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What trajectories do students follow as they connect their observations of electrostatic phenomena to atomic‐level visualizations? We designed an electrostatics unit, using the knowledge integration framework to help students link observations and scientific ideas. We analyze how learners integrate ideas about charges, charged particles, energy, and observable events. We compare learning enactments in a typical school and a magnet school in the USA. We use pre‐tests, post‐tests, embedded notes, and delayed post‐tests to capture the trajectories of students’ knowledge integration. We analyze how visualizations help students grapple with abstract electrostatics concepts such as induction. We find that overall students gain more sophisticated ideas. They can interpret dynamic, interactive visualizations, and connect charge‐ and particle‐based explanations to interpret observable events. Students continue to have difficulty in applying the energy‐based explanation. 相似文献
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Grady Venville Léonie Rennie John Wallace 《International Journal of Science and Mathematics Education》2005,1(4):449-475
The integration of science with other disciplines is a popular curriculum reform strategy. However, there is an absence of empirical research into how students understand and apply science concepts in integrated curricula settings. This case study focuses on three pairs of Year 9 students and their understanding and application of the concepts of electrical circuit and current in the construction of a solar-powered boat. Our results revealed some limited evidence of students applying formal science knowledge to complete their projects and bridge the discipline boundaries. However, students did not always hold and use the accepted scientific view of electrical current as they undertook their projects. We conclude that integrated approaches to teaching science may be appropriate to engage students in using scientific knowledge as a tool to solve real-world problems, but raise some questions as to whether they improve conceptual understanding. 相似文献
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Elizabeth A. Finkel 《科学教学研究杂志》1996,33(4):345-368
Interest in including ideas about the nature of science in instruction and research has led to the realization that, in addition to developing courses which offer students experience with science practice, it is important to understand the ways in which students learn and use science knowledge within such courses. The study reported here is based on a particular view of the nature of scientific practice: Science is collaborative; scientists use knowledge in the construction of new knowledge; and scientists' understanding of problems and problem-solving strategies change during knowledge construction. Given this perspective, the study examines the ways in which students in an innovative high school genetics class collaborate to construct knowledge as they develop genetics models. In this classroom, students use three kinds of knowledge: knowledge of genetics, permitting them to recognize anomalous aspects of new data and providing a template from which to develop new models; knowledge of the process of model revision, helping them make decisions about how to develop new models; and knowledge of their own problem-solving strategies, allowing them to “keep track” of what they have done, as well as make connections between the development of new models and their knowledge of genetics. © 1996 John Wiley & Sons, Inc. 相似文献
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The implementation of science reform must be viewed as a systems-level problem and not just focus on resources for teachers and students. High-capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in which students use science practices as they build and apply disciplinary core ideas. We report findings from a research study on professional development (PD) to support instructional leaders' learning about the science practices. After participating in the PD, the instructional leaders' familiarity with and leadership content knowledge of the science practices significantly improved. Initially, principals used their understandings from other disciplines and content neutral visions of classrooms to make sense of science instruction. For example, they initially used their understandings of models and argument from ELA and math to make sense of science classroom instruction. Furthermore, some principals focused on content neutral strategies, like a clear objective. Over the course of the PD workshops, principals took up the language of the science practices in more nuanced and sophisticated ways. Principals' use of the language of the science practices became more frequent and shifted from identifying or defining them to considering quality and implementation in science classrooms. As we design tools to support science, we need to consider instructional leaders as important stakeholders and develop resources to specifically meet their needs. If the science feels too unfamiliar or intimidating, principals may avoid or reframe science reform efforts. Consequently, it is important to leverage instructional leaders' resources from other disciplines and content neutral strategies as bridges for building understanding in science. We argue that the science practices are one potential lever to engage in this work and shift instructional leaders' understandings of science instruction. 相似文献
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Modeling, like inquiry more generally, is not a single method, but rather a complex suite of strategies. Philosophers of biology, citing the diverse aims, interests, and disciplinary cultures of biologists, argue that modeling is best understood in the context of its epistemic aims and cognitive payoffs. In the science education literature, modeling has been discussed in a variety of ways, but often without explicit reference to the diversity of roles models play in scientific practice. We aim to expand and bring clarity to the myriad uses of models in science by presenting a framework from philosopher of biology Jay Odenbaugh that describes five pragmatic strategies of model use in the biological sciences. We then present illustrative examples of each of these roles from an empirical study of an undergraduate biological modeling curriculum, which highlight how students used models to help them frame their research question, explore ideas, and refine their conceptual understanding in an educational setting. Our aim is to begin to explicate the definition of modeling in science in a way that will allow educators and curriculum developers to make informed choices about how and for what purpose modeling enters science classrooms. 相似文献
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Tracy L. Dietz 《Innovative Higher Education》2006,31(1):27-42
This article offers an evaluation of the implementation of the American Sociological Association's Integrating Data Analysis Project in a large introductory sociology course. This project was designed following an examination of the curricula of 13 disciplines that revealed that sociology failed to integrate empirical, quantitative literacy components throughout the undergraduate curriculum. Thus, efforts to introduce students to data analysis early and often were established as a best practice in the discipline. Results revealed that the students found the modules helped them understand the empirical nature of sociology. The students expressed an interest in participating in future research projects in sociology and/or other disciplines. They were not overly anxious about the quantitative literacy components of the course. Including on-line data analysis strategies using publicly available data and complimentary software represent cost and time-effective methods of introducing quantitative literacy into the social science classroom. Many social and behavioral sciences other than sociology have also discovered that their students lack a clear understanding of the relationship between empirical research and substantive topics within the discipline. Consequently, the lessons learned from the efforts of the ASA could be applied across many disciplines to form a more cohesive curriculum for many disciplines.The author holds an M.A. and Ph.D. in sociology from the University of North Texas and a B.A. from Stephen F. Austin State University. She is currently an Associate Professor of sociology in the Department of Sociology and Anthropology at the University of Central Florida. Her teaching and research interests include the scholarship of teaching and learning, the sociology of social inequalities (aging, race and ethnicity, gender, and social class), medical sociology, and family violence. 相似文献
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Elizabeth A. Davis 《International Journal of Science Education》2013,35(8):819-837
Encouraging students to be autonomous is an important goal of the scaffolded knowledge integration framework. Knowledge integration requires students to expand their repertoire of ideas but unless those ideas are reflected upon, they cannot be linked to and reconciled with current ideas. Students are capable of doing this kind of reflection but, many need scaffolding. Scaffolding here in the form of reflection prompts can help students be autonomous integrators of their knowledge. This research investigated learning and design questions. It determined whether reflection prompts promote knowledge integration for students working on science projects and investigated the effects of students' different dispositions on their reflection. It explored which characteristics of prompts best support students in knowledge integration. The learning results indicate that prompting students to reflect significantly increases knowledge integration in science projects. Yet similar prompts elicit qualitatively diverse responses from students. Students who focus on their ideas perform significantly better on the end product than do other students who focus on their actions or activities. Furthermore, students who indicate that they understand everything perform significantly worse on the final project than do other students. The design results show that self-monitoring prompts, which encourage planning for and reflection on activities, help students to demonstrate an integrated understanding of the relevant science; while activity prompts, which guide the inquiry process, are less successful in prompting knowledge integration. 相似文献
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This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students’ scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school’s established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students’ understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed. 相似文献
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Jaime L. Sabel Cory T. Forbes Leslie Flynn 《International Journal of Science Education》2016,38(7):1077-1099
Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students’ sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown that teachers may not understand FA, how to implement it, or have sufficient content knowledge to use it effectively. Few studies have investigated how teachers gather information to evaluate students’ ideas or how content knowledge factors into those decisions, particularly within the life science discipline. We designed a study embedded in a multi-year professional development program that supported elementary teachers’ development of disciplinary knowledge and FA practices within science instruction. Study findings illustrate how elementary teachers’ life science content knowledge influences their evaluation of students’ ideas. Teachers with higher levels of life science content knowledge more effectively evaluated students’ ideas than teachers with lower levels of content knowledge. Teachers with higher content exam scores discussed both content and student understanding to a greater extent, and their analyses of students’ ideas were more scientifically accurate compared to teachers with lower scores. These findings contribute to theory and practice around science teacher education, professional development, and curriculum development. 相似文献
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William R. Penuel Andrew E. Krumm Carol Pazera Corinne Singleton Anna-Ruth Allen Clarissa Deverel-Rico 《科学教学研究杂志》2024,61(1):228-252
Meaningful participation in science and engineering practices requires that students make their thinking visible to others and build on one another's ideas. But sharing ideas with others in small groups and classrooms carries social risk, particularly for students from nondominant groups and communities. In this paper, we explore how students' perceptions of classrooms shape their contributions to classroom knowledge building in science across a wide range of classrooms. We examine the claim that when students feel a sense of belonging in class, they contribute more and perceive their ideas to be more influential in knowledge building. Data comes from classroom exit tickets (n = 10,194) administered in 146 classrooms as part of a 10-state field test of a new middle-school science curriculum, OpenSciEd, which were analyzed using mixed effects models. We found that students' sense of belonging predicted the degree to which they contributed ideas out loud in class (Odds ratio = 1.57) as well as the degree to which they perceived their contributions as influencing others (Odds ratio = 1.53). These relationships were particularly strong for students who reported a lower a sense of belonging. We also found significant differences by both race and gender in whether students said they contributed and believed their ideas influenced those of others. These findings suggest that a learner's sense of belonging in class and willingness to contribute may be mutually reinforcing, highlighting the need to promote content-specific strategies to foster belonging in ways that support collaborative knowledge building. 相似文献
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Elizabeth Hauke 《Teaching in Higher Education》2019,24(3):378-393
ABSTRACTThis article argues that knowledge is not a passive product of learning that can be possessed, but rather that it represents an active engagement with ideas, arguments and the world in which they reside. This engagement requires a state of ‘knowing’ – a complex, integrative, reciprocal process that unites the knower with the to-be-known. Exploring the notion of knowledge, this paper considers the roles of truth and belief in knowledge production, the relationship between knowledge and the disciplines, and knowledge as a social and cultural product. These ideas are contextualized in higher education practice with an example of a course designed to help science and engineering students develop criticality and a sense of ‘knowing’ about the world. The students are challenged to consider what it requires to turn facts and information into knowledge, and to unite their knowing with their own personal experiences and ideas about the world. 相似文献
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Jonathan Galbraith 《Educational studies》2011,37(3):321-332
Drawing on role theory and socio‐constructivist ideas about learning, this study explores how peer‐tutoring can support tutors’ learning. The sample comprised ten 16–17‐year‐old biology tutors, working with twenty‐one 14–15‐year‐old students from a science class over eight weeks. Data were collected through an online wiki, tutor interviews, paired tutor discussions and video recordings. Tutors’ perceptions of their role motivated them to learn the material, and their learning was supported by discussion and explanation, revisiting fundamentals, making links between conceptual areas, testing and clarifying their understanding, and reorganising and building ideas, rehearsing them, and working through them repeatedly, to secure their understanding. When tutors employed long answer questions, there was evidence of reflection on their learning and links made between conceptual areas. When preparing to tutor, tutors could focus on key points and engage with basic ideas from alternative perspectives. Mental rehearsal of peer‐tutoring episodes helped them appreciate weaknesses in their own subject knowledge. 相似文献
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Nicos Papadouris 《International Journal of Science Education》2013,35(5):755-782
We describe the implementation of a specially designed teaching innovation, embedded in the context of energy, for the promotion of specific aspects of the nature of science (NOS). We present empirical results from the implementation of the teaching and learning materials in three intact sixth-grade classes that involved a total of 64 students. We report on students' learning gains and we discuss the ensuing implications for teaching and learning with an emphasis on epistemic ideas. The integration of activities promoting understandings of energy and specific aspects of the NOS seems to work well in impacting on students' epistemic awareness. The findings reveal interesting aspects about the interplay between understandings of energy and the NOS. The article also illustrates that it is possible to teach productively specific aspects of a consensus view of the NOS from a fairly young age without having to rely on advanced science knowledge or explore the intricacies and differentiations across science disciplines. 相似文献
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Jana Bouwma‐Gearhart James Stewart Keffrelyn Brown 《International Journal of Science Education》2013,35(9):1157-1174
Understanding the particulate nature of matter (PNM) is vital for participating in many areas of science. We assessed 11 students’ atomic/molecular‐level explanations of real‐world phenomena after their participation in a modelling‐based PNM unit. All 11 students offered a scientifically acceptable model regarding atomic/molecular behaviour in non‐heated solids. Yet, 10 of 11 students expressed the view that, in response to added heat energy, atoms/molecules in a solid increase in movement to a degree beyond what is scientifically accepted. These students attributed a gas‐like model of atomic/molecular movement to situations involving a heated solid. Of the students who held two conflicting models of atomic/molecular movement in solids, almost all provided justification for doing so, indicating their holding of the conflicting models was unproblematic. These findings can be interpreted to mean that students may drop constraints of certain scientific representations and apply, assess, or revise models when explaining unfamiliar phenomena. In fact, we believe students may develop conflicting causal models as a result of misperceptions they acquire, in part, during classroom instruction regarding atomic/molecular movement. However, our findings may also be interpreted as an incidence of student model development that may later aid their understanding of a more complex model, one that involves substantial sub‐atomic electron movement to account for heat transfer in solids. Whether or not this is the case remains to be seen. Implications for student learning and instruction are discussed. 相似文献
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Mary Anne Rea-Ramirez Maria Cecilia Nunez-Oviedo John Clement 《Journal of Science Teacher Education》2009,20(2):95-111
Discrepant questioning is a teaching technique that can help students “unlearn” misconceptions and process science ideas for
deep understanding. Discrepant questioning is a technique in which teachers question students in a way that requires them
to examine their ideas or models, without giving information prematurely to the student or passing judgment on the student’s
model. This strategy prompts students to see the contradictions in their own model. This study focused on the analysis of
small group tutoring sessions on human respiration. Individual and small group construction of mental models was analyzed
after instructed with a standardized teaching sequence based on model construction and criticism theory (Rea-Ramirez in Model
of conceptual understanding in human respiration and strategies for instruction, Dissertation Abstracts International, 59 (10), 5196B, 1998). Analysis provided deeper understanding of the role discrepant questioning played in this construction of understanding
and suggested new models of learning. 相似文献