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1.
The interpretation of data and construction and understanding of graphs are central practices in science; therefore, an important skill needed in the undergraduate physics laboratory is the ability to analyze data obtained from experiments. Often students are not able to reach logical deductions based on data, acquired from the experiments that they conducted, because they lack appropriate analysis skills. The aim of this study is to evaluate the effectiveness of a short teaching unit developed for this purpose, among undergraduate students. Learning in context approach was implemented in building the unit. Also, both procedural and conceptual knowledge were given emphasis. The “data analysis” questionnaire was used to compare the results between the experimental group and control group. The findings indicate that students who participated in the teaching unit arrived at significantly better results in the data analysis questionnaire as compared to students in the control group. This study may contribute to those who wish to design a contextual-based learning environment for physics laboratory data analysis.  相似文献   

2.
The flipped classroom pedagogy was implemented in two core undergraduate science courses; Animal and Plant Biochemistry II (APB) and Microbiology and Invertebrate Biology II (MIB) to encourage students to prepare for laboratory classes. Students often attend class without little understanding or appreciation of what they are going to learn in the laboratory, the types of techniques they are going to use or the safety precautions required. This is not only hazardous for students but also requires detailed explanations from teaching staff at the start of class, overloading students with information. This disconnection between theory and practice was overcome by ‘flipping the laboratory’ to integrate online, interactive pre-laboratory activities into the curriculum. The aims of this study were to: (1) evaluate student engagement with pre-laboratory content; (2) investigate student performance and learning outcomes; (3) review failure rates following implementation of pre-laboratory activities. Students agreed that the pre-laboratory activities bridged the gap between theory and practice (65%) and enhanced their engagement with course material (79%). The integration of pre-laboratory activities significantly increased student learning outcomes immediately after implementation into the curriculum, despite a 26.8% increase in enrolments from 2011 to 2017. Failure rates significantly decreased in both APB and MIB over three consecutive years.  相似文献   

3.
This study utilized discourse-based instruction as an alternative method of instruction that emphasizes the teaching of mathematics by actively engaging students in mathematical discourse practices. A quasi-experimental study was employed to determine the effectiveness of mathematical discourse-based instruction in enhancing eleventh-grade students’ conceptual and procedural understanding of probability and statistics. A researcher-constructed test instrument was used for data collection from the experimental and control groups. The data analysis performed using the Kruskal-Wallis test showed that the experimental group outperformed the control groups in terms of conceptual and procedural knowledge. Furthermore, the results suggest that discourse-based instruction when appropriately designed and implemented can increase students’ understanding of mathematical topics.  相似文献   

4.
It has been claimed that writing to learn mathematics (WTLM) may benefit students' conceptual understanding as well as their procedural ability. To investigate this claim, we collected data from students in two sections of an introductory calculus course. In one of the sections, students used WTLM activities and discussed the activities after completing the writing; in the other section, students used similar activities that did not involve writing but engaged them in thinking about the mathematical ideas and in discussing the activities. The errors from the in-class and final exams of both groups of students were categorized and analyzed for information about the students' conceptual and procedural understanding. We found no significant differences between the WTLM group and the non-writing group, which suggests that the real benefit from writing activities may not be in the actual activity of writing, but rather in the fact that such activities require students to struggle to understand mathematical ideas well enough to communicate their understanding to others. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

5.
Chemistry instructors in teaching laboratories provide expert modeling of techniques and cognitive processes and provide assistance to enrolled students that may be described as scaffolding interaction. Such student support is particularly essential in laboratories taught with an inquiry-based curriculum. In a teaching laboratory with a high instructor-to-student ratio, mobile devices can provide a platform for expert modeling and scaffolding during the laboratory sessions. This research study provides data collected on the effectiveness of podcasts delivered as needed in a first-semester general chemistry laboratory setting. Podcasts with audio and visual tracks covering essential laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for students to access on an as-needed basis on iPhones® or iPod touches®. Research focused in three areas: the extent of podcast usage, the numbers and types of interactions between instructors and student laboratory teams, and student performance on graded assignments. Data analysis indicates that on average the podcast treatment laboratory teams accessed a podcast 2.86 times during the laboratory period during each week that podcasts were available. Comparison of interaction data for the lecture treatment laboratory teams and podcast treatment laboratory teams reveals that scaffolding interactions with instructors were statistically significantly fewer for teams that had podcast access rather than a pre-laboratory lecture. The implication of the results is that student laboratory teams were able to gather laboratory information more effectively when it was presented in an on-demand podcast format than in a pre-laboratory lecture format. Finally, statistical analysis of data on student performance on graded assignments indicates no significant differences between outcome measures for the treatment groups when compared as cohorts. The only statistically significant difference is between students who demonstrated a high level of class participation in the concurrent general chemistry lecture course; for this sub-group the students in the podcast treatment group earned a course average that was statistically significantly higher than those in the lecture treatment group.  相似文献   

6.
ABSTRACT

The study that is the subject of this paper tested the effects of EDI (explanation-driven inquiry) on students’ redox conceptual understanding and their misconceptions. Two classes of 119 10th grade high school students were involved. Two groups of students in the same school were chosen. One class that was taught by EDI teaching was set as the treatment group and another class that received conventional teaching was set as the control group. Students’ conceptual understanding was measured by a standardised instrument, and the students’ misconceptions were compared. The analysis of covariance showed that EDI teaching had significant effects on students’ redox conceptual understanding, and the results of the chi-square test demonstrated that students’ conceptual understanding level was improved by using EDI teaching. Also, after comparing the two groups of students’ misconceptions of redox, the results indicated that the students’ misconceptions changed toward deeper conceptual understanding in the treatment group that used EDI. Finally, some suggestions were made on how to implement EDI in the classroom.  相似文献   

7.
A class of 1st-year medical students was divided into a control group who performed a laboratory experiment for themselves, and an experimental group who were given a demonstrationdata interpretation exercise. Prior to the practical session the experimental group were given a programmed text covering the underlying theoretical principles, to use in their private study. The control group were instructed to do their private study in the usual way using only their lecture notes and textbooks. Prior knowledge and the gain resulting from practical instruction were assessed using pre- and post-tests.The conventional laboratory method was ineffective and did not facilitate conceptual understanding. The post-test performance and gain of the experimental group was significantly better than that of the control group, but this result did not appear to be dependent upon greater prior knowledge. The pretest performance of both treatment groups revealed that many students were inadequately prepared for the practical exercise. Many students did not appear to study the programmed text conscientiously, probably because they were accustomed to the traditional method of teaching and adopted a surface, reproductive approach to all learning. Furthermore, the students had difficulty linking their prior knowledge to the experiment, suggesting the need for pre-laboratory exercises designed to achieve closer integration between theory and experimentation.It is clear that in order to achieve more meaningful learning there is a need for the students to change their attitudes and approaches to learning and for active, student-centred teaching-learning experiences to be incorporated into the curriculum.  相似文献   

8.
Abstract

Assessment rubrics intend to make criteria explicit to students. However, an understanding of assessment criteria requires tacit knowledge about which students may not be aware. The lack of such knowledge is notable in undergraduate health science students taking a compulsory course in the social sciences. This study performed a content analysis of how 1st year health sciences students interpret a SOLO assessment rubric for a sociology ‘reflection piece’ essay. The findings suggest that empiricism, standardisation and lack of tacit knowledge limit students’ ways of reasoning about the rubric. These limitations manifest in a methodical difference between students’ expectations and lecturers’ intentions of using a rubric. This difference is illustrated by the students’ need for procedural knowledge and the lecturer’s expectation of conceptual knowledge. These differences have implications for teaching, learning and assessment in health sciences undergraduate education. The findings also justify a dialogical approach to assessments through facilitating students’ epistemological development.  相似文献   

9.
Abstract

This article presents evidence from a large-scale randomized controlled trial of the effects of four supplemental reading comprehension curricula (Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge) on students’ understanding of informational text. Across 2 school years, the study included 10 school districts, more than 200 schools, and more than 10,000 fifth-grade students. Schools interested in implementing 1 of the 4 supplemental curricula were randomly assigned to 1 of 4 treatment groups or to a control group. The impact analyses in the study's first year revealed a statistically significant negative impact of Reading for Knowledge on students’ reading comprehension scores and no other significant impacts. The impact of ReadAbout was positive and significant in the study's second year among teachers with 1 year of experience using the intervention.  相似文献   

10.

This study describes a lesson in which students engaged in inquiry in evolutionary biology in order to develop a better understanding of the concepts and reasoning skills necessary to support knowledge claims about changes in the genetic structure of populations, also known as microevolution. This paper describes how a software simulation called EVOLVE can be used to foster discussions about the conceptual knowledge used by advanced secondary or introductory college students when investigating the effects of natural selection on hypothetical populations over time. An experienced professor's use and rationale of a problem-based lesson using the simulation is examined. Examples of student misconceptions and naïve (incomplete) conceptions are described and an analysis of the procedural knowledge for experimenting with the computer model is provided. The results of this case study provide a model of how EVOLVE can be used to engage students in a complex problem-solving experience that encourages student meta-cognitive reflection about their understanding of evolution at the population level. Implications for teaching are provided and ways to improve student learning and problem solving in population genetics are suggested.  相似文献   

11.
ABSTRACT

Concept inventories (CIs) are assessment instruments designed to measure students’ conceptual understanding of fundamental concepts in particular fields. CIs utilise multiple-choice questions (MCQs), and specifically designed response selections, to help identify misconceptions. One shortcoming of this assessment instrument is that it fails to provide evidence of the causes of the misconceptions, or the nature of students’ conceptual understanding. In this article, we present the results of conducting textual analysis on students’ written explanations in order to provide better judgements into their conceptual understanding. We compared students’ MCQ scores in Signals and Systems Concept Inventory questions, with the textual analysis utilising vector analysis approaches. Our analysis of the textual data provided the ability to detect answers that students identified as a ‘guessed’ response. However, the analysis was unable to detect if conceptually correct ideas existed within the ‘guessed’ responses. The presented approach can be used as a framework to analyse assessment instruments that utilise textual, short-answer responses. This analysis framework is best suited for the restricted conditions imposed by the short-answer structure.  相似文献   

12.
The use of inquiry‐based laboratory in college science classes is on the rise. This study investigated how five nonmajor biology students learned from an inquiry‐based laboratory experience. Using interpretive data analysis, the five students' conceptual ecologies, learning beliefs, and science epistemologies were explored. Findings indicated that students with constructivist learning beliefs tended to add more meaningful conceptual understandings during inquiry labs than students with positivist learning beliefs. All students improved their understanding of experiment in biology. Implications for the teaching of biology labs are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 986–1024, 2003  相似文献   

13.
ABSTRACT

Although reflection is a key behaviour of expert designers, it is often a challenging task for new designers. In addition, research on the reflectivity of student designers is limited. The purpose of this study is twofold: (1) to identify the levels of reflectivity while designing, and (2) to study the relationship between reflectivity and conceptions of informed design. We collected data from high school students engaged in an engineering design project. We developed a coding protocol to score levels of reflectivity in student reflections at three levels (low, medium, and high), and used the conceptions of design test to assess changes in student understanding of design activities. Using Wilcoxon signed-rank tests, we determined if students tended to select more ‘key’ design activities and fewer ‘distractors’ within each reflection group. We also performed McNemar’s tests to determine which specific design activities were important within each reflection group after the design project. The results show moderately reflective students had higher gains in understanding of informed design activities compared to those with high or low reflectivity. Results also indicate that different design activities became important for students within each of the three reflective groups. Implications from this research indicate that groups of students experience changing conceptions of design in different ways. An understanding of what students deem important while designing would better allow teachers to encourage behaviours that are like those of informed designers.  相似文献   

14.
This paper reports on a two-year classroom investigation of primary school (Years 1–8) technology education. The first year of the project explored emerging classroom practices in technology. In the second year intervention strategies were developed to enhance teaching, learning and assessment practices. Findings from the first year revealed that assessment was often seen in terms of social and managerial aspects, such as teamwork, turn taking and co-operative skills, rather than procedural and conceptual technological aspects. Existing formative interactions with students distorted the learning away from the procedural and conceptual aspects of the subject. The second year explored the development of teachers' technological knowledge in order to enhance formative assessment practices in technology, to inform classroom practice in technology, and to enhance student learning. Intervention strategies were designed to enhance the development of procedural, conceptual, societal and technical aspects of technology for teachers and students. The results from this intervention were very positive. This paper highlights the importance of developing teacher expertise pertaining to broad concepts of technology, detailed concepts in different technological areas and general pedagogical knowledge. The findings from this research therefore have implications for thinking about teaching, learning and assessment in technology.  相似文献   

15.
The present study of personal context and continuity in 23 students' thinking builds upon data from a longitudinal study of the students' conceptualisations of ecological processes. Each student was interviewed 11 times from age 9-15 about these processes. At the ages of 15 and 19, the students listened to what they said at the age of 11 and 15, respectively, and described how they thought their understanding had developed. The occurrence of charac teristic individual elements in the students' conceptions can be followed as themes in the interviews year by year. The students could, as 15- and 19-year-olds, often reveal concrete experiences from an early age that they referred to repeatedly in the interviews. Even if there was a substantial conceptual development, there was also a very strong element of personal continuity. Conceptions that had developed at an early age seemed to be important for future conceptual development.  相似文献   

16.

Students' approaches to learning in a second year chemical engineering course were investigated by means of a qualitative research project which utilized interview and journal data from a group of 11 students. Three approaches to learning were identified in this context: a conceptual approach (similar to the classic deep approach), in which the intention is to understand concepts; an algorithmic approach, in which the focus is on calculation methods; and an information-based approach, in which the intention is to gather and remember information. The latter two approaches can both be considered forms of the surface approach in that the fundamental intention does not involve understanding. This paper presents an analysis of students' responses to a series of conceptual questions in which the use of particular approaches is identified. The research presented in this paper supports the notion that particular forms of deep and surface approaches might be found in specific contexts.  相似文献   

17.
The present study investigated whether flipping an algebra classroom led to a stronger focus on conceptual understanding and improved learning of systems of linear equations for 54 seventh- and eighth-grade students using teacher journal data and district-mandated unit exam items. Multivariate analysis of covariance was used to compare scores on three factors, analyze, model, and solve systems of linear equations. We found comparable statistically significant learning gains in both treatment groups. We found that the focus on conceptual understanding was similar in the flipped and control classrooms, and the learning gains were statistically significant and similar in both groups. Explicit attention to the substance of the at-home videos and in-class activities is needed to use the flipped classroom model to successfully shift the instructional focus from procedural to conceptual understanding.  相似文献   

18.
ABSTRACT

Background and Context: Learners struggle with conceptual understanding of introductory programming concepts such as variables, expressions, and loops.

Objective: We examine whether and how designed activities for conceptual exploration support preliminary engagement with and learning of foundational and often hard-to-grasp programming concepts for students in grades 6–8.

Method: Drawing on principles from dynamic mathematics, we developed a suite of non-programming digital and unplugged activities embedded in a curriculum before students engage in Scratch block-based programming. We conducted empirical research in three middle school classrooms in diverse urban US schools and examined student performance through mixed qualitative and quantitative methods.

Findings: Learning gains were significant and not predicted by grade, gender or prior academic preparation. Free-choice projects of students showed statistically greater (correct) use of key concepts compared to those not in the study.

Implications: Our work demonstrates the promise of novel approaches such as interactive non-programming activities for deeper understanding of programming concepts.  相似文献   

19.
This study examined the relationship among declarative, conceptual, and procedural knowledge in the acquisition of ruler measurement skills. Sixth-grade industrial arts students were taught how to use a ruler with one of two instructional methods; the fractional method was based on an understanding of fractions, whereas the line identification method required no understanding of fractions. Results indicated that the line identification method was superior overall to the fractional method, both for the initial acquisition as well as retention of skills. This superiority occurred for questions measuring understanding of fractions but not for ruler skills, indicating that students were able to use procedural knowledge to infer conceptual knowledge. Results are discussed in terms of several models of learning that address how declarative, conceptual, and procedural knowledge interact in the learning process.  相似文献   

20.
It is considered important for students to participate in scientific practices to develop a deeper understanding of scientific ideas. Supporting students, however, in knowing and understanding the natural world in connection with generating and evaluating scientific evidence and explanations is not easy. In addition, writing in science can help students to understand such connections as they communicate what they know and how they know it. Although tools such as vee-maps can scaffold students?? efforts to design investigations, we know less about how these tools support students in connecting scientific ideas with the evidence they are generating, how these connections develop over time, or how writing can be used to encourage such connections. In this study, we explored students?? developing ability to reason scientifically by examining the relationship between students?? understanding of scientific phenomena and their understanding of how to generate and evaluate evidence for their ideas in writing. Three high school classes completed three investigations. One class used vee-mapping each time, one used vee-mapping once, and one did not use vee-mapping. Students?? maps and written reports were rated for understanding of relevant science procedural and conceptual ideas. Comparisons between groups and over time indicate a positive relationship between improved procedural and conceptual understanding. Findings also indicate that improved procedural understanding preceded improved conceptual understanding, and thus, multiple experiences were needed for students to connect evidence and explanation for science phenomena.  相似文献   

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