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2.
This paper reports the results of a three-stage usability test of a modeling tool designed to support learners’ deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school students. To evaluate usability, we analyzed students’ task performance and task completion time as they worked on an activity with the repurposed modeling technology. In stage 1, we conducted remote testing of an early modeling prototype with urban middle school students (n = 84). In stages 2 and 3, we used screencasting software to record students’ mouse and keyboard movements during collaborative think-alouds (n = 22) and conducted a qualitative analysis of their peer discussions. Taken together, the study findings revealed two kinds of usability issues that interfered with students’ productive use of the tool: issues related to the use of data and information, and issues related to the use of the modeling technology. The study findings resulted in design improvements that led to stronger usability outcomes and higher task performance among students. In this paper, we describe our methods for usability testing, our research findings, and our design solutions for supporting students’ use of the modeling technology and use of data. The paper concludes with implications for the design and study of modeling technologies for science learning.  相似文献   

3.
进入新世纪大学怎么办   总被引：2，自引：1，他引：2  
我们办大学的主旋律是育人,第一是培养中国的大学生,要爱国,在任何时候都心向神州;第二是 要有创造性,我们国家这些年自然科学奖的一二等奖长期空缺,说明我们没有原创性、突破性的发现。华中科技大学年发展过程中经历了大转变:一、由机电类工学院转向文、理、工、管、生命类相结合;二、505从基本教学转向教学和科研两个中心;三、从光搞本科生教育到研究生教育、本科生教育并重,高度重视继续教育、远程教育等等;四、从科学技术教育转向科学教育与人文教育相结合;五、从立足国内竞争转向立足国际竞争。  相似文献   

4.
Educational technology has attained significant importance as a mechanism for supporting experiential learning of science concepts. However, the growth of this mechanism is limited by the significant time and technical expertise needed to develop such products, particularly in specialized fields of science. We sought to test whether interactive, educational, online software modules can be developed effectively by students as a curriculum component of an advanced science course. We discuss a set of 15 such modules developed by Harvard University graduate students to demonstrate various concepts related to astronomy and physics. Their successful development of these modules demonstrates that online software tools for education and outreach on specialized topics can be produced while simultaneously fulfilling project-based learning objectives. We describe a set of technologies suitable for module development and present in detail four examples of modules developed by the students. We offer recommendations for incorporating educational software development within a graduate curriculum and conclude by discussing the relevance of this novel approach to new online learning environments like edX.  相似文献   

5.
This study aimed to examine whether the relationships among family resources, school climate, learning participation, science attitude, and science achievement are different between primary school students and junior high school students within one educational system. The subjects included 4,181 Grade 4 students and 5,074 Grade 8 students who participated in TIMSS 2003 in Taiwan. Using structural equation modeling, the results showed that family resources had significant positive effects for both groups of learners. Furthermore, a context effect for the structural relationship between school climate, learning participation, and science achievement was revealed. In the primary school context, Grade 4 students who perceived positive school climate participated in school activities more actively, and had better science performance. However, in the secondary school context, learning participation had a negative impact and led to lower science achievement. The implications about this result in relation to the characteristics of the two educational contexts in Taiwan were further discussed.  相似文献   

6.
Abstract

This paper describes an Open University eSTEeM project that gathered the experiences of computing and information technology tutors who teach an undergraduate module called Web Technologies with the intention of understanding more about how they and their students can be best supported. Twelve distance learning tutors were interviewed by two interviewers. The interviews were transcribed and then thematically analysed. It was discovered that some tutors hold the view that some of their students struggle to understand aspects of the technologies that are being taught. It was also apparent that tutors have very different approaches when using certain tools to teach web technologies to students. The paper concludes by summarising key findings, presenting potential enhancements and suggesting further research directions.  相似文献   

7.
Inventory management is widely researched and the topic is taught in business programs across the spectrum of operations and supply chain management. However, the concepts are notoriously difficult for students to practice once they finish school and become managers responsible for inventory control. This article explains the structure and details of an inventory management class module designed to bridge the gap between learning inventory management theory and applying the learning to practice. Through an active learning exercise, groups of logistics management graduate students in two sections of an introductory inventory management class (in‐residence and online) are taught the exchange curve concept, introduced to its use in practice, and given a tool for implementing this learning in a variety of practical scenarios. The exercise is valuable as it is well suited for students with a limited math background because it allows the exchange curve concept to be taught and demonstrated without presenting complicated mathematics. A three‐tiered assessment of the exercise reveals its effectiveness in meeting the goals of providing an engaging and interesting use of learning time and giving the students an in‐depth practical understanding of the exchange curve concept. The exercise is designed to be equally useful for application in an undergraduate class.  相似文献   

8.
在系统回顾国外研究生选拔中认知和非认知因素考察方式的基础上,本文对应用最为广泛的本科成绩、录取面试和推荐信三种方式的相关研究进行了综述。本科成绩对研究生绩效有良好的预测效度,录取面试由于结构化程度过低而影响了其预测价值,传统推荐信的预测作用并不理想而标准化推荐信则是极具潜力的发展方向。在我国研究生复试阶段应重视本科成绩的作用,提高录取面试的结构化程度,并采用标准化推荐信加强对考生非认知因素的考察。  相似文献   

9.
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   

10.
This paper considers gendered patterns of participation in post‐compulsory STEM education. It examines the trajectory of learning that takes students from A‐level qualifications, through undergraduate work and into employment or further study. It also uses a long‐term view to look at the best available evidence to monitor participation and attainment over an extended period of time. The findings suggest that almost three decades of initiatives to increase participation in STEM subjects have had little noticeable impact on the recruitment data and gendered patterns of participation persist in several subject areas. This is despite more women entering HE and little gender difference in the entry qualifications for STEM subjects. While more women are studying science, as broadly conceived, than ever before, recruitment to key areas, namely physics and engineering remains stagnant. However, for those women who do remain in the ‘science stream’ patterns of employment in graduate careers and further study appear relatively equitable.  相似文献   

11.
This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students. The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary life and transferable to ‘real-world’ situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today’s flexible, interactive and immersive technologies (e.g. mobile, augmented reality, virtual reality).  相似文献   

12.
ABSTRACT

Graduate students regularly teach undergraduate STEM courses and can positively impact students’ understanding of science. Yet little research examines graduate students’ knowledge about nature of science (NOS) or instructional strategies for teaching graduate students about NOS. This exploratory study sought to understand how a 1-credit Teaching in Higher Education course that utilised an explicit, reflective, and mixed-context approach to NOS instruction impacted STEM graduate students’ NOS conceptions and teaching intentions. Participants included 13 graduate students. Data sources included the Views of Nature of Science (VNOS-Form C) questionnaire administered pre- and post-instruction, semi-structured interviews with a subset of participants, and a NOS-related course project. Prior to instruction participants held many alternative NOS conceptions. Post-instruction, participants’ NOS conceptions improved substantially, particularly in their understandings of theories and laws and the tentative nature of scientific knowledge. All 12 participants planning to teach NOS intended to use explicit instructional approaches. A majority of participants also integrated novel ideas to their intended NOS instruction. These results suggest that a teaching methods course for graduate students with embedded NOS instruction can address alternative NOS conceptions and facilitate intended use of effective NOS instruction. Future research understanding graduate students' NOS understandings and actual NOS instruction is warranted.  相似文献   

13.
Abstract

The study examined high school students’ perspectives on climate change before and after participation in an informal science education program. During the program, students made a short, place-based film about climate change impacts in their communities. Qualitative and quantitative analysis of student data revealed key themes that illustrate how students characterized climate change before and after developing their films. Following the program, students described climate change as locally-relevant, alarming, and a concern that held increased personal importance to them. They also reported greater confidence in their understanding of the causes and consequences of climate change and indicated a stronger sense of both collective and personal responsibility to take action to address climate change challenges in their communities. The study adds to the existing body of literature that describes how making personally meaningful connections with climate change can inspire a sense of responsibility and agency among students.  相似文献   

14.
This study focused on teachers’ transfer of a variety of teaching methods from a teaching module on nanotechnology, which is an example of a topic outside the science curriculum, to teaching topics that are part of the chemistry curriculum. Nanotechnology is outside the science curriculum, but it was used in this study as a means to carry out a change in the way chemistry teachers teach. The participants in the study included nine high school in-service chemistry teachers. Three research tools were used: (1) semistructured interviews that were conducted with the teachers, after they had finished teaching their nanotechnology module, and follow-up semistructured interviews that were conducted 2 years after the teachers had taught the nanotechnology module , and teachers’ assessment and evaluation of their own teaching method, determining how the nanotechnology modules influenced the students who learned according to this program. The data collection process continued for 5 years. Most of the teachers indicated that they continued teaching the nanotechnology module that they designed and all of them stated that they integrated the unique teaching methods into their teaching of chemistry. High efficacy beliefs were built based on the self-evaluation process that was part of the teachers’ professional development program. Teaching self-efficacy beliefs and organization efficacy beliefs was found to contribute to teachers’ sustainable changes. The findings in the current research are only limited to the topic of nanotechnology; however, we believe that similar results can be obtained for any modern scientific topic that is outside the high school science curriculum. We suggest that more research should be done to determine whether the same findings emerge by using the same approach but on another topic.  相似文献   

15.

Over the past 25 years, information and communication technologies have had a convoluted but ultimately advantageous impact on science teaching and learning. To highlight the past, present, and future of technology in science education, this paper explores the trajectories in five areas: science texts and lectures; science discussions and collaboration; data collection and representation; science visualization; and science simulation and modeling. These trajectories reflect two overall trends in technological advance. First, designers have tailored general tools to specific disciplines, offering users features specific to the topic or task. For example, developers target visualization tools to molecules, crystals, earth structures, or chemical reactions. Second, new technologies generally support user customization, enabling individuals to personalize their modeling tool, Internet portal, or discussion board. In science education, designers have tailored instructional resources based on advances in understanding of the learner. More recently, designers have created ways for teachers and students to customize learning tools to specific courses, geological formations, interests, or learning preferences.  相似文献   

16.
This study aimed to assess the influence of a philosophy of science (POS) course on science teachers’ views of nature of science (NOS), perceptions of teaching about NOS, and instructional planning related to NOS. Participants were 56 undergraduate and graduate preservice secondary science teachers enrolled in a two science‐methods course sequence, in which participants received explicit, reflective NOS instruction. Ten of these participants were also enrolled in a graduate survey POS course. The Views of Nature of Science Questionnaire — Form C coupled with individual interviews was used to assess participants’ NOS views at the beginning and conclusion of the study. Participants’ lesson plans and NOS‐specific reflection papers were analysed to assess the impact of the POS course on their instructional planning related to, and perceptions of teaching about, NOS. Results indicated that, compared with participants enrolled in the methods courses, the POS course participants developed deeper, more coherent understandings of NOS. Substantially more of these latter participants planned explicit instructional sequences to teach about NOS. Additionally, the POS course participants’ discourse regarding NOS progressed from a preoccupation with the technical, to a concern with the practical, and, finally, to a focus on the emancipatory. Their views of teaching about NOS in their future classrooms went beyond the customary discourse of whether pre‐college students should or could be taught about NOS, to contemplating changes they needed to bring about in their own teaching behaviour and language to achieve consistency with their newly acquired NOS understandings.  相似文献   

17.
Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates' decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders.  相似文献   

18.
The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.  相似文献   

19.
Although students in Introductory Information Systems courses are taught new technology concepts, the complexity and constantly changing nature of these technologies makes it challenging to deliver the concepts effectively. Aiming to improve students’ learning experiences, this research utilized the five phases of design science methodology to develop an experiment to solve a real‐world problem, and then implemented it in an undergraduate classroom. As part of their classwork, students participated as subjects testing new information technologies to solve a real‐world problem. They were asked to complete a questionnaire and answer questions in a focus group to assess the effectiveness of the technologies tested and determine whether the experience had added to the learning they gained from the course. The results revealed that the students were able to use the new technologies effectively and provide useful feedback to the company sponsoring the study, contributing to the release of a new commercial product line. Students also reported that participating in this research project improved their satisfaction with the introductory MIS course. These results encourage educators to conduct hands‐on experience involving real‐world research projects since they provide valuable additional learning opportunities in introductory MIS courses.  相似文献   

20.
Basic phylogenetics and associated “tree thinking” are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K–12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels.
Just as beginning students in geography need to be taught how to read maps, so beginning students in biology should be taught how to read trees and to understand what trees communicate. O’Hara (1997 , p. 327)
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