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1.
Bayram Co&#;tu Alipa&#;a Ayas Mansoor Niaz Suat ünal Muammer ?alik 《Journal of Science Education and Technology》2007,16(6):524-536
The objective of this study was to construct a teaching strategy for facilitating students’ conceptual understanding of the
boiling concept. The study is based on 52 freshman students in the primary science education department. Students’ ideas were
elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students’ alternative conceptions.
Conceptual change in students’ understanding of boiling was evaluated by administering a pre-, post- and delayed post-test.
The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student
test scores pointed to statistically significant differences in the tests and total scores (p < 0.05). Quantitative analysis of students’ responses on each test revealed different schema about changing their knowledge
system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students’ conceptual understanding.
No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching
strategy enabled students to retain their new conceptions in the long-term memory. 相似文献
2.
“Teenagers’ abstract thinking ability test” was designed in accordance with the structure and performance of teenagers’ ability
to think abstractly. 138 Chinese junior high school students who learned New curriculum and old curriculum separately were
measured. A comparison between the two kinds of students shows that abstract thinking ability of the former is notably higher
than that of the latter. However, the performance of differences varies by school and gender.
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Translated from Jiaoyu Yanjiu Yu Shiyan 教育研究与实验 (Education Research and Experiment), 2008, (1): 62–66 相似文献
3.
Betty L. Bitner 《科学教学研究杂志》1991,28(3):265-274
To test the hypothesis that formal operational reasoning modes are predictors of critical thinking abilities and grades assigned by teachers in science and mathematics, in September 1986 the Group Assessment of Logical Thinking (GALT) and in December 1986 the Watson-Glaser Critical Thinking Appraisal (WGCTA) were administered to 101 rural students in Grades 9 through 12. The grades assigned by teachers were collected in May 1987. Construct and criterion-related validities and internal-consistency reliability using Cronbach's alpha method were established on the GALT. On the WGCTA, content and construct validities and internal consistency reliability using the split-half procedure, coefficient of stability, and coefficient of equivalence were established. The five formal operational reasoning modes in the GALT were found to be significant predictors of critical thinking abilities and grades assigned by teachers in science and mathematics. The variance in the five critical thinking abilities attributable to the five formal operational reasoning modes ranged between 28% and 70%. The five formal operational reasoning modes explained 29% of the variance in mathematics achievement and 62% of the variance in science achievement. 相似文献
4.
This study employed a case-study approach to reveal how an ability to think with mental models contributes to differences
in students’ understanding of molecular geometry and polarity. We were interested in characterizing features and levels of
sophistication regarding first-year university chemistry learners’ mental modeling behaviors while the learners were solving
problems associated with spatial information. To serve this purpose, we conducted case studies on nine students who were sampled
from high-scoring, moderate-scoring, and low-scoring students. Our findings point to five characteristics of mental modeling
ability that distinguish students in the high-, moderate-, and low-ability groups from one another. Although the levels of
mental modeling abilities have been described in categories (high, moderate, and low), they can be thought of as a continuum
with the low-ability group reflecting students who have very limited ability to generate and use mental models whereas students
in the high-ability group not only construct and use mental models as a thinking tool, but also analyze the problems to be
solved, evaluate their mental models, and oversee entire mental modeling processes. Cross-case comparisons for students with
different levels of mental modeling ability indicate that experiences of generating and manipulating a mental model based
on imposed propositions are crucial for a learner’s efforts to incorporate content knowledge with visual-spatial thinking
skills. This paper summarizes potential factors that undermine learners’ comprehension of molecular geometry and polarity
and that influence mastery of this mental modeling ability. 相似文献
5.
Dong Yub Lee 《Educational technology research and development : ETR & D》2011,59(6):913-935
This study investigated Korean and foreign students’ perception of the teacher’s role in multicultural online learning environments
in Korea. On the basis of a literature review, a survey questionnaire was developed and piloted with 248 university students
in Korea. The questionnaire was subsequently modified on the basis of the results of the pilot study, and a final 20-item
questionnaire was constructed. Three hundred and eighty-four university students participated in the main study. Exploratory
factor analysis (EFA) and confirmatory factor analysis (CFA) were used for statistical analyses. The results indicated that
students have a particular perception of the teacher’s role in a multicultural online learning environment. Five different
types of teacher’s roles—pedagogical, managerial, technical, affective, and differentiating—were identified. The teacher’s
affective and differentiating roles, which were not identified as crucial in previous research, were found to be significant
roles for both Korean and foreign students. 相似文献
6.
INVESTIGATING THE EFFECTIVENESS OF AN ANALOGY ACTIVITY IN IMPROVING STUDENTS’ CONCEPTUAL CHANGE FOR SOLUTION CHEMISTRY CONCEPTS 总被引：1，自引：0，他引：1
Muammer Çalik Alipaşa Ayas Richard K. Coll 《International Journal of Science and Mathematics Education》2009,7(4):651-676
This paper reports on an investigation on the use of an analogy activity and seeks to provide evidence of whether the activity
enables students to change alternative conceptions towards views more in accord with scientific views for aspects of solution
chemistry. We were also interested in how robust any change was and whether these changes in conceptual thinking became embedded
in the students’ long-term memory. The study has its theoretical basis in an interpretive paradigm, and used multiple methods
to probe the issues in depth. Data collection consisted of two concept test items, one-on-one interviews, and student self-assessment.
The sample consisted of 44 Grade 9 students selected from two intact classes (22 each), from Trabzon, Turkey. The interviews
were conducted with six students selected because of evidence as to their significant conceptual change in solution chemistry.
The research findings revealed statistically significant differences in pre-test and post-test scores, and pre-test and delayed
post-test scores (p<0.05), but no differences between post-test and delayed test scores (p>0.05). This suggests that the analogy activity is helpful in enhancing students’ conceptual understanding of solution chemistry,
and that these changes may be stored in the students’ long-term memory. 相似文献
7.
Robert M. Bernard Dai Zhang Philip C. Abrami Fiore Sicoly Evgueni Borokhovski Michael A. Surkes 《Thinking Skills and Creativity》2008,3(1):15-22
Critical thinking (CT) has been of longstanding interest among scholars, educators, and others who are concerned with thinking skills. The Watson–Glaser Critical Thinking Appraisal (WGCTA) is the oldest and among the most widely used and studied CT measure. It was constructed around five subscales (or CT skills): inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. This paper describes a two part analysis of the psychometric properties of the WGCTA, based on 13 sets of subscale inter-correlations and 60 sets of subscale means retrieved from published studies. We performed a meta-analysis on the inter-correlations of the10 combinations of subscales and found that all of the average correlations that resulted were significant, but that all but one was significantly heterogeneous. Subsequently, we conducted principal components analysis on 60 subscale means of two different versions of the WGCTA. Each produced a one-factor solution, accounting for 82.69% and 79.55% of the total variance, respectively. Together these two parts of this study suggest that the WGCTA should be viewed as a measure of general competency, and that the subscales should not be interpreted individually. 相似文献
8.
9.
This study investigated the students’ learning process of the concept of concentration at the elementary school level in Taiwan.
The influence of different representational types on the process of proportional reasoning was also explored. The participants
included nineteen third-grade and eighteen fifth-grade students. Eye-tracking technology was used in conducting the experiment.
The materials were adapted from Noelting’s (1980a) “orange juice test” experiment. All problems on concentration included three stages (the intuitive, the concrete operational,
and the formal operational), and each problem was displayed in iconic and symbolic representations. The data were collected
through eye-tracking technology and post-test interviews. The results showed that the representational types influenced students’
solving of concentration problems. Furthermore, the data on eye movement indicated that students used different strategies
or rules to solve concentration problems at the different stages of the problems with different representational types. This
study is intended to contribute to the understanding of elementary school students’ problem-solving strategies and the usability
of eye-tracking technology in related studies. 相似文献
10.
11.
This paper reports the development of critical thinking of urban high school students in the Chinese city of Xi’an. It presents
the assessment of the students’ two components of critical thinking: dispositions towards critical thinking and critical thinking
skills, using the California Critical Thinking Disposition Inventory and the California Critical Thinking Skills Test. Results
show that the students’ dispositions toward critical thinking are at an average level while their critical thinking skills
are very low. This research also shows that there is no significant difference between students from science classes and arts
classes in their critical thinking dispositions while science students have a higher level of critical thinking skills. Students
from advanced classes have a higher level of the two components of critical thinking than their counterparts from general
classes. There are no differences between male students and female students in both components.
相似文献
12.
Rebecca R. Norman 《Reading and writing》2012,25(3):739-774
Research on comprehension of written text and reading processes suggests a greater use of reading processes is associated
with higher scores on comprehension measures of those same texts. Although researchers have suggested that the graphics in
text convey important meaning, little research exists on the relationship between children’s processes prompted by the graphics
in informational text and their overall comprehension of the same texts. In this study, 30 second-graders read 2 informational
texts, were prompted to share their thinking whenever they looked at a graphic, retold each text in their own words, and answered
8 comprehension questions about each text. Correlations between students’ scores on the post-reading comprehension measures
and the reading processes prompted by the graphics suggested that: (1) the number of times any process was prompted by the
graphics was significantly correlated with scores on the retelling measure for one book, but not for the retelling measure
of the other book or for the comprehension question measure for either book; (2) there were no significant correlations between
the number of different processes prompted by the graphics and students’ scores on any comprehension measure; (3) a number
of individual processes were positively correlated with retelling and/or comprehension question scores. 相似文献
13.
This study draws on recent research on the central role of representation in learning. While there has been considerable research
on students’ understanding of evaporation, the representational issues entailed in this understanding have not been investigated
in depth. The study explored students’ engagement with evaporation phenomena through various representational modes. The study
indicates how a focus on representation can provide fresh insights into the conceptual task involved in learning science through
an investigation of students’ responses to a structured classroom sequence and subsequent interviews over a year. A case study
of one child’s learning demonstrates the way conceptual advances are integrally connected with the development of representational
modes. The findings suggest that teacher-mediated negotiation of representational issues as students construct different modal
accounts can support enriched learning by enabling both (a) richer conceptual understanding by students, and (b) enhanced
teacher insights into students’ thinking. 相似文献
14.
Bayram Co&#;tu 《Journal of Science Education and Technology》2007,16(5):379-386
The purpose of this study was to determine whether there were significant differences in students’ performances amongst conceptual,
algorithmic and graphical questions tests. Seventy-one eleventh-grade students were involved in this study. In order to assess
students’ performance, conceptual, graphical and algorithmic questions tests were utilized. Students’ performances in each
test were analyzed statistically. Statistical analysis using one-way ANOVA of student tests scores pointed to statistically
significant differences amongst each of three test scores (P < 0.05) in favor of the conceptual test. Further analyses were conducted to compare one type of questions with others. From
these comparisons, positive relationships were found between conceptual understanding and algorithmic understanding and between
conceptual understanding and graphical understanding. Also, results obtained indicated that most of the students lack of graphical
understanding. The results suggest that students need more training about graphical understanding. 相似文献
15.
In this study, students’ perceptions of the classroom learning environment in Arab elementary schools were investigated. The
sample included 261 students from Grades 5 and 6. The questionnaire was developed at an Arab college of teacher education
by 16 fourth-year student teachers who were completing their studies toward a BEd degree. Articles on classroom learning environment
were distributed to the students, who then wrote items to assess learning environment. The items were evaluated for content
validity in relation to the Arab school culture, language, teachers’ teaching, students’ learning styles, teacher–student
relations, order and organisation, discipline and behaviours. The Classroom Learning Environment of Elementary Students (CLEES)
questionnaire consists of 32 items in four scales: Teacher’s Image, Group Work, Students’ Participation, and Order and Organisation.
The CLEES was used in a pilot study in two Grade 5 and 6 classes in order to validate it. The student teachers administered
the questionnaire to students in elementary schools. Data were analysed using SPSS (e.g. factor analysis and one-way ANOVA)
to validate the CLEES. No significant differences were found between boys and girls in classroom learning environment. However,
significant differences in CLEES perceptions were found between students from different grades (Grade 5 vs. Grade 6), age
groups and schools. The results are explained in the discussion section in relation to the characteristics of their schools. 相似文献
16.
Recent research on metacognition points out the crucial role of on-line methods when endeavouring to conduct valid assessments
of metacognitive skills. Presently, different on-line methods are used, however, it is still a question of research whether
and how they affect students’ learning behaviour and learning outcome. Thus, the aim of this study is to quasi-experimentally
analyse the effects of two on-line verbalisation methods on learning performance. By means of the thinking-aloud method, students
in one experimental group (n = 24) were instructed to read and think aloud during learning. With the reflection when prompted method, students of another
experimental group (n = 24) were prompted at each navigational step to reflect on the reasons why they chose specific information. Students in
the control group (n = 22) learned without being instructed to verbalise. All three groups were treated identically except for the different use
of verbalisation assessment methods. The students’ task was to learn the concepts and principles of operant conditioning presented
in a hypermedium within 30 min. The students’ learning sessions were videotaped and learning performance was obtained immediately
afterwards. Based on Ericsson and Simon’s (Protocol analysis: Verbal reports as data, MIT, Cambridge, 1993) model, no performance differences between the thinking aloud and the control group were hypothesised.
However, prompting students for metacognitive reflection should affect learning performance positively, which is confirmed
by the results only in tendency for transfer performance. Implications for on-line assessment methods of metacognitive skill
will be discussed. 相似文献
17.
Min-Jeong Jeon Guemin Lee Jeong-Won Hwang Sang-Jin Kang 《Asia Pacific Education Review》2009,10(2):149-158
The purpose of this study was to investigate the methods of estimating the reliability of school-level scores using generalizability
theory and multilevel models. Two approaches, ‘student within schools’ and ‘students within schools and subject areas,’ were
conceptualized and implemented in this study. Four methods resulting from the combination of these two approaches with generalizability
theory and multilevel models were compared for both balanced and unbalanced data. The generalizability theory and multilevel
models for the ‘students within schools’ approach produced the same variance components and reliability estimates for the
balanced data, while failing to do so for the unbalanced data. The different results from the two models can be explained
by the fact that they administer different procedures in estimating the variance components used, in turn, to estimate reliability.
Among the estimation methods investigated in this study, the generalizability theory model with the ‘students nested within
schools crossed with subject areas’ design produced the lowest reliability estimates. Fully nested designs such as (students:schools)
or (subject areas:students:schools) would not have any significant impact on reliability estimates of school-level scores.
Both methods provide very similar reliability estimates of school-level scores. 相似文献
18.
A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning 总被引：1，自引：0，他引：1
Erdal Senocak Yavuz Taskesenligil Mustafa Sozbilir 《Research in Science Education》2007,37(3):279-290
The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum
with those in a conventional primary science teacher preparation program with regard to success in learning about gases and
developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who
were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention
group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods
were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and
scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s
performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical
Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent
sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically
significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their
attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed
learning, cooperative learning and critical thinking. 相似文献
19.
Research on student learning in higher education suggests that threshold concepts within various disciplines have the capacity
to transform students’ understanding. The present study explores students’ understanding in relation to particular threshold
concepts in mathematics—integral and limit—and tries to clarify in what sense developing an understanding of those threshold
concepts involves a transformation of understanding in relation to ways of thinking in mathematics. Drawing on data collected
in interviews with students taking a basic course on calculus the analysis offers an initial characterisation of students’
understandings as algorithmic. It then proceeds to construct a more fine-grained theoretical account for how these understandings
develop in the course of the interview, suggesting that the transformative aspects of threshold concepts may be conceptualised
in terms of shifts in students’ contextualisations allowing the development of conceptions at different levels of abstraction
simultaneously interacting to shape students’ awareness of the ways of thinking and practising in the subject. 相似文献
20.
This paper describes an exploratory study on the perceived value of higher education by Chinese students in Macao SAR, Guangzhou,
Shanghai, and Taipei. Using responses from 316 students, we find that the Sheth–Newman–Gross Theory of Consumption Values
explains how students perceive the services offered by higher education institutions. Students have different opinions on
the value items, which we group into two functional values (the usefulness of a degree and the experiential aspect), social
value, emotional value, epistemic value, and conditional value using factor analysis. A stepwise multiple regression analysis
shows that students’ satisfaction depends, to a large extent, on two functional values—the experiential aspect and the usefulness
of a degree. Moreover, when comparing value judgments based on gender as well as other demographic and social variables, the
results show no significant differences between the mean scores in perceived values. Implications for delivering effective
educational services in higher education conclude the paper. 相似文献