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1.
Scientific Habits of Mind in Virtual Worlds 总被引：8，自引：6，他引：2
In today’s increasingly “flat” world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job
at fostering scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke
may be one viable alternative—not as a substitute for teachers and classrooms, but as an alternative to textbooks and science
labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular,
we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer
online game World of Warcraft. Eighty-six percent of the forum discussions were posts engaged in “social knowledge construction” rather than social banter.
Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an
evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument. 相似文献
2.
The purpose of this qualitative interpretive research study was to examine high school students’ written scientific explanations
during biology laboratory investigations. Specifically, we characterized the types of epistemologies and forms of reasoning
involved in students’ scientific explanations and students’ perceptions of scientific explanations. Sixteen students from
a rural high school in the Southeastern United States were the participants of this research study. The data consisted of
students’ laboratory reports and individual interviews. The results indicated that students’ explanations were primarily based
on first-hand knowledge gained in the science laboratories and mostly representing procedural recounts. Most students did
not give explanations based on a theory or a principle and did not use deductive reasoning in their explanations. The students
had difficulties explaining phenomena that involved intricate cause–effect relationships. Students perceived scientific explanation
as the final step of a scientific inquiry and as an account of what happened in the inquiry process, and held a constructivist–empiricist
view of scientific explanations. Our results imply the need for more explicit guidance to help students construct better scientific
explanations and explicit teaching of the explanatory genre with particular focus on theoretical and causal explanations. 相似文献
3.
Athanasios Velentzas Krystallia Halkia 《International Journal of Science Education》2018,40(1):90-108
In this study, an analysis of the structure of scientific explanations included in physics textbooks of upper secondary schools in Greece was completed. In scientific explanations for specific phenomena found in the sample textbooks, the explanandum is a logical consequence of the explanans, which in all cases include at least one scientific law (and/or principle, model or rule) previously presented, as well as statements concerning a specific case or specific conditions. The same structure is also followed in most of the cases in which the textbook authors explain regularities (i.e. laws, rules) as consequences of one or more general law or principle of physics. Finally, a number of the physics laws and principles presented in textbooks are not deduced as consequences from other, more general laws, but they are formulated axiomatically or inductively derived and the authors argue for their validity. Since, as it was found, the scientific explanations presented in the textbooks used in the study have similar structures to the explanations in internationally known textbooks, the findings of the present work may be of interest not only to science educators in Greece, but also to the community of science educators in other countries. 相似文献
4.
Chrissavgi Triantafillou Vasiliki Spiliotopoulou Despina Potari 《International Journal of Science and Mathematics Education》2016,14(4):681-699
The present study explores reasoning and argumentation in Greek mathematics and physics texts in specific topics related to the notion of periodicity. In our study, argumentation is taken as the sequence of the modes of reasoning (MsoR) that an author develops in a text when organizing and presenting new knowledge. Inductive content analysis was applied on 71 thematic units taken from 4 mathematics and 4 physics textbooks, and a coding system of categories and subcategories of MsoR was produced. Our analysis discerned 4 main categories of MsoR: empirical, logical-empirical, nomological, and mathematical; we argue that each mode of reasoning (MoR) plays a different role in conceptualizing aspects of periodicity. Analysis of the sequence of MsoR in two thematic units raised pragmatic considerations on the text understanding in relation to the scientific argumentation discourse and highlights ontological differences in the two subjects when ascending from observations to generalizations. Educational implications of the findings are discussed. 相似文献
5.
The most recent science and technology curriculum for junior high school in Israel contains a new guideline stating that the
cell topic is to be taught “longitudinally in conjunction with other study contents.” This guideline confers a change in teaching
the cell topic and provides an opportunity to form meaningful relationships between biological phenomena at the macro level
and their cellular explanations. Here, we examined the extent to which six textbooks, available for junior high schools in
Israel, support this teaching approach. We found that the textbooks differ in how they express the guideline and that most
of them do not support the new teaching approach to any significant extent. Moreover, the textbooks generally emphasize cells’
structure and pay less attention to the processes occurring in them. Our findings could shed light on students’ difficulties
in comprehending the living cell and in correlating macroscopic phenomena with their cellular explanations. 相似文献
6.
This study compares quadratic equations sections of Korean and American textbooks. The number of topics, contents and mathematics items were analyzed. The results show Korean students learn some topics relatively earlier than American students. American textbooks include more problems requiring explanations and various representations and problems requiring higher level cognitive demand. This result could indicate that textbooks might not be the reason for American and Korean students’ performances in international comparative studies. More studies analyzing other standards based textbooks and teaching practice might be needed to have further understanding of mathematics education in two countries. 相似文献
7.
Thomas S. Popkewitz 《The Australian Educational Researcher》2002,29(3):43-61
My discussion focuses on the cultural practices of graduate studies. I call these cultural practices rather than ‘themes’ or topics to consider a program of conduct through which rules and standards of reason are generated to produce a ‘graduate’. My assumption of graduate studies is that it embodies strategies of disrupting the complacency of the assumption of the progressive character of the present society and the established rules that normalize conduct. Section One is historical, considering university graduate studies as concerned with the management of society constituted by the agency and empowerment of the citizen. Section Two focuses on the cultural conditions for critical strategies that interrogate the systems of reason that shape and fashion what we are and might be. I speak of this focus as a form of resistance. The final and third section uses an autobiographical genre to consider further the cultural conditions of knowledge. My focus is on learning how we think about and ask questions, and on learning to read closely and historically in dislodging the ordering principles of schooling. 相似文献
8.
Kathryn M. Olesko 《Science & Education》2006,15(7-8):863-880
Historical studies of science pedagogy have flourished in recent years. This essay offers an assessment of the literature
on science pedagogy from the 1930s to the present. It argues that rather than focusing on the work of Thomas Kuhn and Michel
Foucault, historians of science pedagogy could with profit turn to the work of Ludwik Fleck. Fleck offers three categories
of historical analysis – experience, sensation, and cognition – that are embedded in science pedagogy. He furthermore argues
unequivocally for the central importance of considering the cultural context of science pedagogy. Fleck’s interpretation of
the role of publishing in science is used in the final section of this essay to assess scientific publishing and textbook
culture, topics that are the principal concern of the articles in this volume. Among the novelties of the articles in this
volume on textbooks are (1) the connections they draw between textbooks and social structure; (2) the relationships they suggest
between textbooks and the public sphere; and (3) their identification of the eighteenth century as the crucial transformative
century in textbook production. 相似文献
9.
Fleurie Nievelstein Tamara van Gog Henny P. A. Boshuizen Frans J. Prins 《Instructional Science》2010,38(1):23-35
Due to the complexity of the legal domain, reasoning about law cases is a very complex skill. For novices in law school, legal
reasoning is even more complex because they have not yet acquired the conceptual knowledge needed for distilling the relevant
information from cases, determining applicable rules, and searching for rules and exceptions in external information sources
such as lawbooks. This study investigated the role of conceptual knowledge in solving legal cases when no information sources
can be used. Under such ‘unsupported’ circumstances, novice and advanced students performed less well than domain experts,
but even experts’ performance was rather low. The second question addressed was whether novices even benefit from the availability
of information sources (i.e., lawbook), because conceptual knowledge is prerequisite for effective use of such sources. Indeed
availability of the lawbook positively affected performance only for advanced students but not for novice students. Implications
for learning and instruction in the domain of law are discussed. 相似文献
10.
Ceyhun Ozgur† Sandra E. Strasser 《Decision Sciences Journal of Innovative Education》2004,2(2):177-192
Authors who write introductory business statistics texts do not agree on when to use a t distribution and when to use a Z distribution in both the construction of confidence intervals and the use of hypothesis testing. In a survey of textbooks written in the last 15 years, we found the decision rules to be contradictory and, at times, the explanations unclear. This paper is an attempt to clarify the decision rules and to recommend that one consistent rule be chosen to minimize confusion to students, instructors, and practitioners. Using the t distribution whenever σ is unknown, regardless of sample size, seems to provide the best solution both theoretically and practically. 相似文献
11.
Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during instruction differently for topics that rely on experimental or historical modes of inquiry. Four experienced high-school science teachers were observed daily during instructional units for both experimental and historical science topics. The main data sources include classroom observations and teacher interviews. The arguments were analyzed using Toulmin's argumentation pattern revealing specific patterns of arguments in teaching topics relying on these 2 modes of scientific inquiry. The teachers presented arguments to their students that were rather simple in structure but relatively authentic to the 2 different modes. The teachers used far more evidence in teaching topics based on historical inquiry than topics based on experimental inquiry. However, the differences were implicit in their teaching. Furthermore, their arguments did not portray the dynamic nature of science. Very few rebuttals or qualifiers were provided as the teachers were presenting their claims as if the data led straightforward to the claim. Implications for classroom practice and research are discussed. 相似文献
12.
Reuven Babai Tali Brecher Ruth Stavy Dina Tirosh 《International Journal of Science and Mathematics Education》2006,4(4):627-639
One theoretical framework which addresses students’ conceptions and reasoning processes in mathematics and science education is the intuitive rules theory. According to this theory, students’ reasoning is affected by intuitive rules when they solve a wide variety of conceptually non-related mathematical and scientific tasks that share some common external features. In this paper, we explore the cognitive processes related to the intuitive rule more A–more B and discuss issues related to overcoming its interference. We focused on the context of probability using a computerized “Probability Reasoning – Reaction Time Test.” We compared the accuracy and reaction times of responses that are in line with this intuitive rule to those that are counter-intuitive among high-school students. We also studied the effect of the level of mathematics instruction on participants’ responses. The results indicate that correct responses in line with the intuitive rule are more accurate and shorter than correct, counter-intuitive ones. Regarding the level of mathematics instruction, the only significant difference was in the percentage of correct responses to the counter-intuitive condition. Students with a high level of mathematics instruction had significantly more correct responses. These findings could contribute to designing innovative ways of assisting students in overcoming the interference of the intuitive rules. 相似文献
13.
E. Margaret Evans Amy N. Spiegel Wendy Gram Brandy N. Frazier Medha Tare Sarah Thompson Judy Diamond 《科学教学研究杂志》2010,47(3):326-353
Museum visitors are an ideal population for assessing the persistence of the conceptual barriers that make it difficult to grasp Darwinian evolutionary theory. In comparison with other members of the public, they are more likely to be interested in natural history, have higher education levels, and be exposed to the relevant content. If museum visitors do not grasp evolutionary principles, it seems unlikely that other members of the general public would do so. In the current study, 32 systematically selected visitors to three Midwest museums of natural history provided detailed open‐ended explanations of biological change in seven diverse organisms. They were not told that these were evolutionary problems. Responses were coded as: informed naturalistic reasoning, featuring some understanding of key evolutionary concepts, novice naturalistic reasoning, featuring intuitive explanations that are also present in childhood, and creationist reasoning, featuring supernatural explanations. All visitors were mixed reasoners, using one or more of these patterns in different permutations across the seven organisms: 72% used a combination of informed naturalistic reasoning and novice naturalistic reasoning, while a further 28% added creationist reasoning to this mix. Correlational analyses indicated that for many visitors these reasoning patterns were coherent rather than fragmented. The theoretical model presented in this article contributes to an analysis of the developmental and cultural factors associated with these patterns. This could help educators working in diverse educational settings understand how to move visitors and students toward more informed reasoning patterns. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:326–353, 2010 相似文献
14.
Sally-Anne Stephens Campbell J. McRobbie Keith B. Lucas 《Research in Science Education》1999,29(2):189-208
Studies have shown that secondary school students experience difficulties making scientific models meaningful, yet explanatory
models are central to the development of scientific understanding. This study investigated the extent and nature of students'
model-based reasoning in a laboratory investigation. It was an interpretive study involving a single Year 10 Science class
investigating the influence of six factors on electrical resistance. Before commencing their practical investigations students
were re-familiarised with the “electron drift” model of metals. Data sources included videotapes of classroom interactions,
audiotaped interviews with students, student workbooks showing their experimental procedures and results, and explanations
of those results. The research suggests that spontaneous use of the model in explanations increased over the duration of the
task but that the explanations were restricted mainly to model-based reasoning with lower order relational mapping. Even after
further formal instruction on the model after the initial experimental investigations, many students were still unable to
use the model effectively, displaying mainly the same level of reasoning. As model-based reasoning is an important part of
learning some aspects of science, it is imperative that science educators take appropriate steps to facilitate the development
of such reasoning in appropriate contexts. 相似文献
15.
《Journal of moral education》2012,41(4):387-407
Abstract Two studies are reported using written question sheets to assess attitudes to and moral reasoning about class rules among a total of 117 senior secondary school students and 87 trainee teachers. The studies confirmed the prediction of the multidimensional control model of the development of moral reasoning of Langford (1991a, b; 1992a, b) that the moral reasoning of such students about this topic is much more mature than predicted by Kohlbergian theory, their most important source of information for making moral decisions in this area being the general welfare of students and teachers. Other detailed predictions of the multidimensional control model were also, in the main, verified. It was found that, although the great majority of senior secondary students thought we ought to have those class rules that are necessary to protect the right of others to learn, there exist a small minority whose main aim is revenge upon schools and teachers and a rather larger minority who are not even prepared to uphold such rules in theory when it comes to classes in which they are not interested. It was concluded that while it is possible to reach agreement with the great majority of students of this age about rules to protect the learning of others, sanctions are needed to back class rules opposed by a minority even in theory. 相似文献
16.
David Billing 《Higher Education》2007,53(4):483-516
This article is a result of a completed survey of the mainly cognitive science literature on the transferability of those
skills which have been described variously as ‘core’, ‘key’, and ‘generic’. The literature reveals that those predominantly
cognitive skills which have been studied thoroughly (mainly problem solving) are transferable under certain conditions. These
conditions relate particularly to the methods and environment of the learning of these skills. Therefore, there are many implications
for the teaching of key skills in higher education, which the article draws out, following a summary of the main findings
of the research literature. Learning of principles and concepts facilitates transfer to dissimilar problems, as it creates
more flexible mental representations, whereas rote learning of facts discourages transfer. Transfer is fostered when general
principles of reasoning are taught together with self-monitoring practices and potential applications in varied contexts.
Training in reasoning and critical thinking is only effective for transfer, when abstract principles and rules are coupled
with examples. Transfer is promoted when learning takes place in a social context, which fosters generation of principles
and explanations. Transfer improves when learning is through co-operative methods, and where there is feedback on performance
with training examples. The specificity of the context in which principles are learned reduces their transfer. Transfer is
promoted if learners are shown how problems resemble each other, if they are expected to learn to do this themselves, if they
are aware of how to apply skills in different contexts, if attention is directed to the underlying goal structure of comparable
problems, if examples are varied and are accompanied by rules or principles (especially if discovered by the learners), and
if learners’ self-explanations are stimulated. Learning to use meta-cognitive strategies is especially important for transfer. 相似文献
17.
麻昌贵 《贵州教育学院学报》2008,24(8):53-55
有不少逻辑学教材和参考书引用了“在愚人节里”的故事来说明联言判断的真假值原理,但这些书的推理和说明既违背了充分条件的假言推理规则,又违背了普通逻辑的基本规律。用这个故事来说明联言判断的真假值原理是不恰当的。 相似文献
18.
19.
高增霞 《江西师范大学学报(哲学社会科学版)》2012,45(5):129-134
高级汉语仍然属于语言学习的基础阶段,是以提高学生运用汉语进行交际的综合能力为目标。高级汉语教材的＂高＂应该体现在展示典雅的书面语体,提供能与学生平等对话的话题,突出当代书面语词汇、造句规律、语篇表达特点,但这些内容应尽量避免单纯地由陈述性知识来表现。 相似文献