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1.
Assoc. Professor Lesley M. Wilkes Dr. Judith E. Batts 《Research in Science Education》1991,21(1):328-336
Since the introduction of nursing into tertiary institutions in Australia in 1975, there has been increasing interest in the
teaching of physical science to nurses. Various courses in physical science for nurse students have been developed. They vary
in length and content but there is agreement that concepts taught should be closely related to nursing applications. The choice
of relevant concepts tends to be made by individual curriculum developers. This paper reports an examination of the use of
physical science concepts and their relevance from the perspective of registered nurses practising in general ward areas.
Inherent in this study is the premise that for registered nurses to have ideas of the physical science underlying their practice
they must have constructed meaning first for these concepts. Specific chemical concepts related to solutions are discussed
in these terms.
Specializations: phenomenology, thinking, caring, euthanasia and palliative care, curriculum development for nurses.
Specializations: thinking, science curricula for nurses, isotope geochemistry, mass spectrometry. 相似文献
2.
A sample of 100 students from junior high school physical science, high school chemistry, and introductory college chemistry were examined for understanding of five chemistry concepts. The concepts addressed were chemical change, dissolution of a solid in water, conservation of atoms, periodicity, and phase change. The amount of experience with the concepts (grade level) and reasoning ability (developmental level) were examined as possible sources of variation in student understanding. Differences in understanding with respect to grade level were found to be significant for the concepts of chemical change, dissolution of a solid, conservation of atoms, and periodicity. However, few of the students in the college chemistry sample exhibited sound understanding of chemical change, periodicity, or phase change. The use of particulate terms (atoms, ions, molecules) increased across the grade levels. Reasoning ability proved to be a significant factor for student understanding of conservation of atoms and periodicity. An examination of the number and types of misconceptions across the grade levels revealed several interesting patterns and suggested sources for the students' alternative conceptions. 相似文献
3.
Marcus Grace 《International Journal of Science Education》2013,35(4):551-570
The conservation of biodiversity is an important socio‐scientific issue that is often regarded as a precondition to sustainable development. The foundation for citizens’ understanding of conservation issues can be laid down in formal school education. This research focuses on decision‐making discussions about biological conservation issues among 131 15–16‐year‐old students, to address two main research questions:
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Can peer group decision‐making discussions, in a normal science lesson setting, help develop students’ personal reasoning in relation to conservation issues?
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Are there features common to high quality discussions about conservation which might be readily identified by classroom teachers?
4.
Abdullateef H. Haidar 《科学教学研究杂志》1997,34(2):181-197
This study investigated the quality and extent of understanding of certain well-known theoretical concepts which prospective teachers of chemistry in Yemen possess. In addition to the concepts of the conservation of atoms and mass, and the mole, the concepts of atomic mass and balancing chemical equations were chosen for this study. An instrument was built first, then administered to 173 junior and senior prospective chemistry teachers. The results showed that the prospective teachers' understandings of most of the concepts ranged from a partial understanding with specific misconception to no understanding. Only on balancing chemical equations did the prospective teachers show good understanding. The results showed that most prospective teachers depended on mere memorization of the concepts without meaningful understanding. It also found that the prospective teachers' knowledge about the concepts was fragmented and not correlated. The study attributed the prospective teachers' misconceptions to defective instruction. Finally, the study concluded that more effective teaching methods are needed to ensure a sound understanding of these concepts. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 181–197, 1997. 相似文献
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6.
Sebastian T. Opitz Ute Harms Knut Neumann Kristin Kowalzik Arne Frank 《Research in Science Education》2015,45(5):691-715
Energy is considered both a core idea and a crosscutting concept in science education. A thorough understanding of the energy concept is thought to help students learn about other (related) concepts within and across science subjects, thereby fostering scientific literacy. This study investigates students’ progression in understanding the energy concept in biological contexts at the transition from primary to lower secondary school by employing a quantitative, cross-sectional study in grades 3–6 (N?=?540) using complex multiple-choice items. Based on a model developed in a previous study, energy concepts were assessed along four aspects of energy: (1) forms and sources of energy, (2) transfer and transformation, (3) degradation and dissipation, and (4) energy conservation. Two parallel test forms (A and B) indicated energy concept scores to increase significantly by a factor of 2.3 (A)/1.7 (B) from grade 3 to grade 6. Students were observed to progress in their understanding of all four aspects of the concept and scored highest on items for energy forms. The lowest scores and the smallest gain across grades were found for energy conservation. Based on our results, we argue that despite numerous learning opportunities, students lack a more integrated understanding of energy at this stage, underlining the requirement of a more explicit approach to teaching energy to young learners. Likewise, more interdisciplinary links for energy learning between relevant contexts in each science discipline may enable older students to more efficiently use energy as a tool and crosscutting concept with which to analyze complex content. 相似文献
7.
R. G. Tobin Sally Crissman Sue Doubler Hugh Gallagher Gary Goldstein Sara Lacy C. B. Rogers Judah Schwartz Paul Wagoner 《Journal of Science Education and Technology》2012,21(5):631-639
We report results and impressions from a three-day inquiry-based workshop for K-8 teachers, aimed at improving their understanding of energy from a science and engineering perspective. Results suggest that the teachers made significant gains in understanding and appreciation of important energy concepts, but their comprehension of some key ideas remained incomplete. The dissipation of energy into thermal energy of the environment proved to be a particularly difficult idea, and one that represents a serious obstacle to understanding the principle of the conservation of energy. 相似文献
8.
Conclusion The basic assumption underlying this study is that science teachers have misconceptions in some selected science concepts.
The overall conclusion which can be drawn is that, although the responses were not consistent across the concepts or within
the concepts, there are indeed misconceptions. The result is evidence that the graduate trainee teachers have misconceptions
in science. The results show that the view of science held by this group of trainee teachers is sometimes little better than
the view of science held by students investigated by Osborne et al. The test appears appropriate for use with science teachers.
What do these results imply? They suggest that science teachers may have concepts which are little better than the students
they teach. If that is the case, then, is it reasonable to urge teachers to probe their students' concepts before teaching
them? Should science educators then redirect their efforts in conceptual change to changing teachers' views before changing
students' views? 相似文献
9.
Chanyah Dahsah Richard Kevin Coll 《International Journal of Science and Mathematics Education》2008,6(3):573-600
The research reported in this case study explores the understanding of stoichiometry and related concepts of Thai science
students in grades 10 and 11 after major national curriculum reforms. Students’ conceptions and alternative conceptions were
investigated using a questionnaire - the Stoichiometry Concept Questionnaire (SCQ) (N = 97), which consists of 16 multiple-choice items, the choices for which respondents are required to provide reasons. The
findings suggest that less than half of the students surveyed hold what is considered by a panel of experts to be a scientifically
acceptable understanding for the conceptions investigated. The main student alternative conceptions are that one mole of all
substances has a volume of 22.4 L at STP, that a solution that contains a greater mass of solute has the higher molar concentration,
and that the limiting reagent is the reagent for which the lowest mass of reactant is present. Examination of students’ reasons
suggests that they resort to the use of algorithms with little understanding of the underlying concepts. It thus seems the
national educational reforms have not resulted in a sound understanding of some science concepts. It is recommended that curriculum
developers should specify a need for conceptual understanding along with capability in numerical problem-solving in their
learning objectives, and link this to assessment regimes that reward conceptual understanding. A need for on-going professional
development seems essential if the intentions of the Thai curriculum reforms are to be realized. 相似文献
10.
The problem for this study was the identification of earth science concepts recommended by scholars in earth science for inclusion in the R-12 science curriculum. Three panels of earth science scholars assisted in the study. The third panel was selected in such a manner as to insure that the judgement of the entire memberships of five major professional organizations within the earth sciences would be represented within specified limits. The final concept list contained fifty-two earth science concepts. The claim is not made that the concept list which was developed is a complete list of earth science concepts which earth science scholars believe to be important for inclusion in the K-12 science program; the list is to be regarded as a sample of those concepts which would form a complete list. However, it would seem that due to the method of compiling the list that a majority of the earth science concepts which earth science scholars rate as most important for inclusion in the K-I2 science program would be present. 相似文献
11.
An Investigation of Concept Mapping to Improve the Reading Comprehension of Science Texts 总被引：1，自引：1，他引：0
Kevin Oliver 《Journal of Science Education and Technology》2009,18(5):402-414
This study investigated how well 74 6th-grade science students represented text structures from a 900-word textbook chapter
on soil conservation, given a concept map template with four superordinate terms and 24 unsorted concepts. Findings suggest
students were more successful at classifying pre-selected terms under given superordinate categories than they were at fully
identifying relevant concept sets and articulating three different relationship types between terms. No significant differences
were noted in the mapping performance of students at different reading levels. About two-third of students indicated they
enjoyed concept mapping and would prefer to both read and map rather than just read without mapping. Students also expressed
a strong preference for mapping in pairs or small groups compared to mapping alone. Multiple recommendations are provided
for improving the relational thinking of students tasked with concept mapping expository science texts, including bridging
to more open-ended maps, embedding mapping in longer-term inquiry projects, and leveraging collaborative and tool-based scaffolds. 相似文献
12.
Inadequate science knowledge of preservice teachers enrolled in science methods courses not only limits their mastery of effective teaching practices, but also may foster negative attitudes toward science teaching. This study investigated the influence of science knowledge upon attitudes toward science teaching in a one-semester elementary science methods course by embedding a videodisk-based instructional component to remediate knowledge deficiencies. Preservice teachers in the experimental group first learned core concepts in physical and earth science through a series of 24 interactive videodisk lessons and then used the concepts as a foundation for preparing and presenting model science lessons. Results showed that the experimental group overcame their initial knowledge deficiencies by mastering the core concepts presented (mean proportion correct on mastery test = 0.91), with multivariate covariance analysis confirming that the experimentals gain in science knowledge was significantly greater than comparable controls in the parallel science methods sections. Additionally, as a result of mastering the core concepts underlying earth science, preservice teachers using the videodisk instruction also displayed significantly greater confidence in their understanding of science knowledge and more positive attitudes toward science teaching at the elementary levels. Implications for improving elementary science teaching through preservice and in-service training are discussed. 相似文献
13.
Keith Skamp 《Asia-Pacific Journal of Teacher Education》1992,20(2):121-136
Many primary teachers have a limited understanding of science concepts. A recent Australian government review of science teacher education strongly recommended that this problem be addressed in preservice and post‐initial teacher education programs. This paper outlines some approaches that might satisfy this recommendation. Course structure and design are initially considered. Specific techniques are then described which revolve around a constructivist approach to teaming science concepts. Although the importance of science processes is still acknowledged, it is implied that significant time needs to be devoted to reflecting upon and sharing one's own perceptions of science concepts. Some exemplar professional development courses and materials which also address the teacher's own science knowledge are considered briefly. The suggestions and examples draw heavily upon approaches taken by British teacher educators who have had to confront this issue directly because of the nature of their science syllabus. 相似文献
14.
学生在科学课学习之前,在其脑海里已经对一些问题形成了他的前概念,这些前概念有些是正确的,有些是模糊的,有些甚至是错误的,而那些错误的前概念恰恰是最难改变。科学课教学的主要任务是引导学生暴露错误前概念,认识错误概念,建构新概念模型,形成新的科学概念,只有充分认识学生的前概念,帮助教学才能真正有效的提高教学有效性。 相似文献
15.
Mak Se Yuen Yip Din Yan Chung Choi Man 《Journal of Science Education and Technology》1999,8(2):161-170
This paper reports a study of the alternative conceptions held by junior secondary science teachers enrolled in an in-service teacher training program. The subjects completed a written instrument which probed their understanding of biological concepts in the integrated science curriculum. The subjects, particularly the nonbiology graduates, were found to show serious misunderstanding in concepts concerning diversity of life, photosynthesis and respiration, reproduction, and detecting the environment. This finding supports the assertion that our science teachers, being graduates in specific areas, are inadequately prepared to teach a broad and balanced junior science curriculum. To strengthen the subject matter knowledge and pedagogical skills of prospective and practicing junior science teachers, a number of provisions are suggested for teacher training programs, undergraduate science courses, and school-based activities. 相似文献
16.
Sohair Sakhnini 《International Journal of Science Education》2016,38(3):521-538
The goals of this study are to map applications of nanotechnology that are recommended to be taught in high-school science and to identify the ‘need-to-know’ essential nanoscale science and technology (NST) concepts for each of the selected nanotechnology applications. A Delphi study using a community of experts was used to address these goals. Five nanotechnology applications that should be taught in high-school science were found to be important and reached a consensus by the Delphi-study experts: (1) nanomedicine, (2) nanoelectronics, (3) photovoltaic cells, (4) nanobots, and (5) self-cleaning. It was found that teaching these five nanotechnology applications should be based on all seven NST concepts, and therefore, these applications can be used as an appealing context for teaching the essential NST concepts. The different recommendations between the two communities of experts emphasize the importance of involving teachers and scientists in the process of designing a scientific curriculum. Identifying the applications of nanotechnology that should be taught in high-school science and identifying the connections between the applications and the essential NST concepts constitute an important step that supports designing a context-based nanotechnology program before it is integrated into a high-school science curriculum. 相似文献
17.
This essay considers the question of why we should teach science to K-2. After initial consideration of two traditional reasons for studying science, six assertions supporting the idea that even small children should be exposed to science are given. These are, in order: (1) Children naturally enjoy observing and thinking about nature. (2) Exposing students to science develops positive attitudes towards science. (3) Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way. (4) The use of scientifically informed language at an early age influences the eventual development of scientific concepts. (5) Children can understand scientific concepts and reason scientifically. (6) Science is an efficient means for developing scientific thinking. Concrete illustrations of some of the ideas discussed in this essay, particularly, how language and prior knowledge may influence the development of scientific concepts, are then provided. The essay concludes by emphasizing that there is a window of opportunity that educators should exploit by presenting science as part of the curriculum in both kindergarten and the first years of primary school. 相似文献
18.
Katherine Chesnutt M. Gail Jones Elysa N. Corin Rebecca Hite Gina Childers Mariana P. Perez Emily Cayton Megan Ennes 《科学教学研究杂志》2019,56(3):302-321
This study examined the relationship between students' (N = 229) concepts of size and scale and students' achievement in science and mathematics over a 3-year period. Size and scale are considered one of the big ideas in science that permeates disparate science and mathematics content areas, yet little is known about the relationship between students' conceptualization of size and scale and students' achievement in science and mathematics. The study used a modified panel longitudinal design to follow the same class of students over a 3-year period. The goal was to explore whether understandings of size and scale are related to achievement in mathematics and science. Results indicated a strong positive significant relationship existed between students' understanding of size and scale and students' science achievement in grades 5 and 8. There was a positive significant relationship between students' concepts of size and scale and students' mathematics achievement in grades 5, 6, 7, and 8. An examination of the relationships is included as well as a discussion of the integration of crosscutting concepts into science and mathematics instruction as a way to support deep learning. 相似文献
19.
在有心力场教学中,应着重强调指出:通过引入折合质量和有效势能这两个物理量,把二体相对运动问题转化为单体沿径向的一维运动问题;以及面积定律是质心在有心力场中角动量守恒的几何描述。 相似文献
20.
Tahl Zimmerman Mariama Ibrahim Rabin Gyawali Salam A Ibrahim 《Journal of Food Science Education》2019,18(1):4-10
This laboratory activity was designed to strengthen our Food and Nutritional Science students’ knowledge of biochemistry concepts and the relationship between these concepts and food science. The result was a laboratory experience in which biochemistry concepts are taught using yogurt as a model, in order to link those concepts to food safety, an important area of food science. The students employed a colorimetric method to measure the lactase activity of bacterial strains found in commercial yogurts and were encouraged to relate the activity to bacterial lactic acid production, fermentation, and food safety. Students were assessed with pre‐ and post‐test exams, laboratory reports, class performance rubrics, and the Intrinsic Motivation Inventory (IMI). The result demonstrated that the students successfully completed the learning objectives and were motivated during the activity. This exercise could be used as a template for a simplified and engaging way to introduce food science majors, as well as other students, to complex biochemistry and molecular biology concepts using food, particularly yogurt, as a model. 相似文献