month study that investigated the effectiveness of curriculum materials incorporating the history of
science (HOS) on learning science, understanding the nature of science (NOS), and students’ interest in science. With regards
to these objectives, three different class contexts were developed with three main types of information in history of science.
In the first class context, the similarities between students’ alternative ideas and scientific concepts from the HOS were
considered in developing teaching materials. In the second class context, the teacher developed discussion sessions on the
ways scientists produce scientific knowledge. In the third class context, short stories about scientists’ personal lives were
used without connection to the concepts of science or NOS. Ninety-one eighth-grade students were randomly assigned to four
classes taught by the same science teacher. The concepts in the motion unit and in the force unit were taught. Three of the
four classrooms were taught using the contexts provided by the HOS while the fourth class was taught in the same way that
the teacher had used in previous years. The effects on student meaningful learning, perceptions of the NOS, and interest in
science were evaluated at the beginning, at the middle, and at the end of the study to compare differences between historical
class contexts and the Traditional Class. Results of analysis showed that the changes in meaningful learning scores for the
first class context were higher than other classes but the differences between classes were not significant. The HOS affected
student perceptions of the scientific methods and the role of inference in the process of science. Stories from scientists’
personal lives consistently stimulated student interest in science, while discussions of scientific methods without these
stories decreased student interest. The positive effects of stories relating scientist’ personal life on student interest
in science has major importance for the teaching of science. This research also helps to clarify different class contexts
which can be provided with different types and uses of historical information. 相似文献
20.
Kim H. Koh Charlene Tan Pak Tee Ng 《Educational Assessment, Evaluation and Accountability》2012,24(2):135-149
Using Singapore as an example, we argue that schools need to equip and encourage teachers to adopt authentic assessment in
teaching and learning so as to develop the students’ higher-order thinking. The importance of teaching and assessing higher-order
thinking in Singapore classrooms is encapsulated in the vision of ‘Thinking Schools’ launched by the Ministry of Education
in 1997. Underpinning this vision is a shift from conventional assessment to authentic assessment. Unlike conventional paper-and-pencil
tests that focus on knowledge reproduction and low-level cognitive processing skills in artificial, contrived contexts, authentic
assessment tasks underscore knowledge construction, complex thinking, elaborated communication, collaboration and problem
solving in authentic contexts. However, the creation of thinking schools in Singapore remains a constant challenge as many
teachers tend to rely on conventional assessment and are often ill-prepared to implement authentic assessment. By presenting
the findings from a recent empirical study, we propose that schools build teacher capacity by providing ongoing and sustained
professional development on authentic assessment for teachers. 相似文献