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1.
This paper reports the development of attitudes to science and science teaching scales for primary teachers. The investigation is part of a project intended to improve pupil achievement in science in 16 English city schools. The baseline performance of the attitude scales is reported with 76 teachers, half of whom formed a control group. The 49-item attitudes to science teaching scale of Cronbach-alpha reliability 0.96 has sub-scales of practical science teaching and professionalism. The project teachers were less confident of teaching science than teaching the English language. They particularly lacked confidence in teaching physical processes, 'guided discovery' investigations and planning lessons within the National Curriculum as required in English schools. Attitude findings suggest appropriately focused in-service might be successful. Being a promoted teacher with some subject or administrative responsibility tends to lower certain attitudes to effective science teaching. This 'regression upon promotion effect' is speculated to be a consequence of the demands of the English school National Curriculum. 相似文献
2.
As a result of the reductionist approach to science curricula in tertiary education, students are learning science in a fragmented way. With the purpose of providing students with tools for a more holistic understanding of science, an integrated approach based on the use of general systems theory (GST) and the concept of 'mapping' scientific knowledge (its relationships, connections and generalities) is developed. GST is used as the core methodology for understanding science and its complexity. By analogy with geographic maps, we introduce scales of educational 'science maps' - scales of integration. Three principal scales of integration can be distinguished in GST, which we consider necessary for GST to be effectively applied in education. They are (a) the scale of branches and fields of science, (b) the scale of hypotheses and theories, and (c) the scale of structures and hierarchies. Examples of each of these three scales are provided from the field of physical science. The role of the scientific community in producing accessible, and essential, maps of scientific knowledge for science education is discussed. 相似文献
3.
Ian M. Kinchin David B. Hay Alan Adams 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):43-57
This paper describes a qualitative approach to analysing students' concept maps. The classification highlights three major patterns which are referred to as 'spoke', 'chain' and 'net' structures. Examples are given from Year 8 science classes. The patterns are interpreted as being indicators of progressive levels of understanding. It is proposed that identification of these differences may help the classroom teacher to focus teaching for more effective learning and may be used as a basis for structuring groups in collaborative settings. This approach to analysing concept maps is of value because it suggests teaching approaches that help students integrate new knowledge and build upon their existing naive concepts. We also refer to the teacher's scheme of work and to the National Curriculum for science in order to consider their influence in the construction of understanding. These ideas have been deliberately offered for early publication to encourage debate and generate feedback. Further work is in progress to better understand how students with different conceptual structures can be most appropriately helped to achieve learning development. 相似文献
4.
Xiaoming Zhai Kevin C. Haudek Lehong Shi Ross H. Nehm Mark Urban-Lurain 《科学教学研究杂志》2020,57(9):1430-1459
This study develops a framework to conceptualize the use and evolution of machine learning (ML) in science assessment. We systematically reviewed 47 studies that applied ML in science assessment and classified them into five categories: (a) constructed response, (b) essay, (c) simulation, (d) educational game, and (e) inter-discipline. We compared the ML-based and conventional science assessments and extracted 12 critical characteristics to map three variables in a three-dimensional framework: construct, functionality, and automaticity. The 12 characteristics used to construct a profile for ML-based science assessments for each article were further analyzed by a two-step cluster analysis. The clusters identified for each variable were summarized into four levels to illustrate the evolution of each. We further conducted cluster analysis to identify four classes of assessment across the three variables. Based on the analysis, we conclude that ML has transformed—but not yet redefined—conventional science assessment practice in terms of fundamental purpose, the nature of the science assessment, and the relevant assessment challenges. Along with the three-dimensional framework, we propose five anticipated trends for incorporating ML in science assessment practice for future studies: addressing developmental cognition, changing the process of educational decision making, personalized science learning, borrowing 'good' to advance 'good', and integrating knowledge from other disciplines into science assessment. 相似文献
5.
6.
Fouad Abd-El-Khalick Norman G. Lederman 《International Journal of Science Education》2013,35(7):665-701
This paper aimed to review, and assess the 'effectiveness' of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS). The reviewed attempts could be categorized into two general approches: implicit and explicit. Implicit attempts utilized science process-skills instruction or engagement in science-based inquiry activities to improve science teachers' conceptions of NOS. To achieve the same goal, explicit attempts used instruction geared towards various aspects of NOS and/or instruction that utilized elements from history and philosophy of science. To the extent that teachers' NOS conceptions were faithfully assessed by the instruments used in the reviewed studies, the explicit approach was relatively more effective in enhancing teachers' views. The relative ineffectiveness of the implicit approach could be attributed to two inherent assumptions. The first is that developing an understanding of NOS is an 'affective', as compared to a 'cognitive', learning outcome. The second ensuing assumption is that learners would necessarily develop understandings of NOS as a by-product of engaging in science-realated activities. However, despite the relative 'effectiveness' of the explicit approach, much is still required in terms of fostering among science teachers 'desired' understandings of NOS. The paper emphasizes that explicitness and reflectivness should be given prominence in any future attempts aimed at improving teachers' concepts of NOS. 相似文献
7.
The recent development of interactive science centres throughout Britain has provided schools with a potential resource to help provide the science curriculum. This paper explores the role that a schoolbased 'mini-museum', designed to mimic an interactive science centre, may play in young children's science education. The research investigates children's interactions with exhibits and each other in such a 'centre', and suggests that although children did appear to make some gains in their learning of scientific knowledge and scientific skills and processes, the largest gains were made in the development of positive attitudes towards science. This positive attitude towards science provides the classroom teacher with opportunities to build upon the children's new-found enthusiasm and to ensure that they make lasting gains from their interactive experience. 相似文献
8.
This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation (NSF) (REESE-1205273) to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching? The presentations of the conference speakers and the reports of the working groups are reviewed. Multiple themes emerged for K-16 education from the perspective of the history and philosophy of science. Key ones were that: students need to understand that central to science is argumentation, criticism, and analysis; students should be educated to appreciate science as part of our culture; students should be educated to be science literate; what is meant by the nature of science as discussed in much of the science education literature must be broadened to accommodate a science literacy that includes preparation for socioscientific issues; teaching for science literacy requires the development of new assessment tools; and, it is difficult to change what science teachers do in their classrooms. The principal conclusions drawn by the editors are that: to prepare students to be citizens in a participatory democracy, science education must be embedded in a liberal arts education; science teachers alone cannot be expected to prepare students to be scientifically literate; and, to educate students for scientific literacy will require a new curriculum that is coordinated across the humanities, history/social studies, and science classrooms. 相似文献
9.
MS Ruth Coulson 《Research in Science Education》1992,22(1):101-105
The attitude towards science of first year early childhood education students was explored using an instrument developed for
the purpose. The instrument comprises four Likert-type scales, biographical items and two open-ended attitude items. The four
scales, characterised as ‘confidence’, ‘enjoyment’, ‘usefulness’ and ‘appropriateness of science for young children’, were
supported by varimax factor analysis and had reliabilities from 0.83 to 0.88. Use of the combined scales as a general ‘attitude
towards science’ scale was supported by principal components analysis; reliability for the combined scale was 0.94. Comments
made in response to the open-ended items supported the validity of the scales. For the student group as a whole, mean scores
on all scales were slightly to moderately positive, with the highest mean being for the ‘science for young children’ scale.
Students who had studied at least one science subject at Year 12 level had significantly higher scores on all scales than
students who had not studied science at senior level.
Australia.Specializations: early childhood science education, biological aspects of child development, conservation biology of gulls. 相似文献
10.
In secondary education, 'energy' is often introduced by distinguishing different 'forms of energy' for different phenomena. Of these forms of energy, only kinetic and potential energy are accepted in current science. The question has been raised whether 'forms of energy' should be eliminated from secondary school science curricula. As a contribution to this discussion we have analysed 'forms of energy' language for inconsistencies and limitations of validity in Part I. In this second part, results are presented of two teaching experiments at university level, each involving five students. In these experiments attempts are made to build on students 'forms of energy' language as well as to challenge its limitations. Details of student and teacher reasoning are presented. The conclusion is drawn that 'forms of energy' language must be reformulated before it can be evaluated with reference to experience. A reformulation in terms of 'value' (cf. Scheler 1997) proved to be productive. 相似文献
11.
The study presented in this paper integrates data from four combined research studies, which are both qualitative and quantitative in nature. The studies describe freshman science student teachers' beliefs about teaching and learning. These freshmen intend to become teachers in Germany in one of four science teaching domains (secondary biology, chemistry, and physics, respectively, as well as primary school science). The qualitative data from the first study are based on student teachers' drawings of themselves in teaching situations. It was formulated using Grounded Theory to test three scales: Beliefs about Classroom Organisation, Beliefs about Teaching Objectives, and Epistemological Beliefs. Three further quantitative studies give insight into student teachers' curricular beliefs, their beliefs about the nature of science itself, and about the student- and/or teacher-centredness of science teaching. This paper describes a design to integrate all these data within a mixed methods framework. The aim of the current study is to describe a broad, triangulated picture of freshman science student teachers' beliefs about teaching and learning within their respective science teaching domain. The study reveals clear tendencies between the sub-groups. The results suggest that freshman chemistry and—even more pronouncedly—freshman physics student teachers profess quite traditional beliefs about science teaching and learning. Biology and primary school student teachers express beliefs about their subjects which are more in line with modern educational theory. The mixed methods approach towards the student teachers' beliefs is reflected upon and implications for science education and science teacher education are discussed. 相似文献
12.
Stein Dankert Kolstø 《International Journal of Science Education》2013,35(9):877-901
This article reports from a qualitative study of how 16-year-old Norwegian pupils dealt with a socioscientific issue. The pupils were interviewed on aspects of their decision-making concerning a local version of the well-known controversial issue: whether or not power transmission lines increase the risk for childhood leukaemia. The part of the study reported here has focused on their views on the trustworthiness of knowledge claims, arguments and opinions given to them prior to interview. It was found that many aspects of trustworthiness were experienced as problematic by the pupils. Using inductive analysis, four main kinds of 'resolution strategies' were identified that were used by the pupils to decide who and what to trust: 1) Acceptance of knowledge claim, 2) Evaluation of statements using 'reliability indicators' and through explicitly 'thinking for themselves', 3) Acceptance of researchers or other sources of information as authoritative, 4) Evaluation of sources of information in terms of 'interests', 'neutrality' or 'competence'. Some pupils used all these strategies, others used only one or two. The pupils' evaluations were nuanced and based partly on empirical evidence, but mostly on rather superficial contextual information. It is argued that some of the resolution strategies imply that autonomous evaluations were made. One main conclusion is that knowledge of different sources of scientific information needs to be more emphasized in science education for citizenship. 相似文献
13.
Bo Dahlin 《Scandinavian Journal of Educational Research》2013,57(1):77-88
The German philosopher Edmund Husserl critiqued natural science for contributing to an 'ontological reversal', meaning that abstract mathematical models of phenomena are taken as more real than phenomena themselves, as they appear in our everyday experience. Nowadays many scientists have abandoned the correspondence theory of truth concerning their theoretical models, but the effects of the 'ontological reversal' may still linger among lay people. The primary purpose of this paper is to investigate whether this 'reversal' is present in the thinking and reasoning of pre-service science teachers. In the project upon which the paper is based, twenty-three student teachers were introduced to Goethe's theory of colour. They were then placed in small groups and given the task of discussing whether Goethe's theory is scientific or not. The group discussions were recorded and analysed in terms of thematic contents. The ontological reversal seemed to be present as an implicit 'figure of thought' in some of the statements made in the discussions. The educational consequences of this kind of thinking for science teaching are discussed. 相似文献
14.
Bernadette Baker 《课程研究杂志》2013,45(2):157-177
This is the first of two papers that map (dis)continuities in notions of power from Aristotle to Newton to Foucault. They trace the ways in which bio-physical conceptions of power became paraphrased in social science and deployed in educational discourse on the child and curriculum from post-Newtonian times to the present. The analyses suggest that, amid ruptures in the definition, role, location and meaning given 'power' historically in various 'physical' and 'social' cosmologies, the naming of 'power' has been dependent on 'physics', on the theorization of motion across 'Western' sciences. This first paper examines some (dis)continuities in regard to histories of motion and power from Aristotelian 'natural science' to Newtonian mechanics. 相似文献
15.
The history of science should be incorporated into science teaching as a means of improving learning and also to increase the students'' understanding about the nature of science. In biology education, the history of microscopy deserves a special place. The discovery of this instrument not only opened a new and fantastic microworld but also led to the development of one unifying principle of biological sciences (i.e., cell theory). The microscopes of Leeuwenhoek and Hooke opened windows into the microworld of living organisms. In the present work, the knowledge of these themes was analyzed in a group of students beginning an undergraduate biology course. Our data suggest that the history of microscopy is poorly treated at the secondary school level. We propose a didactic activity using a replica of Leeuwenhoek''s microscope made with Plexiglas and a lens obtained from a key chain laser pointer or from a broken CD drive. The proposed activity motivated students to learn about microscopy and helped them to appreciate scientific knowledge from a historical perspective. 相似文献
16.
For learning science, motivational beliefs such as confidence in one's science abilities and liking of science are associated with current and future science achievement, as well as continued interest in science classes and careers. However, there are currently no measures to test young children's motivational beliefs related to science learning. To meet this need, we developed the Puppet Interview Scales of Competence in and Enjoyment of Science (PISCES). We piloted PISCES with 113 kindergarten children in public schools participating in the Scientific Literacy Project (SLP). Factor analysis supported the multidimensional structure of young children's self-related beliefs about learning science. PISCES scales measured Science Liking, Science Competence, and Ease of Science Learning. Correlations among PISCES scales and achievement subtests provided evidence of PISCES's validity. Children's motivational beliefs varied as a function of length of time spent learning science, with competence beliefs associated positively with science experience. There were no gender differences. 相似文献
17.
Douglas Allchin 《Science & Education》2014,23(9):1911-1932
The prospective virtues of using history and philosophy of science in science teaching have been pronounced for decades. Recently, a role for nature of science in supporting scientific literacy has become widely institutionalized in curriculum standards internationally. This short review addresses these current needs, highlighting the concrete views of teachers in the classroom, eschewing ideological ideals and abstract theory. A practical perspective highlights further the roles of history and philosophy—and of sociology, too—and even broadens their importance. It also indicates the relevance of a wide range of topics and work in Science Studies now generally absent from science educational discourse. An extensive reference list is provided. 相似文献
18.
Changing the polarity 总被引：1，自引：0，他引：1
19.
In the study described in this article a questionnaire was employed that can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. The Teacher Communication Behavior Questionnaire (TCBQ) has five scales: Challenging, Encouragement and Praise, Non‐Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of secondary science students in Taiwan, which provided additional validation data for the TCBQ for use in Taiwan and cross‐validation data for its use in English‐speaking countries. Girls perceived their teachers as more understanding and friendly than did boys, and teachers in biological science classrooms exhibited more favorable behavior toward their students than did those in physical science classrooms. Differences were also noted between the perceptions of the students and their teachers. Positive relationships were found between students' perceptions of their teachers' communication behaviors and their attitudes toward science. Students' cognitive achievement scores were higher when students perceived their teacher as using more challenging questions, as giving more nonverbal support, and as being more understanding and friendly. The development of both teacher and student versions of the TCBQ enhances the possibility of the use of the instrument by teachers. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 63–78, 2002 相似文献
20.
This is a mix methods follow‐up study in which we reconfirm the findings from an earlier study [Vedder‐Weiss & Fortus [ 2011 ] Journal of Research in Science Teaching, 48(2), 199–216]. The findings indicate that adolescents' declining motivation to learn science, which was found in many previous studies [Galton [ 2009 ] Moving to secondary school: Initial encounters and their effects. Perspectives on Education, 2(Primary‐secondary Transfer in Science), 5–21. Retrieved from www.wellcome.ac.uk/perspectives ; Osborne, Simon, & Collins, [2003] International Journal of Science Education 25(9), 1049–1079], is not an inevitable phenomenon since it appears not to occur in Israeli democratic schools. In addition to reinforcing previous results in a different sample, new results show that the differences between the two school types are also apparent in terms of students' self‐efficacy in science learning, students' perceptions of their teachers' goals emphases, and students' perception of their peers' goals orientation. Quantitative results are accompanied by rich verbal examples of ways in which students view and articulate their own and their teachers' goal emphases. Content analysis of students' interviews showed that students in traditional schools are directed more towards goals that are external and related to the outcome of learning in comparison to democratic school students who are motivated more by goals that are internal and related to the process of learning. Structure analysis of these interviews suggests that democratic school students experience a greater sense of autonomy in their science learning than traditional school students do. Implications for research on students' motivation are discussed, such as considering not only the teacher and the classroom but also the school culture. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1057–1095, 2012 相似文献