共查询到20条相似文献，搜索用时 15 毫秒
1.
Ozcan Gulacar Olcay Sinan Charles R. Bowman Yetkin Yildirim 《Research in Science Education》2015,45(5):717-726
A study is presented that explores how students’ knowledge structures, as related to the scientific method, compare at different student ages. A word association test comprised of ten total stimulus words, among them experiment, science fair, and hypothesis, is used to probe the students’ knowledge structures. Students from grades four, five, and eight, as well as first-year college students were tested to reveal their knowledge structures relating to the scientific method. Younger students were found to have a naïve view of the science process with little understanding of how science relates to the real world. However, students’ conceptions about the scientific process appear to be malleable, with science fairs a potentially strong influencer. The strength of associations between words is observed to change from grade to grade, with younger students placing science fair near the center of their knowledge structure regarding the scientific method, whereas older students conceptualize the scientific method around experiment. 相似文献
2.
Taking a test generally improves the retention of the material tested. This is a phenomenon commonly referred to as testing effect. The present research investigated whether two-tier diagnostic tests promoted student teachers’ conceptual understanding of variables in conducting scientific experiments, which is a scientific process skill. In this study, 97 preservice science teachers were divided into three groups. All three groups took a physics laboratory course during the fall term in which they learned about variables in the course. Each group was engaged in a different learning activity after the physics laboratory course: taking a two-tier diagnostic test, taking a multiple choice test, or studying a lecture summary. The narratives of the participants before and after the learning activities were transcribed into a format of flow maps to assess their conceptual understanding of variables. The results revealed that the two-tier diagnostic test is an effective tool in promoting conceptual understanding of complex concepts about variables in conducting scientific experiments. 相似文献
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From a consideration of the nature of scientific understanding and the control of nature Lacey proposes a set of criteria by which the reform of science teaching might be guided. He uses the term critical self-consciousness to describe the development of learner's appreciation of the character of scientific activity, its applications, and the choices citizens face in society. By this latter he means responsible participation, presumably in the debates surrounding the character of scientific activity, its applications, and the choices inherent in these. In this paper I show that Lacey's vision of the schooling of science through the development of critical self-consciousness has been articulated by others at different epochs, and probably from different ideological perspectives. Knowledge of these will help Lacey in his search for an education in science which promotes citizens' participation rather than alienating them from decision-making in society. 相似文献
5.
Science & Education - For many historians of science and science educators, the method of replicating historical scientific apparatus and experiments provides an avenue for science learning,... 相似文献
6.
余可佳 《中学生英语读写(高考版)》2002,(4)
Scientists have tried to send a man-made earth satellite into space for long. With the rapid development of rocketry, multi-stage rockets were finally designed for this large task.The first of the rockets drops off of itself when its fuel is used up.Then the next rocket starts to fire and finally drops off like the 相似文献
7.
Fatma Yaman 《International Journal of Science and Mathematics Education》2018,16(3):421-442
This study investigates the effect of the science writing heuristic (SWH) approach on the quality of prospective science teachers’ (PSTs) argumentative writing and their understanding of the components of argumentation in the SWH approach and their own learning. Ten SWH approach activities were implemented during the semester. The study was carried out with 31 PSTs. A case study design was used. Data included the SWH approach’s grading rubric and semistructured interviews. While the ANOVA and Bonferroni tests were used to analyze the SWH approach’s grading rubric, content analysis was used to analyze the semistructured interviews conducted with 12 PSTs. The ANOVA results showed a statistical difference among the writing performance of the PSTs (F = 14.493, p < 0.01). The findings gathered from the interviews revealed that the quality of the argumentative writing and research skills of the PSTs increased over time. The PSTs made explicit associations among their beginning questions, data and observations, and claims and evidence, and they made distinctions between their data, observations, and evidence. Multiple representations played an important role in providing evidence to support claims. Moreover, the process of negotiation helped PSTs learn more effectively, and they believed that the argument-based inquiry lab was beneficial to their learning and their future vocational careers as teachers. 相似文献
8.
Metaphor utterance is different from any other kind of general utterances,the meaning of which is more complicated and mild. Metaphoric utterance is also precise and vivid,which can create a deep impression on the listeners. According to compare with the traditional approaches the thesis points out; the context-dependence method is well applied to the understanding of all metaphorical utterances. Only when you grasp the whole meaning of the context,can you know the specific meaning of each sentence. 相似文献
10.
This article reports on the study of the components of scientific imagination and describes the scales used to measure scientific imagination in Korean elementary and secondary students. In this study, we developed an inventory, which we call the Scientific Imagination Inventory (SII), in order to examine aspects of scientific imagination. We identified three conceptual components of scientific imagination, which were composed of (1) scientific sensitivity, (2) scientific creativity, and (3) scientific productivity. We administered SII to 662 students (4th–8th grades) and confirmed validity and reliability using exploratory factor analysis and Cronbach α coefficient. The characteristics of Korean elementary and secondary students' overall scientific imagination and difference across gender and grade level are discussed in the results section. 相似文献
11.
What is"vogue"?Dictionary suggests that it means"actions in appearance spread- ing in a particular way".According to the ex- planation,vogue is not simply about fashion- able articles,but also a large number of things which are visible or invisible.It can be a language,a school of literature or art,even religion. 相似文献
12.
Understanding students’ conceptions of sustainability 总被引：2，自引：2，他引：0
Nicola Walshe 《Environmental Education Research》2008,14(5):537-558
There has recently been significant emphasis placed on environmental education through, for example, the UN’s Decade of Education for Sustainable Development. Despite this, there is still considerable debate within the literature as to how the aims of environmental education can be achieved within schools. It seems likely that if there is a lack of agreement as to what education for sustainable development should include, then this will impact students’ understanding of sustainable development. This paper presents findings from research investigating how one class of 12‐ to 13‐year‐old geography students in the UK understands the concept of sustainability. The research used concept‐mapping and semi‐structured interviews to explore the students’ understandings of sustainability, within a case study framework. The substantive findings of this research suggest that there is a wide variety of understanding of sustainability among the students, but that generally they allude to three: the nature, purpose and timescale of sustainability. The paper also considers the impact of method on researching students’ subject understandings, in particular the use of context when considering abstract concepts, such as sustainability, and the different results obtained when conducting interviews versus concept maps. 相似文献
13.
《教书育人》2006,(Z2)
I. The Phenomenon of Male-Female Miscommunication There is a saying in Chinese: women hold the half sky. It is well known that women play important roles in the family and in the society. However, women are not always happy when they communicate with their husbands and colleagues in daily life. Sometimes, male-female communication can be the source of either rage or misery. Let us look at the following examples: 相似文献
14.
Lucia Mason 《Educational Research and Evaluation》2013,19(4):309-350
Abstract This study investigated fourth graders’ self‐generated analogies, that is, own analogies giving self‐explanations — opposed to analogies provided by a teacher — and the effects of their collaborative reasoning and arguing over these analogies on individual understanding of three scientific phenomena concerning air pressure. At the beginning the children were individually asked to give their own explanations, explicitly encouraged to think of something similar which could help them to understand better what they had experienced. Then, divided in small groups they were asked to compare their accounts to collabora‐tively reach a shared explanation of each phenomenon. At the end, the children were again individually asked to give their explanations. The data underwent both a qualitative and quantitative analysis. The first showed that the children, on the basis of their alternative representations of what air could do, produced and used their own analogies as self‐explanations both to learn the new material and communicate their understanding to others. Moreover, the analysis of the collaborative reasoning and arguing developed in small group discussions revealed that through steps of critical opposition and co‐construction, the learners negotiated and renegotiated meanings and ideas to share a new common knowledge based on the recognition of more appropriate analogies supporting more advanced explanations. The quantitative analysis showed that socio‐cognitive interaction in small groups was fruitful as the children significantly progressed on an individual plane in giving their own explanations of each phenomenon as well as in recognizing the similarities between the three phenomena. In addition, the qualitative data showed evidence that the children were able to express metacognitive awareness of their conceptual growth. Finally, educational implications have been drawn. 相似文献
15.
Jennifer L. Eastwood Troy D. Sadler Robert D. Sherwood Whitney M. Schlegel 《Research in Science Education》2013,43(3):1051-1078
The purpose of this study was to examine whether Socioscientific Issues (SSI) based learning environments affect university students’ epistemological understanding of scientific inquiry differently from traditional science educational contexts. We identify and compare conceptions of scientific inquiry of students participating in an interdisciplinary, SSI-focused undergraduate human biology major (SSI) and those participating in a traditional biology major (BIO). Forty-five SSI students and 50 BIO students completed an open-ended questionnaire examining their understanding of scientific inquiry. Eight general themes including approximately 60 subthemes emerged from questionnaire responses, and the numbers of students including each subtheme in their responses were statistically compared between groups. A subset of students participated in interviews, which were used to validate and triangulate questionnaire data and probe students’ understanding of scientific inquiry in relation to their majors. We found that both groups provided very similar responses, differing significantly in only five subthemes. Results indicated that both groups held generally adequate understandings of inquiry, but also a number of misconceptions. Small differences between groups supported by both questionnaires and interviews suggest that the SSI context contributed to nuanced understandings, such as a more interdisciplinary and problem-centered conception of scientific inquiry. Implications for teaching and research are discussed. 相似文献
16.
An appropriate understanding of the nature of the scientific enterprise (NOSE) is a key element of scientific literacy and can arguably be influenced through an exploration of the history of science. An elective, undergraduate History of Science course was organized in the form of small-group discussion-based inquiries into the history of science from ancient to modern times. Group discussions focused on STATEMENTS OF CRITICAL SIGNIFICANCE (SOCS) prepared by individual students on assigned readings prior to each class meeting. Small-group discussions were followed by a synthesis, facilitated by the instructor, of points raised in SOCS and other ideas central to the reading. The overarching goal of these activities was to help students see the multifaceted nature of the scientific enterprise in the context of social, political, cultural, and religious milieu of the time period and the geographic setting within which specific scientific activities and developments took place. The impact of this course on student understanding of the NOSE was assessed through the use of VIEWS ON SCIENCE-TECHNOLOGY-SOCIETY (VOSTS) instrument administered as pre- and post-test. Qualitative data regarding student understanding of the NOSE were furnished by the final exam on the NOSE written in the form of SOCS at the end of semester. Results based on four semesters of the course offering indicate modest gains in student understanding of specific aspects of the NOSE. They are discussed, along with the usefulness of small-group, discussion-based inquiries into the history of science as a way of enhancing scientific literacy during undergraduate science education. 相似文献
17.
Aysegul Saglam-Arslan 《Journal of Science Education and Technology》2010,19(3):303-313
The aims of this cross-grade study were (1) to determine the level of understanding of energy concepts of students at different
academic grades and the differences in understanding between these grades and (2) to analyse the conceptual development of
these students. Two hundred and forty-three students at 3 different levels (high school, undergraduate, and postgraduate)
participated in this study. The students’ understandings of energy concepts were determined using a questionnaire, which requested
them to define the concept verbally, and to represent it graphically. The most important findings of this study may be summarised
as follows. Students from the different groups generally succeeded in defining ‘energy’ in a similar way, namely as the ‘ability
to do work’. Nevertheless, some students (including those at university) also provided different alternative conceptions related
to the energy concept. In addition, some students also found difficulty in visually analysing the relationships between different
variables using graphs. This finding could help explain why attainment levels of all groups falls short in questions that
involve the graphical representation of data. 相似文献
18.
Students’ understanding of models in science has been subject to a number of investigations. The instruments the researchers used are suitable for educational research but, due to their complexity, cannot be employed directly by teachers. This article presents forced choice (FC) tasks, which, assembled as a diagnostic instrument, are supposed to measure students’ understanding of the nature of models efficiently, while being sensitive enough to detect differences between individuals. In order to evaluate if the diagnostic instrument is suitable for its intended use, we propose an approach that complies with the demand to integrate students’ responses to the tasks into the validation process. Evidence for validity was gathered based on relations to other variables and on students’ response processes. Students’ understanding of the nature of models was assessed using three methods: FC tasks, open-ended tasks and interviews (N?=?448). Furthermore, concurrent think-aloud protocols (N?=?30) were performed. The results suggest that the method and the age of the students have an effect on their understanding of the nature of models. A good understanding of the FC tasks as well as a convergence in the findings across the three methods was documented for grades eleven and twelve. This indicates that teachers can use the diagnostic instrument for an efficient and, at the same time, valid diagnosis for this group. Finally, the findings of this article may provide a possible explanation for alternative findings from previous studies as a result of specific methods that were used. 相似文献
19.
Bellam Sreenivasulu 《International Journal of Science Education》2013,35(4):601-635
This study explored undergraduate students’ understanding of the chemistry topic of thermodynamics using a 4-tier diagnostic instrument, comprising 30 questions, and follow-up interviews. An additional objective of the study was to assess the utility of the 4-tier instrument for use in studies on alternative conceptions (ACs) as there has been no study done on it since its introduction in the literature in the year 2010. A total of 296 students majoring in Chemistry at a university in Singapore participated in this study—88 students in the preliminary study, 102 students in the pilot study and 106 students in the main study. This article reports on the results obtained with students in the main study; their age ranges from 20 to 22 years. Comprising answer and reason tiers plus associated confidence ratings, the 4-tier diagnostic instrument enabled the eliciting of 34 ACs harbored by the undergraduates as well as the strengths of these ACs. Of concern to note is that even for questions which were answered correctly, the mean confidence was not very high. The results of this study reiterate the point that thermodynamics is a topic fraught with conceptual difficulties and ACs. Based on the results from this study, the potential of the 4-tier test for AC studies is further underscored. Some implications of the study are discussed. 相似文献
20.
Building on research emphasizing the importance of task in reading performance, the present study examines students’ conceptions or definitions of five common academic task assignments (i.e., argument, essay, opinion, summary and research tasks). Results showed that while students have robust schema for some task assignments (e.g., argument, research report), citing a large variety of task elements in defining each of these assignment, other task assignments are only superficially conceptualized by learners (e.g., opinion, essay). While prior work has demonstrated the important role of task assignment in students’ text processing and performance, this is among the first studies to associate emergent differences not only with the tasks assigned but also with students’ task conceptions. Given the emphasis placed on argument tasks in supporting deeper level processing, we were especially interested in students’ conceptions of argument tasks vis-à-vis summary tasks. Students’ conceptions of these and other task assignments were compared using Cochran’s Q, a non-parametric alternative to the repeated measures ANOVA. Finally, linear regression found students’ conceptions of an argument task to be associated with performance on an argument writing task assignment. For instance, students considering argument construction to require citation use was associated with their inclusion of citations in their written responses. This study is among the first to examine students’ own conceptions of common task assignments and to link task conceptions with performance. Implications for instruction are discussed. 相似文献