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1.
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
2.
Towards a theoretical basis for students' alternative frameworks in science and for science teaching 总被引:1,自引:0,他引:1
Dr Brian L. Jones Professor Kevin F. Collis Dr Jane M. Watson 《Research in Science Education》1993,23(1):126-135
As there is nothing as practical as a good theory, there is a continuing need in the field of science education enquiry to
look for theories which help to interpret the findings about students' alternative frameworks and to inform the design of
teaching strategies which relate to a research focus on ‘how the student learns’. The developmental model of cognitive functioning
based on the SOLO Taxonomy (Biggs & Collis, 1982) as updated in 1991 (Biggs & Collis, 1991; Collis & Biggs, 1991) is being
applied in this way. Questionnaire data from two large studies of science learning of Australian students (conducted by ACER
and NBEET) are being re-analysed in terms of the current theory. This paper illustrates the theory and describes a plan of
further research.
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
3.
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
4.
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
5.
A questionnaire survey of 300, 14 and 15 year-old pupils in England and Spain was carried out to investigate pupils' general
ideas about the process of buring and their ideas about specific types of combustion, using open-ended and structured response
questions. Pupils' responses were analysed and categories were defined from a classification scheme previously reported by
Andersson (1990). A possible model for progression of pupils' ideas about combustion is discussed.
Specialization: science teacher education.
Specializations: Problem-solving, pupils' alternative concepts, initial teacher education.
Specializations: Environmental education, science teacher development (international). 相似文献
6.
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
7.
Dr. Srinivasiah Muralidhar 《Research in Science Education》1991,21(1):253-262
One of the issues identified in a recent study of science teaching and learning in Fiji's primary and secondary schools was
the problems faced by students in coping with scientific terminology, and in expressing ideas in their own words (Muralidhar,
1989). In this paper, some examples from the study are used to illustrate the extent of the problem and to discuss the implications
for teaching and learning science. It is argued that the quality of communication is an important factor in promoting the
understanding of science, especially when the main sources of information for the majority of students are the textbook and
the teacher.
Specializations: Science teacher education, curriculum in action, problem solving, curriculum evaluation, naturalistic research. 相似文献
8.
Ms Carmel McNaught Ms Heather Grant Mr Paul Fritze Dr Peter McTigue Ms Janet Barton Dr Robert Prosser 《Research in Science Education》1993,23(1):189-198
This paper describes a project in the School of Chemistry at The University of Melbourne. During 1992 thirty hours of videotapes
were taken of students doing quantitative volumetric work in first year laboratories. These were viewed to find out what problems
students encountered and what interactions they had with other students and with demonstrators. The data were logged on a
Hypercard stack and novel visual images were produced to map student activity, both qualitatively and quantitatively. These
data contributed to the design of a multimedia learning package which students worked through at the beginning of 1993. Video
data of their laboratory performance after this intervention provides evidence of improved performance.
Specializations: academic development in the sciences, evaluation of computer-based learning materials.
Specializations: physical chemistry, chemical education at tertiary level.
Specializations: design and development of computer-based learning materials.
Specializations: electrochemistry, general physical chemistry at secondary and tertiary level.
Specializations: chemical education at secondary and tertiary level, theoretical chemistry. 相似文献
9.
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
10.
Jane Butler Kahle Ph.D. Andrea Anderson M.A.T. Arta Damnjanovic M.S. 《Research in Science Education》1991,21(1):208-216
A study, originally don in Australia in 1983, was replicated in an urban-suburb in the Unitd States. The Australian project
vivolved matched pairs of year-fiv teachers in one of two workshops. One workshop taught the skills of teaching electricity,
while the other one discussed issues in gender equity in science education (active participation of both girls and boys, comparble
student-teacher interactions, and research findings concerning equity). The U.S. study provided three types of workshops (skills,
equity and skills, and equity) for comparable groups of fourth and fifth grade teachers. All teachers and their students were
subsequently obseved during lessons involving an electricity unit, queried both students and teachers concerning the appropriateness
of different fields of science for boys and girls and their interest and aptitudes in doing various types of science. Results
from both studies suggest that gender differences in student attitudes toward science may be amellorated by specific types
of teacher workshop.
Specializations: Gender research, science teacher education, science education national policy.
Specializations: Elementary and middle school science education, classroom research.
Specializations: Secondary science education, data analysis. 相似文献
11.
Despite the almost mandatory inclusion of a laboratory component in the school curriculum very little has been reported about
the effects of laboratory instruction upon student learning and attitudes. The present study was undertaken to investigate
the thinking of students in a chemistry laboratory. An interpretive research method was adopted in collecting and analysing
data gathered from observations, general interviews and stimulated recall interviews. Four high school students were studied
during their participation in a week-long university summer school program. This study reports how the four students responded
differently to the same laboratory experience.
Specializations: chemistry and biochemistry education, thinking in science and industry.
Specializations: science education, teacher learning and preparation, teaching thinking. 相似文献
12.
Dr. Donna Satterthwait Dr. Jim Butler Dr. Warren Beasley 《Research in Science Education》1993,23(1):252-258
Australia's changing political, social and economic agendas have triggered a critical analysis of school curriculum. Part
of this consideration has been concern over the future of science education within the context of senior schooling. Following
the completion of the Senior Science Future Directions Project commissioned by the Queensland Board of Senior Secondary School
Studies, fifteen issues were identified. These issues, grouped by the needs of the science disciplines, society and the individual
student, are discussed with the view of understanding the future design of senior science syllabuses.
Specializations: biology teacher education, science curriculum development.
Specializations: professional development, curriculum design and evaluation.
Specializations: professional development, science teaching. 相似文献
13.
Frances Quinn John Pegg Debra Panizzon 《International Journal of Science Education》2013,35(10):1279-1305
Meiosis is a biological concept that is both complex and important for students to learn. This study aims to explore first‐year biology students’ explanations of the process of meiosis, using an explicit theoretical framework provided by the Structure of the Observed Learning Outcome (SOLO) model. The research was based on responses of 334 first‐year biology students to practical and examination questions about meiosis, together with student interviews. Students’ written responses were coded, which resulted in a hierarchy of qualitatively different categories consistent with recent developments in the SOLO model. Most responses described a number of the less abstract elements of meiosis, but not in a coherent, relational manner, and interviews elucidated several areas of confusion about meiosis and its subordinate concepts. These findings are consistent with much previous research, and provide insights into both the use of the SOLO model as a research tool and students’ understandings of meiosis. In conjunction with previous research, the results of this study raise questions beyond its local context about the match between students’ apparent understandings and university expectations. The implications of the study relate to the use of terminology, the treatment of meiosis in textbooks, and some specific issues of pedagogy. 相似文献
14.
Mavis A. Haigh 《Research in Science Education》1993,23(1):110-117
This paper outlines some initial findings from research on senior secondary Biology students carrying out open investigations.
The study focuses on a group of 98 Form 6 (year 11) students in a large urban co-educational school. Initial findings indicate
a mismatch between the students' declared confidence of their ability to plan open investigations in Biology and their demonstrated
competence. Other factors germane to the introduction of problem-solving activities of an open nature into senior Biology
programmes are discussed as are the implications of these for further research and classroom practice.
Specializations: teacher development, practical work in science, assessment in science, curriculum development. 相似文献
15.
MS. Christine Chin DRS. Ngoh-Khang Goh Lian-Sai Chia Kam-Wah Lucille Lee DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information
to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science
curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service
primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting
their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes
part of the science curriculum, as teaching behaviour influences student learning outcomes.
Specializations: science eeducation
Specializations: educational measurement, research methodology. 相似文献
16.
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
17.
Dr. John Beard Charles Fogliani Chris Owens Dr. Audrey Wilson 《Research in Science Education》1993,23(1):10-14
This paper compares the performances of female and male secondary students in the 1991 and 1992 Australian National Chemistry
Quizzes. Male students consistently achieved a higher mean score in all Year groups (7 to 12), even though the numbers of
female and male entrants were approximately equal. Implications for class tests and assessment tasks are addressed.
Specializations: chemical education, environmental science.
Specialization: chemical education
Specializations: chemical education, analytical chemistry. 相似文献
18.
The textbook is often accepted as a fundamental resource in a science classroom because the assumption is made that students
are able to interpret a text in a manner which is congruent with the author's intentions. For example, where an author seeks
to promote student cognition through the inclusion of specific elements, or implies a high degree of social awareness through
the incorporation of societal characteristics in a text, it is expected that students will, at least, perceive these emphases.
This research questions these assumptions and suggests that if textbook authors with to communicate such ideas to students,
then they should do so in an overt manner.
Specializations: Science Education, pedagogy.
Specializations: Science Education. 相似文献
19.
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
20.
Mr David Tulip Mr David O'Connell Ms Lorraine English 《Research in Science Education》1994,24(1):331-337
A study of students from a primary school and its local secondary school was conducted to investigate students' relative interests
in geology and biology during the years prior to Year 10. Students from Years 1, 3, 5, 7 and 9 were interviewed, using an
innovative interview technique, and results show that interest in both subjects appears to be fairly evenly distributed throughout
all years. This paper reports on the study conducted and illustrates the success of the interview technique developed to accommodate
all students, especially those from younger year levels.
Specializations: science teacher education, biology teacher education.
Specializations: economic geology, mineralogy, geological education.
Specializations: primary science education. 相似文献