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1.
Dr. Brian Jones Professor Kevin Collis Dr. Jane Watson Miss Kimberley Foster Dr. Sharon Fraser 《Research in Science Education》1994,24(1):191-200
Students' conceptions of how objects are seen directly, and in mirrors, were explored in an analysis of their written and
drawn responses to common visual phenomena depicted in cartoons with brief text. Students in Grades K-10 (n=214) completed
a questionnaire and some were interviewed. Evidence was sought to support an hypothesis for increasingly sophisticated responses
related to the concepts of sight, light, reflection and image. The developmental model used in this analysis was the updated
SOLO Taxonomy (Biggs & Collis, 1991; Collis & Biggs 1991). It appears from the results that different modes of functioning
can interfere to produce factually incorrect recollections of experience particularly in the age group 7 to 13 years approximately.
Also, this is associated with the common spurious conception that mirrors have a lateral inversion property. Explanations
involving light were extremely rare and its role related to the production of an image ‘in the mirror’ but not to the perception
of an image in the eyes.
Specializations: science education, students' understandings of phenomena in science.
Specializations: cognitive development, evaluation, mathematics and science education.
Specializations: mathematics education, students' understanding of chance and data concepts. 相似文献
2.
This paper reports on an investigation into students' understanding of the concept of plant growth. There are three aspects
to the research. First, responses of Australian primary students to questions concerning plant growth are compared with those
identified in British research (Russell & Watt, 1990). Second, the answers of secondary students, Year 7-Year 12, to questions
concerning plant growth were analysed and common categories of responses were identified. Finally, the response categories
were considered within the framework offered by the SOLO Taxonomy of Biggs and Collis (1982, 1991). In particular, interest
was focused on whether the findings of an earlier study (Levins, 1992) in which cycles of development in the understandings
of the concept of evaporation were established, might be observed in the concept of plant growth.
Specializations secondary science curriculum, biology and chemistry teacher education.
Specializations secondary mathematics curriculum topics, the SOLO Taxonomy, student cognitive growth. 相似文献
3.
Constructivist views of learning have been applied to science education largely as a response to attempts to understand the
origins of students' misconceptions in science, and therefore the learning process. As part of this effort to understand learning
in science lessons, Appleton (1989) proposed a learning model drawn mainly from Piagetian (1978) ideas and generative learning
theory (Osborne & Wittrock, 1983). This paper explores the development and evolution of the learning model as other constructivist
view were applied, and as the model was tested against students' responses in science lessons. The revised model finally arrived
at is then examined. It was found to be a useful means of describing student's learning processes during a science lesson.
Specializations: primary teacher education, teaching strategies in science, cognitive change and learning theories.
Specializations: secondary science teacher education, chemical education. 相似文献
4.
Unattended science and technology exhibits of both static and operational types have been an integral part of museum displays
for many years. More recently interactive exhibits in which observers are encouraged to become part of the system of exhibits
have become more common. A study was commenced to explore the impact and potential of low cost, unattended, interactive exhibitsset up singly in a normal school classroom without the distractions of a multiplicity of activities as is common in ‘science museums’. Three small groups of Grade 5/6
primary school children interacted with a ‘Falling Towers’ exhibit and their voluntary activities were recorded on videotape
for later analysis. Children appeared to state the results of their activity in ways consistent with their expectations rather
than with their most recent experience with the exhibit. The responses of girls, boys and mixed groups are reported.
Specializations: primary mathematics and science education, teaching strategies.
Specializations: science education, students' understandings of phenomena in science. 相似文献
5.
Dr Lynda J. Creedy 《Research in Science Education》1993,23(1):34-41
This paper examines the continuation of a study investigating senior secondary students' understanding of concepts in biology.
In this study, year 11 student understandings of natural selection were examined by questionnaire using different question
formats. The SOLO taxonomy of Biggs and Collis (1982) was used as the theoretical framework with which the quality of student
learning was assessed.
This paper puts forward the usefulness of the SOLO taxonomy in assessing student understanding in biology in general and in
examining student understanding of the concept of natural selection in particular. The paper goes on to examine the implications
of these results and raises issues which have applicability to criterion-based assessment in secondary science.
Specializations: science and technology education, biology teacher education, applications of multimedia to science education 相似文献
6.
Many school students experience difficulty in conducting science investigations (Hackling & Garnett, 1991; Murphy, 1988).
Students in Western Australia have poorly developed skills of problem analysis, planning and carrying out controlled experiments,
basing conclusions only on obtained data, and recognising limitations in the methodology of their investigations. This paper
compares the work of 10 expert scientists and 10 Year 12 science students as they conducted a laboratory based investigation.
The results provide insights into expertise in science investigation skills.
Specializations: Science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment
of laboratory work.
Specializations: Chemistry education, concept development and conceptual change, role of laboratory work. 相似文献
7.
Conclusion Currently the 26 films in the Science Territory series have been shown to audiences who watch Channel 8 commercial television
in the vicinity of Darwin. They are still being shown to audienc who watch Imparja Television. There are no plans at the moment
to shown Science Territory for any extra time on either Channel 8 or Imparja, once the Imparja programmes are completes. There
are plans however to develop materials to complement the programmes, which could be used in schools and there are also plans
to repeat the success of Science Territory and to expand it on a national basis to a series of programmes to be called “Science
Oz”.
This research note has described of the Scienc Territory project which has attempted to improve students' and parents' attitudes
to science. It has alo attempted to explain how the issue of determining the effectiveness of the project has been addressed.
Overall, Science Territory proved to be an interesting, exciting, successful and whorthwhile venture, particularly for the
small scientific community of the Northern Territory. It also appears to be unique both in Australia and worldwide. There
are therefore lessons that science educators can learn from this about new ways of improving students' attitudes to science.
Specializations: Science education policy, curriculum development and science education development projects with industry.
Specializations: Science teacher education, chemical education, science education in developing countries, educational Issues. 相似文献
8.
Mark Brown 《Research in Science Education》1992,22(1):63-71
This paper presents an “ecological perspective” on research with computers in science education. It is proposed that current
and past research within the computer education field has been characterised by an over-emphasis on technical applications
of the machinery, rather than a deeper consideration of the teaching and learning process. This tendency toward “technocentric
thinking” has usually failed to take into account the important social and cognitive interactions within the computer learning
environment. The view advanced here, is that an understanding of the effects of computers on students' learning can be achieved
only through an analysis of the dynamic interactions between students and teachers as they work with computers in a particular
environment. A theoretical framework for understanding this range of interactions is presented. Finally, an ecological model
is proposed for conducting future research on the application of computers in science education.
Specializations: information technology in education, science education, technology education, environmental education, and media education 相似文献
9.
The potential of informal sources of science learning to supplement and interact with formal classroom science is receiving
increasing recognition and attention in the research literature. In this study, a phenomenographic approach was used to determine
changes in levels of understanding of 27 grade 7 primary school children as a result of a visit to an interactive science
centre. The results showed that most students did change their levels of understanding of aspects of the concept “sound”.
The study also provides information which will be of assistance to teachers on the levels of understanding displayed by students
on this concept.
Specializations: informal science learning, science curriculum
Specializations: science education, science teacher education, conceptual change, learning environments. 相似文献
10.
Carmel McNaught Dianne Raubenheimer Margaret Keogh Rob O'Donoghue Jim Taylor 《Research in Science Education》1992,22(1):291-298
This paper describes an ongoing process of participatory curriculum development. It outlines some of the tensions which need
to be explored in science curriculum development: debates about the nature of science, of society, of school science content
and of learning theories. The process whereby action can arise from this debate is also explored. An example will be outlined
of a network of science curriculum action which has developed from the work of a range of science education projects in Natal,
South Africa.
Specializations: science curriculum development from primary to tertiary level.
Specializations: inservice primary science teacher development.
Specializations: inservice teacher development, biology education.
Specializations: environmental education, teacher development.
Specializations: environmental education, teacher development. 相似文献
11.
Professor Dr. Reinders Duit Professor Dr. Peter Häussler Dr. Roland Lauterbach Professor Dr. Helmut Mikelskis Professor Dr. Walter Westphal 《Research in Science Education》1992,22(1):106-113
This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism.
Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the
market will be discussed.
Specializations: constructivist approaches in science education research and practice.
Specializations: gender issues in science instruction.
Specializations: primary education, integrated science.
Specializations: STS, phenomenological oriented physics instruction.
Specializations: peace education within science education. 相似文献
12.
A national curriculum comprising statements of attainment at different levels must be underpinned by some idea of “progression”
in learning. Questions arise as to the nature and meaning of progression. To gain a deeper insight into how children progress
in their understanding of science, this research involves the construction and testing of a hypothetical learning sequence
for the topic of forces. This interim report explains how children aged 7 to 13 are being interviewed to explore their explanations
of phenomena involving forces. These explanations will be mapped onto the sequence to provide a multi-dimensional model of
progression.
Specializations: assessment, curriculum development.
Specializations: assessment, investigations in science, progression in learning science. 相似文献
13.
Mr Ken Appleton 《Research in Science Education》1992,22(1):11-19
There has been renewed debate in recent years about the relatively poor science discipline background knowledge of primary
and preschool teachers, and their lack of confidence to teach science stemming from this. A reaction from teacher educators,
such as recommended by theDiscipline Review of Teacher Education in Mathematics and Science Report, has been to provide more explicit science discipline units in pre-service teacher education courses. However, a few
studies have cast some doubt on the notion that more science discipline studies (Skamp, 1989; Stepans & McCormack, 1985).
This paper reports on pre-service students' perceptions of their cofidence to teach science before and after a science education
unit adapted from the PECSTEP work (Kirkwood, Bearlin & Hardy, 1989), which included only a small amount of physical science,
and took an explicit gender approach emphasising the students as learners.
Specializations: primary teacher education, teaching strategies in science. 相似文献
14.
This paper is based on interviews with seventy-five science teachers in twelve schools across Australia. The interviews were
conducted as part of a D.E.E.T. Project of National Significance. The purpose of the project was to develop a strategy for
the professional development of science teachers. The main purpose of our interviews was to listen to teachers' views on what
such a strategy should try to achieve. We asked them to talk about conditions affecting the quality of their work, their attitudes
to teaching, their professional development, their careers, the evaluation of teaching, and Award Restructuring. Through these
interviews we came to understand how many science teachers are loosely connected with potentially valuable sources of support
for their professional development. In this paper we focus on one group of “loose connections”; those between science teachers
and scientists in other fields, research in science education, and their colleagues within science departments in schools.
Specializations: Science education, reflective practice, teaching and learning.
Specializations: Professional development, educational evaluation. 相似文献
15.
Alison Grindrod Andrea Klindworth Dr. Marjory-Dore Martin Russell Tytler 《Research in Science Education》1991,21(1):151-160
In 1990, a large proportion of third year primary trainee teachers at Victoria College had observed or taught very few or
no science lessons during the first two years of their course. The students felt that a lack of content knowledge, a crowded
school curriculum, and problems associated with managing resources and equipment, were the main factors contributing to the
low level of science being taught in schools. By the end of their third year significantly more students had taught science
than after the second year. There was also a change in approach to teaching science with more practical activities being included
than previously. The science method unit taught to the students in the third year of their course contributed to this increase.
The students considered the hands-on activities in class to have been the most effective aspect of the unit in their preparation
for the teaching of primary science.
Specializations: children's learning in science, primary teacher education.
Specializations: student understanding of biology, evaluation of formal and informal educational settings.
Specializations: gender, science and technology, environmental education.
Specializations: children's learning in science, language and science. 相似文献
16.
This study explored the interactions of a highly motivated group of students doing traditional practical work in science.
Interest focussed on the social construction of understanding and how this could be described. Despite considerable collaboration
in constructing an understanding of the task the students rarely focussed on the concepts the practical work was intended
to illustrate. Collaboration was described in terms of social behaviours and discourse moves which supported the use of cognitive
strategies.
Specializations: science practical work, collaborative group work, role of language.
Specializations: science teacher education, conceptual change, learning environments, science reasoning. 相似文献
17.
Dr. Campbell J. McRobbie Dr. Barry J. Fraser Dr. Geoffrey J. Giddings 《Research in Science Education》1991,21(1):244-252
Existing instruments in classroom environment research have limitations when subgroups are investigated or case studies of
individual students conducted. This study reports the validation and development of a personal form of the Science Laboratory
Environment Inventory which is better suited to such studies. Further, systematic differences between scores on the class
and personal forms of the instrument are reported along with comparisons of their associations with inquiry skill and attitudinal
outcomes.
Specializations: Science education, Preservice science teacher education.
Specializations: Learning environments, science education, educational evaluation, curriculum.
Specializations: Curriculum, science education, science laboratory teaching. 相似文献
18.
This paper describes responses from 28 first-year university physics students to one question of a written test which was
followed up by an interview. The study has two main research aims. Firstly, it characterises the conceptual structures of
students regarding the phenomenon in question. As well as being interesting in their own right, these student understandings
cast light on some broader issues regarding understanding of field representations. While students' understandings of circuit
electricity are well described in the existing science education literature, their understandings of field phenomena are not.
Secondly, it throws light on theoretical questions about the SOLO Taxonomy, which is the framework used to study the students'
conceptual structures. Of particular interest is the nature of student thinking that marks transition from the Concrete Symbolic
to the Formal SOLO mode in this area.
Specializations: physics education, electricity and magnetism, conceptual structures, SOLO Taxonomy.
Specializations: SOLO Taxonomy, conceptual structures, mathematics education. 相似文献
19.
This research was carried out over a period of ten months with children in Grades 2 and 3 (aged 7 and 8) who were participating
in a sequence of technology activities. Since the introduction into Victorian primary schools ofThe Technology Studies Framework P-10 (Crawford, 1988), more teachers are including technology studies in their classrooms and by so doing may assist children's
understanding of science concepts. Children are being exposed to science phenomena related to the technology activities and
Technology Studies may be a way of providing children with science experiences. ‘Technology Studies’ in this context refers
to children carrying out practical problem solving tasks which can be completed without any particular scientific knowledge.
Participation in the technology activities may encourage children to become actively involved, thereby facilitating an exploration
of the related science concepts. The project identified the importance of challenge in relation to the children's involvement
in the technology activities and the conference paper (available from the first author) discusses particular topics in terms
of the balance between cognitive/metacognitive and affective influences (Baird et al., 1990)
Specializations: science and technology education, interest and attitudinal change.
Specialization: technology in the primary school. 相似文献
20.
The general aim of our human nutrition project is to develop a health education model grounded in ‘everyday’ or ‘situated’
cognition (Hennessey, 1993). In 1993, we began pilot work to document adult understanding of human nutrition. We used a HyperCard
stack as the basis for a series of interviews with 50 adults (25 university students, and 25 adults from offcampus). The interviews
were transcribed and analysed using the NUDIST computer program. A summary of the views of these 50 adults on selected aspects
of human nutrition is presented in this paper.
Specializations: educational technology and the teaching-learning process, public understanding of science and technology.
Specializations: educational technology, mathematics education. 相似文献