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1.
Leman Tarhan Hulya Ayar-Kayali Raziye Ozturk Urek Burcin Acar 《Research in Science Education》2008,38(3):285-300
This research study aims to examine the effectiveness of a problem-based learning (PBL) on 9th grade students’ understanding
of intermolecular forces (dipole–dipole forces, London dispersion forces and hydrogen bonding). The student’s alternate conceptions
about intermolecular bonding and their beliefs about PBL were also measured. Seventy-eight 9th grade students were stratified
by cognitive levels and then randomly assigned to experimental (PBL, 40 students) and control (lecture-style teaching, 38
students) groups. Following a preparatory lesson where activation and remediation of existing knowledge occur, a pre-test
was given, and no significant difference was found between the two groups of students (p > .05). After the instruction was completed, a post-test and also a questionnaire related to the quality of the problem,
the teacher’s role and group functioning were administered. Results from the post-test of both groups (p < .05) and questionnaire showed that PBL is affective on students’ achievement, remedying formation of alternate conceptions
and also social skills. 相似文献
2.
In the new science and technology junior-high-school curriculum in Israel, it is recommended that the cell topic be taught
“longitudinally in conjunction with other study contents”. This recommendation confers a change in teaching the cell topic
and provides an opportunity to form meaningful relationships between biological phenomena at the macro-level and their cellular
explanations. Here, we examine junior-high-school science and technology teachers’ pedagogical content knowledge (PCK) with
regard to the cell topic and the formation of macro-micro relations, ten years following the publication of the change in
the curriculum. Teachers in this study participated in three focus groups (n = 59) and one workshop (n = 12). In addition, six experienced teachers were interviewed in the course of this study. Specific tools were developed
to capture the teachers’ PCK. We found that the teachers had changed their way of teaching the cell topic only superficially:
they did not undergo any deep change. Despite the importance the teachers placed on teaching and learning the cell topic,
their concerns about their students’ comprehension difficulties reduced the time they devoted to teaching the topic in class.
The teachers were also found to have no PCK capacity to integrate biological phenomena at the macro-level with their cellular
explanations. In addition, a duality was identified among the teachers with regards to relating macro- and micro-levels in
biology and in chemistry. 相似文献
3.
Ngai-Ying Wong Chi-Chung Lam XuHua Sun Anna Mei Yan Chan 《International Journal of Science and Mathematics Education》2009,7(2):363-382
The spiral bianshi curriculum, an improvement on bianshi teaching developed by Gu (2000) and in line with Marton’s theory of variation (Marton & Booth, 1997), was tried out in a primary school in Hong Kong. This improved theoretical framework for the spiral bianshi curriculum comprises
four types of bianshi problems—the inductive bianshi, the broadening bianshi, the deepening bianshi, and the applicative bianshi.
Based on this framework, the research team developed a set of teaching materials on the three topics of division of fraction,
speed, and volume. The materials were tried out in 21 Primary 6 classes (a total of 686 students) in a school. The effect
was compared with a reference group using standard textbook materials in Hong Kong. A series of instruments, pre-tests, and
post-tests were administered to gauge the effects on students’ performance in solving routine and non-routine problems, as
well as the affective outcomes including self-concept, attitude towards learning mathematics, approaches to learning, and
conceptions of mathematics. The intervention effects of the experimental design were examined by hierarchical regression analysis.
The research reveals that students using spiral bianshi teaching materials performed significantly better than their counterparts
using standard textbook materials. However, no significant differences were identified among affective learning outcome variables
despite the positive results on cognitive learning outcomes. The findings indicate that spiral bianshi curriculum has high
potential in enhancing students’ learning effectiveness. However, further studies are needed to map its strengths in detail. 相似文献
4.
Chung-Yuan Hsu Chin-Chung Tsai Jyh-Chong Liang 《Journal of Science Education and Technology》2011,20(5):482-493
Educational researchers have suggested that computer games have a profound influence on students’ motivation, knowledge construction,
and learning performance, but little empirical research has targeted preschoolers. Thus, the purpose of the present study
was to investigate the effects of implementing a computer game that integrates the prediction-observation-explanation (POE)
strategy (White and Gunstone in Probing understanding. Routledge, New York, 1992) on facilitating preschoolers’ acquisition of scientific concepts regarding light and shadow. The children’s alternative
conceptions were explored as well. Fifty participants were randomly assigned into either an experimental group that played
a computer game integrating the POE model or a control group that played a non-POE computer game. By assessing the students’
conceptual understanding through interviews, this study revealed that the students in the experimental group significantly
outperformed their counterparts in the concepts regarding “shadow formation in daylight” and “shadow orientation.” However,
children in both groups, after playing the games, still expressed some alternative conceptions such as “Shadows always appear
behind a person” and “Shadows should be on the same side as the sun.” 相似文献
5.
Sze Yin Shirley Yeung 《Asia Pacific Education Review》2009,10(3):377-386
Hong Kong has been actively promoting a student-centered approach to teaching since the 1980s. Despite this effort, students
in Hong Kong still tend to be traditional learners who rarely experience and gain from real student-centered learning. While
teachers hold a “quantitative” concept of learning and focus on transmitting declarative knowledge to students (Biggs and
Watkins, Classroom learning: Educational psychology for the Asian teacher, 1995), students generally practise “rote learning.” Constructive learning models such as inquiry remain little used by students
in most Hong Kong classrooms. This article reports a study that examines the feasibility of implementing inquiry method in
Kong Kong’s primary classrooms. It analyses the implementation and some outcomes of an inquiry-based project conducted in
two local primary schools—a traditional elite Catholic school and a progressive, less-privileged school. Finally, it discusses
the contextual factors as well as cultural issues on teachers’ perception and implementation of inquiry in teaching. These
factors include the following: impacts of prevailing ideology in the community of Hong Kong, and the top-down policy-making
and management by the government.
相似文献
| Sze Yin Shirley YeungEmail: |
6.
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
7.
Recent research on metacognition points out the crucial role of on-line methods when endeavouring to conduct valid assessments
of metacognitive skills. Presently, different on-line methods are used, however, it is still a question of research whether
and how they affect students’ learning behaviour and learning outcome. Thus, the aim of this study is to quasi-experimentally
analyse the effects of two on-line verbalisation methods on learning performance. By means of the thinking-aloud method, students
in one experimental group (n = 24) were instructed to read and think aloud during learning. With the reflection when prompted method, students of another
experimental group (n = 24) were prompted at each navigational step to reflect on the reasons why they chose specific information. Students in
the control group (n = 22) learned without being instructed to verbalise. All three groups were treated identically except for the different use
of verbalisation assessment methods. The students’ task was to learn the concepts and principles of operant conditioning presented
in a hypermedium within 30 min. The students’ learning sessions were videotaped and learning performance was obtained immediately
afterwards. Based on Ericsson and Simon’s (Protocol analysis: Verbal reports as data, MIT, Cambridge, 1993) model, no performance differences between the thinking aloud and the control group were hypothesised.
However, prompting students for metacognitive reflection should affect learning performance positively, which is confirmed
by the results only in tendency for transfer performance. Implications for on-line assessment methods of metacognitive skill
will be discussed. 相似文献
8.
A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning 总被引：1，自引：0，他引：1
Erdal Senocak Yavuz Taskesenligil Mustafa Sozbilir 《Research in Science Education》2007,37(3):279-290
The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum
with those in a conventional primary science teacher preparation program with regard to success in learning about gases and
developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who
were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention
group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods
were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and
scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s
performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical
Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent
sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically
significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their
attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed
learning, cooperative learning and critical thinking. 相似文献
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11.
Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking 总被引：1，自引：0，他引：1
This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills
enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post
experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking
skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found
that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition
towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with
the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies
for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented
experiments, there is a good chance for a consequent development of critical thinking capabilities. 相似文献
12.
Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge
about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence
affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the
impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow
experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was
correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense
of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but
their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did
students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the
two different learning situations. 相似文献
13.
Tolga Gok 《International Journal of Science and Mathematics Education》2012,10(2):417-436
The purpose of this study is to assess students’ conceptual learning of electricity and magnetism and examine how these conceptions,
beliefs about physics, and quantitative problem-solving skills would change after peer instruction (PI). The Conceptual Survey
of Electricity and Magnetism (CSEM), Colorado Learning Attitudes about Science Survey (CLASS), multiple-choice test was administered
as a pre- and posttest with Solomon 4 group design to students (N = 138) enrolled on freshman level physics course. The number of chapter taught to the students was 14. Problem-solving
strategy steps were asked to students in the exam. The analyses of CSEM showed that the treatment group (g = 0.62) obtained significantly higher conceptual learning gain than the control group (g = 0.36). The conceptual understanding and problem-solving skills of the students on magnetism considerably enhanced when
PI was conducted (37% and 20%, respectively). CLASS results for 5 subscales (conceptual understanding, applied conceptual
understanding, problem solving general, problem solving confidence, and problem solving sophistication) supported the findings
of CSEM. 相似文献
14.
Hagar Gal 《Educational Studies in Mathematics》2011,78(2):183-203
“From Another Perspective” is a year-long course for teachers of mathematics that is designed to enhance teachers’ awareness
of the way that their students think when they are experiencing difficulties in geometry. It also aims at equipping teachers
with tools needed to analyze and cope with Problematic Learning Situations in geometry (Gal & Linchevski, 2000). This paper reviews the rationale, content, and approach of the course, which is characterized as “the Back and Forth model”.
It then reports on a study that tracked the changes that course participants (pre- and in-service mathematics teachers) passed
through. The paper describes the results of the case study of Eti, one of the participants, who taught mathematics to junior
high school students. The findings suggest that Eti was helped to achieving the goals of: (1) expanding and deepening her
understanding of students’ ways of thinking; (2) increasing her awareness of her students’ processes of thinking in order
to identify their difficulties; (3) equipping her with appropriate tools to analyze and cope with such difficulties; and (4)
enhancing her ability to retrieve and utilize this knowledge while making instructional decisions. Conclusions and open questions
for further study are drawn. 相似文献
15.
The present study aims to analyse the complex relationships between the relevant constructs of students’ demographic background,
perceptions, learning patterns and (proxy measures of) learning outcomes in order to delineate the possible direct, indirect,
or spurious effects among them. The analytical methodology is substantively framed against the studies of Richardson (British
Journal of Educational Psychology 76:867–893, 2006, Higher Education 54:385–416, 2007) that utilised a regression-based methodology to infer the possible causal relationships among the relevant learning constructs.
A composite research instrument, written in Chinese and derived from the Inventory of Learning Styles (ILS) and the Course
Experience Questionnaire (CEQ), was used to collect students’ feedback on their perceptions of the learning environment and
their learning patterns. Valid responses were obtained from 1,572 students studying at six institutions in the post-secondary
education sector in Hong Kong, a new response-context for both the CEQ and the ILS. In adapting the research instruments to
a new Chinese response-context, the findings are generally consistent with those reported in other published works (e.g. no
relationship between students’ demographic background and their satisfaction with the programme, and a significant relationship
between students’ exhibition of undirected learning patterns and low expected performance), but there are also some noteworthy
discrepancies. The findings therefore buttress the confidence with which an ILS-based General Theoretical Model of student
learning, adapted from Richardson (British Journal of Educational Psychology 76:867–893, 2006, Higher Education 54:385–416, 2007), may be used to conceptualise and interpret the dynamics of variation across different cultural response-contexts. While
the CEQ provides some valuable complementary insights, it is an instrument that requires further development in the response-context
of the present study. 相似文献
16.
Ornit Spektor-Levy Bat-Sheva Eylon Zahava Scherz 《International Journal of Science and Mathematics Education》2009,7(5):875-903
This study explores the impact of ‘Scientific Communication’ (SC) skills instruction on students’ performances in scientific
literacy assessment tasks. We present a general model for skills instruction, characterized by explicit and spiral instruction,
integration into content learning, practice in several scientific topics, and application of performance tasks. The model
was applied through an instructional program that focuses on the following learning skills: information retrieval, scientific
reading and writing, listening and observing, data representation, and knowledge presentation. Throughout the 7th–8th grades,
160 students learned the whole program or one of its components: structured instruction (SI) of SC skills, or performance tasks (PT). A comparison group of 42 students did not receive instruction of SC skills. Students’ performances were assessed through
a questionnaire and a complex task that measured students’ scientific content knowledge, SC skills, and the quality of the
final products. Results indicated that students who learned the whole program or one of its components achieved higher scores
in all categories than the comparison group students. High achievers can benefit from just one component of the program: either
structured instruction (SI) or learning from practice (PT). However, they can hardly acquire SC skills spontaneously. Low
and average achievers require both components of the SC program to improve their performances. Results show that without planned
intervention, the spontaneous attainment of SC skills occurs only to a limited extent. Systematic teaching of skills can make
a significant difference. The explicit instruction of skills integrated into scientific topics, the opportunities to implement
the skills in different contexts, the role of performance tasks as ‘assessment for learning’—all these features are important
and necessary for improving students’ scientific literacy. Our general model of skills instruction can be applied to the instruction
of other high-order skills. Its application can lead to the realization of the central goal of science education: literate
students possessing scientific knowledge. 相似文献
17.
A number of authors have presented data that challenge the validity of self-report of strategy use or choice of strategy.
We created a multiple-choice measure of students’ strategy use based on the work of Kozminsky, E., and Kozminsky, L. (2001), and tested it with three samples as part of a series of studies testing the fit of the DIME model of reading comprehension.
One study was conducted at the high school level (N = 175) and two at the undergraduate level (N = 185 and 737). Over the three studies with three different samples, we found good evidence for the internal consistency
reliability and concurrent validity of this type of measure. Commonality analysis suggested that strategy use mainly makes
a shared contribution to comprehension with other predictors, especially inference, and to some extent vocabulary, background
knowledge, and word reading. The measure was relatively easy to construct and easy to administer to large numbers of students,
and showed much higher evidence of concurrent validity than self-ratings of frequency of use of strategies. 相似文献
18.
This paper shows how the patterns of variation created in the teaching were critical in helping a class of Primary 3 students
in Hong Kong to learn about the colour of light, so that the students attained conceptual rather than procedural knowledge.
A ‘Learning Study’ approach was adopted, which is a Lesson Study grounded in a particular learning theory to improve teaching
and learning. This study, based on the learning theory of Variation advanced by Marton and Booth, was premised on three types
of variation: variation in students’ ways of experiencing what is to be taught/learnt (V1), variation in teachers’ ways of
dealing with the ‘object of learning’ (V2), and the use of ‘pattern of variation’ as a guiding principle of pedagogical design
to enhance students’ learning (V3). In planning the lesson, a conscious effort was made to create relevant patterns of variation,
i.e. varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students
to discern those aspects. Comparison between the results of the pre- and post-test shows that there was significant gain in
the students’ learning outcomes with respect to the intended object of learning. The findings contribute knowledge to how
the Theory of Variation can be used in practice. It also illustrates how teachers can make use of this theoretical framework
to analyze their own teaching and thereby, develop an analytical awareness of teaching and learning. 相似文献
19.
Sylvia Pantaleo 《Children‘s Literature in Education》2012,43(1):51-71
As art objects, picturebooks have the potential to contribute to readers’ aesthetic development. Many scholars and practitioners
have recognized how using picturebooks with older students can augment their reading motivation and extend their understanding
of visual elements of art and design, as well as develop their literacy, language, and thinking skills. The Red Tree (Tan, 2001) was one of the picturebooks used during two multifaceted, classroom-based research projects with Grade 7 students.
The studies explored how the students responded to and interpreted picturebooks and graphic novels with metafictive devices,
and examined how the students transferred their knowledge and understanding of various literary and art elements when creating
their own multimodal print texts. Overall, the content analysis of the students’ written responses to The Red Tree revealed an adoption of an “aesthetic attitude” (Doonan, Looking at Pictures in Picture Books, 1993, p. 11) towards the picturebook. The students’ responses reflected how they positioned themselves as active readers who looked
closely at Tan’s sophisticated and metaphorical paintings, and who embraced a co-authoring role as they interpreted the emotional
landscapes and textual fragments in the picturebook. The article concludes with a discussion of several pedagogical issues
associated with using picturebooks in middle years’ classrooms. 相似文献