共查询到20条相似文献，搜索用时 640 毫秒
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Bengt-Olov Molander Ola Halldén Svend Pedersen 《Scandinavian Journal of Educational Research》2013,57(2):115-123
This study illustrates how contextualization influences students' reasoning. An experiment on the properties of air was demonstrated with alternative designs to two groups of primary students (n = 45). Students' written explanations to the observations show that an experiment in which science equipment and chemicals are used poses a significant problem to these students, who have not yet been introduced to the different disciplines of school science. We argue that the scientific arrangement of experiments might in fact obstruct students' sound reasoning in explaining phenomena. In relation to its role as a trigger for reasoning, scientific equipment calls for a more conscious utilization than is often the case in school science. 相似文献
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Issues regarding scientific explanation have been of interest to philosophers from Pre-Socratic times. The notion of scientific explanation is of interest not only to philosophers, but also to science educators as is clearly evident in the emphasis given to K-12 students' construction of explanations in current national science education reform efforts. Nonetheless, there is a dearth of research on conceptualizing explanation in science education. Using a philosophically guided framework—the Nature of Scientific Explanation (NOSE) framework—the study aims to elucidate and compare college freshmen science students', secondary science teachers', and practicing scientists' scientific explanations and their views of scientific explanations. In particular, this study aims to: (1) analyze students', teachers', and scientists' scientific explanations; (2) explore the nuances about how freshman students, science teachers, and practicing scientists construct explanations; and (3) elucidate the criteria that participants use in analyzing scientific explanations. In two separate interviews, participants first constructed explanations of everyday scientific phenomena and then provided feedback on the explanations constructed by other participants. Major findings showed that, when analyzed using NOSE framework, participant scientists did significantly “better” than teachers and students. Our analysis revealed that scientists, teachers, and students share a lot of similarities in how they construct their explanations in science. However, they differ in some key dimensions. The present study highlighted the need articulated by many researchers in science education to understand additional aspects specific to scientific explanation. The present findings provide an initial analytical framework for examining students' and science teachers' scientific explanations. 相似文献
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Keith S. Taber 《International Journal of Science Education》2013,35(14):1915-1943
Two reasons are suggested for studying the degree of conceptual integration in student thinking. The linking of new material to existing knowledge is an important aspect of meaningful learning. It is also argued that conceptual coherence is a characteristic of scientific knowledge and a criterion used in evaluating new theories. Appreciating this ‘scientific value’ should be one objective when students learn about the nature of science. These considerations imply that students should not only learn individual scientific models and principles, but should be taught to see how they are linked together. The present paper describes the use of an interview protocol designed to explore conceptual integration across two college‐level subjects (chemistry and physics). The novelty here is that a single interview is used to elicit explanations of a wide range of phenomena. The potential of this approach is demonstrated through an account of one student's scientific thinking, showing both how she applied fundamental ideas widely, and also where conceptual integration was lacking. The value and limitations of using this type of interview as one means for researching conceptual integration in students' thinking are discussed. 相似文献
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Deductive reasoning is a basic logic form used in scientific explanations and predictions. In dynamics, the process of finding the direction of force acting on a moving object, from the change of its motion, can be structured as a syllogism that is an elementary model of deduction. In this study, the syllogistic form of a scientific explanation task was used to help middle school students change their prior conceptions about force and motion. However, because the conclusion drawn from a syllogistic explanation task contradicted students' prior ideas, many rejected the conclusion or reached another conclusion without using deductive reasoning. From the preliminary interview using the syllogistic explanation task with eight students, we found four factors preventing students' use of deductive reasoning. In the main interview designed to remove these obstacles, it was observed that 26 of the 27 students could find the direction of force correctly by using deduction. Finally, implications for classroom teaching are 相似文献
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Katherine Lazenby Avery Stricker Alexandra Brandriet Charlie A. Rupp Kathryn Mauger-Sonnek Nicole M. Becker 《科学教学研究杂志》2020,57(5):794-824
Developing and using scientific models is an important scientific practice for science students. Undergraduate chemistry curricula are often centered on established disciplinary models, and assessments typically provide students with opportunities to use these models to predict and explain chemical phenomena. However, traditional curricula generally provide few opportunities for students to consider the epistemic nature of models and the process of modeling. To gain a sense of how introductory chemistry students understand model changeability, model multiplicity, the evaluation of models, and the process of modeling, we use a construct-mapping approach to characterize the sophistication of students' epistemic knowledge of models and modeling. We present a set of four related construct maps that we developed based on the work of other scholars and empirically validated in an undergraduate introductory chemistry setting. We use the construct maps to identify themes in students' responses to an open-ended survey instrument, the models in chemistry survey, and discuss the implications for teaching. 相似文献
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Jenaro Guisasola Jose M. Almudi Kristina Zuza 《International Journal of Science Education》2013,35(16):2692-2717
This study examined engineering and physical science students' understanding of the electromagnetic induction (EMI) phenomena. It is assumed that significant knowledge of the EMI theory is a basic prerequisite when students have to think about electromagnetic phenomena. To analyse students' conceptions, we have taken into account the fact that individuals build mental representations to help them understand how a physical system works. Individuals use these representations to explain reality, depending on the context and the contents involved. Therefore, we have designed a questionnaire with an emphasis on explanations and an interview, so as to analyse students' reasoning. We found that most of the students failed to distinguish between macroscopic levels described in terms of fields and microscopic levels described in terms of the actions of fields. It is concluded that although the questionnaire and interviews involved a limited range of phenomena, the identified explanations fall into three main categories that can provide information for curriculum development by identifying the strengths and weaknesses of students' conceptions. 相似文献
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Cognitive foundations for science assessment design: Knowing what students know about evolution 总被引：1，自引：0，他引：1
To improve assessments of academic achievement, test developers have been urged to use an “assessment triangle” that starts with research‐based models of cognition and learning [NRC (2001) Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press]. This approach has been successful in designing high‐quality reading and math assessments, but less progress has been made for assessments in content‐rich sciences such as biology. To rectify this situation, we applied the “assessment triangle” to design and evaluate new items for an instrument (ACORNS, Assessing Contextual Reasoning about Natural Selection) that had been proposed to assess students' use of natural selection to explain evolutionary change. Design and scoring of items was explicitly guided by a cognitive model that reflected four psychological principles: with development of expertise, (1) core concepts facilitate long‐term recall, (2) causally‐central features become weighted more strongly in explaining phenomena, (3) normative ideas co‐exist but increasingly outcompete naive ideas in reasoning, and (4) knowledge becomes more abstract and less specific to the learning situation. We conducted an evaluation study with 320 students to examine whether scores from our new ACORNS items could detect gradations of expertise, provide insight into thinking about evolutionary change, and predict teachers' assessments of student achievement. Findings were consistent with our cognitive model, and ACORNS was revealing about undergraduates' thinking about evolutionary change. Results indicated that (1) causally‐central concepts of evolution by natural selection typically co‐existed and competed with the presence of naïve ideas in all students' explanations, with naïve ideas being especially prevalent in low‐performers' explanations; (2) causally‐central concepts were elicited most frequently when students were asked to explain evolution of animals and familiar plants, with influence of superficial features being strongest for low‐performers; and (3) ACORNS scores accurately predicted students' later achievement in a college‐level evolution course. Together, findings illustrate usefulness of cognitive models in designing instruments intended to capture students' developing expertise. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 744–777, 2012 相似文献
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This study reports how children switch from intuitive to scientific models of explanation of motion when the numerical conditions in the presented problem are changed. Previous studies have suggested that student knowledge of mechanics may be compartmentalized: their everyday intuition serves in everyday contexts and their scientific model is activated, if ever, in academic contexts. In this study we investigate a case where significant numbers of students appear to draw on different models of motion in what is essentially the same, academic context, i.e. the prediction of the motion of a block on a smooth surface under the action of horizontal forces. Many students exhibit combinations of Aristotelian-like intuitions and Newtonian conceptions depending on the magnitudes of the quantities involved. The students' experience of being taught Newtonian theory in mathematics and physics has small but significant effects on the explanations they offer. The notion of anchoring and bridging is re-examined as a teaching strategy in such situtions. 相似文献
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Yehudit Judy Dori Shirly Avargil Zehavit Kohen Liora Saar 《International Journal of Science Education》2018,40(10):1198-1220
ABSTRACTContext-based learning (CBL), promoting students' scientific text comprehension, and fostering metacognitive skills, plays an important role in science education. Our study involves CBL through comprehension and analysis of adapted scientific articles. We developed a module which integrates metacognitive prompts for guiding students to monitor their understanding and improve their scientific text comprehension. We investigated the effect of these metacognitive prompts on scientific text comprehension as part of CBL in chemistry. About 670 high school chemistry students were randomly divided into three groups exposed to high- and low-intensity CBL. One of the high-intensity groups was also exposed to metacognitive prompts. Research tools included pre- and post-questionnaires aimed at measuring students' conceptual chemistry understanding and metacognitive knowledge in the context of reading strategies, before and after exposure to the CBL. Chemistry understanding was reflected by students' ability to identify the main subject of the adapted article and by explaining concepts both textually and visually. We found that high-intensity CBL combined with metacognitive prompts improved students' chemistry understanding of the adapted scientific articles and the ability to regulate their learning. Our study establishes that reading context-based adapted scientific articles advances students' conceptual chemistry understanding. These gains are strongly amplified by domain-specific metacognitive prompts. 相似文献
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This study describes the trends in students' explanations of biological change in organisms. A total of 96 student volunteers (8 students from each of 2nd, 5th, 8th, and 12th grades from 3 localities) were interviewed individually and each student was presented a series of graphics depicting natural phenomena. Students' explanations to questions of how something occurred were assigned to one of three categories (responses addressing how something occurred, why something occurred, and 'I don't know'). While the number of responses in each category was roughly equivalent in prominence across grade levels, the majority of students were unable to offer a causal explanation of how a phenomena occurred. An unexpected phenomenon was the students' predilection to redirect the interview question so they could answer them. If asked a how question, as they were in every interview instance, 32% the students answered with a 'why' response. The way biology is taught, the structure of biology or/and how we learn it could shed some light into this phenomenon and has implications for science educators. 相似文献
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Explanation studies underlined the importance of using evidence in support of claims. However, few studies have focused on students' use of others' data (second-hand data) in this process. In this study, students collected data from a local water source and then took all the data back to the classroom to create scientific explanations by using claim–evidence–reasoning model on a new mobile application. A middle school science teacher from a Midwest town participated with four sixth-grade classes. After collecting their own data from a local water source, students created explanations by analyzing the data they collected (first-hand data), and by analyzing existing data set collected by another school from another river (second-hand data). By analyzing the health of these two water sources, students created two scientific explanations. Students participating in this study created stronger explanations when analyzing the data they generated (first-hand data). 相似文献
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Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific explanations during a middle school chemistry unit. Thirteen teachers enacted a project‐based chemistry unit, How can I make new stuff from old stuff?, with 1197 seventh grade students. We videotaped each teacher's enactment of the focal lesson on scientific explanation and then coded the videotape for four different instructional practices: modeling scientific explanation, making the rationale of scientific explanation explicit, defining scientific explanation, and connecting scientific explanation to everyday explanation. Our results suggest that when teachers introduce scientific explanation, they vary in the practices they engage in as well as the quality of their use of these practices. We also found that teachers' use of instructional practices can influence student learning of scientific explanation and that the effect of these instructional practices depends on the context in terms of what other instructional practices the teacher uses. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 53–78, 2008 相似文献
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Learning-by-explaining (to fictitious others) has been shown to be an effective instructional method to support students' generative learning. In this study, we investigated differential effects of the modality of explaining (written versus oral) on students' quality of explanations and learning. Forty-eight students worked on a hypertext about combustion engines. Afterwards, they were asked to explain the learning content, either orally or in writing. Findings indicated that providing written explanations was more effective than providing oral explanations in supporting students to organize the content of the explanations. The higher levels of organization yielded higher levels of students' conceptual knowledge. In contrast, generating oral explanations, relative to written explanations, triggered students' elaborative processes to a more pronounced extent, which was more beneficial to attaining transferable knowledge. Thus, we conclude that the modality of explaining plays a critical role in learning-by-explaining inasmuch as different modes differentially support student learning. 相似文献
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Emily E. Scott Jack Cerchiara Jenny L. McFarland Mary Pat Wenderoth Jennifer H. Doherty 《科学教学研究杂志》2023,60(1):63-99
In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate-of-change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry. 相似文献
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Current science education reforms highlight the importance of students making sense of scientific ideas. While research has studied how to support sensemaking in classrooms, we still know very little about what drives students to pursue and persist in it on their own. In this article, we use a set of parallel case studies of undergraduate students discussing introductory physics to show how certain student-generated, vexing questions both initiate and sustain students' sensemaking processes. We examine affective and linguistic markers in student discourse in paired-clinical interviews to demonstrate both of these functions of vexing questions and detail their role in the explanations students construct. We conclude by discussing the implications of this analysis both for supporting sensemaking in classrooms and for studying it in research. 相似文献
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We conducted two studies of beliefs about laboratory and everyday thermal phenomena. The first study identified concepts of heat energy and temperature held by adolescents, adults, and scientists. We found a classic separation of “school” and “everyday” knowledge in each population. We conducted clinical interviews with 37 middle school students, 9 adults, and 8 chemists and physicists to obtain their predictions and explanations of real-world phenomena. Many students believed that metals “conduct,” “absorb,” “trap,” or “hold” cold better than other materials and that aluminum foil would be better than wool or cotton as a wrapping material to keep cold objects cold. Respondents in each group held many intuitive ideas that were well established. Although scientists made more accurate predictions than students and gave theoretical definitions of terms, they too had difficulty explaining everyday phenomena. The second study investigated the impact of a middle school science curriculum designed to help students understand everyday thermal events. We found marked improvements in posttest scores and clinical interview responses as a result of instruction that built on students' intuitions. 相似文献
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In this study, we developed online critiquing activities using an open-source computer learning environment. We investigated how well the activities scaffolded students to critique molecular models of chemical reactions made by scientists, peers, and a fictitious peer, and whether the activities enhanced the students' understanding of science models and chemical reactions. The activities were implemented in an eighth-grade class with 28 students in a public junior high school in southern Taiwan. The study employed mixed research methods. Data collected included pre- and post-instructional assessments, post-instructional interviews, and students' electronic written responses and oral discussions during the critiquing activities. The results indicated that these activities guided the students to produce overall quality critiques. Also, the students developed a more sophisticated understanding of chemical reactions and scientific models as a result of the intervention. Design considerations for effective model critiquing activities are discussed based on observational results, including the use of peer-generated artefacts for critiquing to promote motivation and collaboration, coupled with critiques of scientific models to enhance students' epistemological understanding of model purpose and communication. 相似文献
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This article explores 11- to 16-year-old students' explanations for phenomena commonly studied in school chemistry from an inclusive cognitive resources or knowledge-in-pieces perspective that considers that student utterances may reflect the activation of knowledge elements at a range of levels of explicitness. We report 5 themes in student explanations that we consider to derive from implicit knowledge elements activated in cognition. Student thinking in chemistry has commonly been examined from a misconceptions or alternative conceptions/frameworks perspective, in which the focus has been on the status of learners' explicit conceptions. This approach has been valuable, but it fails to explain the origins or nature of the full range of alternative ideas reported. In physics education, the cognitive resources perspective has led to work to characterize implicit knowledge elements—described as phenomenological primitives (p-prims)—that provide learners with an intuitive sense of mechanism. School chemistry offers a complementary knowledge domain because of its focus on the nature of materials and its domination by theoretical models that explain observable phenomena in terms of emergent properties of complex ensembles of “quanticles” (molecules, ions, electrons, atoms, etc.) The themes reported in this study suggest a need to recognize primitive knowledge elements beyond those reported from physics education and suggest that some previously characterized p-prims may be better considered to derive from more broadly applicable intuitive knowledge elements. 相似文献