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1.
Recognising critical reasoning and problem-solving as one of the key skills for twenty-first century citizenship, various types of problem contexts have been practiced in science classrooms to enhance students’ understandings and use of evidence-based thinking and justification. Good problems need to allow students to adapt and evaluate the effectiveness of their knowledge, reasoning and problem-solving strategies. When students are engaged in complex and open-ended problem tasks, it is assumed their reasoning and problem-solving paths become complex with creativity and evidence in order to justify their conclusion and solutions. This study investigated the levels of reasoning evident in student discourse when engaging in different types of problem-solving tasks and the role of teacher interactions on students’ reasoning. Fifteen students and a classroom teacher in a Grade 5–6 classroom participated in this study. Through case analyses, the study findings suggest that (a) there was no clear co-relation between certain structures of problem tasks and the level of reasoning in students’ problem-solving discourse, (b) students exhibited more data-based reasoning than evidence-based and rule-based justification in experiment-based problem-solving tasks, and (c) teacher intervention supported higher levels of student reasoning. Pedagogical reflections on the difficulties of constructing effective problem-solving tasks and the need for developing teacher scaffolding strategies are discussed. 相似文献
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An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science disciplines. One of the problems used in this interdisciplinary course has been selected to evaluate if it affords students the opportunity to explicitly display problem-solving processes. While the benefits of implementing problem-based learning have been well reported, far less research has been devoted to methods of assessing student problem-solving solutions. A problem-solving theoretical framework was used as a tool to assess student written solutions to indicate if problem-solving processes were present. In two academic years, student problem-solving processes were satisfactory for exploring and understanding, representing and formulating, and planning and executing, indicating that student collaboration on problems is a good initiator of developing these processes. In both academic years, students displayed poor monitoring and reflecting (MR) processes at the intermediate level. A key impact of evaluating student work in this way is that it facilitated meaningful feedback about the students’ problem-solving process rather than solely assessing the correctness of problem solutions. 相似文献
4.
Laboratory work has always been the most distinctive feature of secondary science teaching and learning. With the increasing
emphasis on student centred learning and the importance of developing investigation and problem-solving skills there is value
in reflecting on the type of laboratory work that is carried out in the science curriculum. The purpose of this study was
to determine the nature of the laboratory work undertaken by lower secondary science students, and in particular, to determine
the openness to inquiry of these activities. The study also examined the factors that influence teachers in determining the
type of student investigations that occur in the science laboratory. Data from a survey of Perth lower secondary science teachers
reveal low levels of inquiry and interesting insights into teacher's perceptions about the benefits of open inquiry for students
and the difficulities for teachers. The difficulties identified by teachers represent barriers to change that must be addressed
if more open inquiry laboratory work is to be implemented in schools. 相似文献
5.
Cai-Ting Wen Chia-Jung Chang Ming-Hua Chang Shih-Hsun Fan Chiang Chen-Chung Liu Fu-Kwun Hwang Chin-Chung Tsai 《Instructional Science》2018,46(6):847-867
This study investigated students’ modeling progress and strategies in a problem-solving simulation game through content analysis, and through supervised and unsupervised lag sequential analysis (LSA). Multiple data sources, including self-report models and activity logs, were collected from 25 senior high school students. The results of the content analysis found that the problem-solving simulation game helped most of the students to reflectively play with the science problem and build a workable model to solve it. By using the supervised LSA, it was found that the students who successful solved the game frequently linked the game contexts with the physics terminologies, while those who did not solve the problem simply relied on the intuitive knowledge provided in the reference materials. Furthermore, the unsupervised LSA identified four activity patterns that were not noticed in the supervised LSA: the fragmented, reference material centered, reference material aided modeling, and modeling centered patterns. Each pattern has certain associations with certain problem-solving outcomes. The results of this study also shed light on the use of different analytics techniques. While the supervised LSA is particularly helpful for depicting a contrast of activity patterns between two specific student groups, the unsupervised LSA is able to identify hidden significant patterns which were not clearly distinguished in the pre-defined student groups. Researchers may find these analytics techniques useful for analyzing students’ learning processes. 相似文献
6.
Donald A. Stepich Peggy A. Ertmer Molly M. Lane 《Educational technology research and development : ETR & D》2001,49(3):53-67
This paper proposes the use of specific coaching strategies to facilitate student use of expert-like problem-solving strategies
while analyzing and solving instructional design case studies. Findings from an exploratory study, designed to examine changes
in students' problem-solving skills as they analyzed case studies, suggested that students could show expert characteristics
at times, under some circumstances, but did not perform like experts on a regular basis. At two midwestern universities, 37
students analyzed 6 to 10 case studies both in class and in on-line discussions. Comparisons were made both within and across
students, as well as across time, to examine patterns and changes in student problem-solving approaches. Findings suggested
that primary influences on the incidence of expert performance were more external than internal and might be more aptly characterized
as “coached expertise”. Specific suggestions are included for coaching the development of student problem-solving skills within
a case-based course. 相似文献
7.
Both science and technology education have a commitment to teaching process; investigations or scientific method in science,
design in technology, and problem solving in both areas. The separate debates in science and technology education reveal different
curricular emphases in processes and content, reflecting different goals, and pedagogic and educational research traditions.
This paper explores these differences and argues that each curriculum area can learn from the other. Despite the interest
in processes, problem solving remains neglected in each area, particularly with respect to empirical accounts of student problem-solving
activities and the supporting pedagogy. This paper draws on the situated learning and social constructivist literature to
provide insights into problem solving in technology education. The research reported here, gives accounts of the problem-solving
strategies of English secondary school students. These strategies represent their responses to technology activities and the
learning environment created by teachers. 相似文献
8.
Hsin-Yih Cindy Shyu 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(1):57-69
The purpose of this study is to investigate the effects of computer-assisted videodisc-based anchored instruction on attitudes toward mathematics and instruction as well as problem-solving skills among Taiwanese elementary students. Results from a t-test indicate a significant main effect on student attitudes toward mathematics. Results from a two-way Repeated Measures ANOVA show that students' problem-solving skills improve significantly with anchored instruction. Results also indicate that all the students benefit from the effects of anchored instruction on their problem-solving performance regardless of their mathematics and science abilities. The findings suggest that video-based anchored instruction provide a more motivating environment that enhanced students' problem-solving skills. This study is significant because it establishes an example of video-based anchored instruction for Taiwanese students and also provides empirical evidence of its effects on affective and cognitive responses among fifth graders in learning mathematics. This study is helpful to educators who want to help students learn to think and learn throughout technology. 相似文献
9.
Elizabeth A. Finkel 《科学教学研究杂志》1996,33(4):345-368
Interest in including ideas about the nature of science in instruction and research has led to the realization that, in addition to developing courses which offer students experience with science practice, it is important to understand the ways in which students learn and use science knowledge within such courses. The study reported here is based on a particular view of the nature of scientific practice: Science is collaborative; scientists use knowledge in the construction of new knowledge; and scientists' understanding of problems and problem-solving strategies change during knowledge construction. Given this perspective, the study examines the ways in which students in an innovative high school genetics class collaborate to construct knowledge as they develop genetics models. In this classroom, students use three kinds of knowledge: knowledge of genetics, permitting them to recognize anomalous aspects of new data and providing a template from which to develop new models; knowledge of the process of model revision, helping them make decisions about how to develop new models; and knowledge of their own problem-solving strategies, allowing them to “keep track” of what they have done, as well as make connections between the development of new models and their knowledge of genetics. © 1996 John Wiley & Sons, Inc. 相似文献
10.
Situating the conceptual knowledge of a science discipline in the context of its use in the solving of problems allows students the opportunity to develop: a highly structured and functional understanding of the conceptual structure of the discipline; general and discipline-specific problem-solving strategies and heuristics; and insight into the nature of science as an intellectual activity. In order realize these potential learning outcomes, the reconstructions of scientific theories used in problem solving must provide a detailed account of (1) realistic scientific problems and their solutions; (2) problem-solving strategies and patterns of reasoning of disciplinary experts; (3) the various ways that theories function for both disciplinary experts and students; and (4) the way theories, as solutions to realistic scientific problems, develop over time. The purpose of this paper, therefore, is to provide further specificity regarding a philosophical reconstruction of the structure of Classical Genetics Theory that can facilitate problem-solving instruction. We analyze syntactic, semantic and problem-based accounts of theory structure with respect to the above criteria and develop a reconstruction that incorporates elements from the latter two. We then describe how that reconstruction can facilitate realistic problem solving on the part of students. 相似文献
11.
Research apprenticeships for secondary students provide authentic contexts for learning science in which students engage in
scientific investigations with practicing scientists in working laboratory groups. Student experiences in these research apprenticeships
vary depending on the individual nature of the laboratory in which students have been placed. This study explores potential
relationships among student experiences in apprenticeship contexts and desired student outcomes (e.g. science content knowledge,
understandings of nature of science, and aspirations for science oriented career plans). The following two research questions
guided the study: How do participant experiences in and outcomes resulting from an authentic research program for high school
students vary? How does variation in participant experiences in an authentic research program relate to participant outcomes?
Primary data sources were student and mentor interviews in addition to student generated concept maps. Results indicated that
the greatest variance in student experiences existed in the categories of collaboration, epistemic involvement, and understandings
of the significance of research results. The greatest variation in desired student outcomes was observed in student understandings
of nature of science and in students’ future science plans. Results suggested that collaboration and interest in the project
were experience aspects most likely to be related to desired outcomes. Implications for the design of research apprenticeships
for secondary students are discussed. 相似文献
12.
Generic problem-solving skills have been identified as one of the key competencies valued by professional programmes, university students and their future employers. A lack of widely available and simple testing tools prevents assessment of the development of student problem-solving skills. As part of a research study, a generic problem-solving test was administered to 130 third-year science students during three consecutive years. A comparison between the scores students achieved in this test with their six academic marks obtained in this course showed no significant correlation. Lack of correlation between the problem-solving skill test scores and academic marks of students was confirmed in a larger population of students participating in a campus-wide study of generic problem-solving skills (n = 830). Problem solving and academic performance may represent two independent skill sets of students; testing problem-solving skills of students could be introduced to achieve a more comprehensive evaluation of undergraduate student progress and achievement. 相似文献
13.
《Journal of Experimental Education》2012,80(1):22-26
This study investigated the effects of computerassisted instruction on student problem-solving ability and student attitude toward computers and quantitative methods. This was done in conjunction with a traditional introductory management science course. Scores on a departmental group final and responses to pre- and post-course questionnaires were analyzed. The findings indicate that the use of computer-assisted instruction did affect student attitudes. The students who used the computer materials showed an overall increase in their appreciation of computers and quantitative methods. The students who did not use the computer-assisted instruction showed no overall change in their attitudes. 相似文献
14.
Medical schools are increasingly looking to case-based formats such as problem-based learning (PBL) for their medical students. However, the effects of PBL have not been adequately assessed for an informed decision. An approach to assessment should consider not just the knowledge outcomes expected of all students, but should be tailored to the theoretical goals of PBL: clinical reasoning, integration of scientific and clinical knowledge, and lifelong learning skills. This means that problem-solving processes as well as products need to be measured. In addition, cognitive measures associated with expert performance can be used to assess the extent to which PBL affects the development of expertise. In this study, students taking an elective in PBL were compared with students taking other electives on a realistic pathophysiological explanation task. The problem-solving protocols were examined for coherence, use of science concepts, strategy use, and self-directed learning. The results indicate that cognitive measures can be used to distinguish students who have participated in PBL from their counterparts in terms of knowledge, reasoning, and learning strategies. This suggests that such measures may play a meaningful role in assessment of student learning. 相似文献
15.
M.W. Duffrin 《Journal of Food Science Education》2003,2(1):2-6
ABSTRACT: Problem-based learning (PBL) activities incorporated into an introductory food science course can aid in student understanding of basic food science principles while developing students' problem-solving and critical thinking skills. This article describes one example of how problem-based learning was introduced into an introductory food science course designed for food and nutrition majors. Included are the problems that were developed for the course and the observed outcomes of the problem-based learning activities. Integrated problem-based learning aided students in developing communication, problem-solving, self-directed learning, and other desired skills and demonstrates the potential to be an enjoyable and challenging classroom experience for both students and teachers. However, poor problem design, such as introducing numerous problems for one subject area, may generate unanticipated quick answer approaches to solving problems. 相似文献
16.
The IMMEX (Interactive Multi-Media Exercises) Web-based problem set platform enables the online delivery of complex, multimedia simulations, the rapid collection of student performance data, and has already been used in several genetic simulations. The next step is the use of these data to understand and improve student learning in a formative manner. This article describes the development of probabilistic models of undergraduate student problem solving in molecular genetics that detailed the spectrum of strategies students used when problem solving, and how the strategic approaches evolved with experience. The actions of 776 university sophomore biology majors from three molecular biology lecture courses were recorded and analyzed. Each of six simulations were first grouped by artificial neural network clustering to provide individual performance measures, and then sequences of these performances were probabilistically modeled by hidden Markov modeling to provide measures of progress. The models showed that students with different initial problem-solving abilities choose different strategies. Initial and final strategies varied across different sections of the same course and were not strongly correlated with other achievement measures. In contrast to previous studies, we observed no significant gender differences. We suggest that instructor interventions based on early student performances with these simulations may assist students to recognize effective and efficient problem-solving strategies and enhance learning. 相似文献
17.
ABSTRACTFacilitating students’ deep-strategy behaviors and positive learning performances of science inquiry is an important and challenging educational issue. In this study, a contextual science inquiry approach is proposed for developing a 3D experiential game to cope with this problem. To evaluate the impacts of the game on students’ science learning approaches, learning achievements and problem-solving awareness as well as the learning behavioral patterns of the students with different learning achievements, a quasi-experiment was conducted in an elementary school geoscience course. The participants were two classes of sixth graders. One class was the experimental group who learned with the 3D experiential game, and the other was the control group who learned with the conventional technology-enhanced learning approach. The experimental results showed that the students learning with the 3D experiential gaming system showed better learning achievements, problem-solving tendency, deep learning strategies, and deep learning motive than those who learned with the conventional technology-enhanced learning approach. Moreover, the higher-achievement students showed more behavioral patterns of deep learning strategies than the lower-achievement students. The findings of this study provide a good reference for helping lower-achievement students improve their learning performance. 相似文献
18.
Mandy Biggers 《Research in Science Education》2018,48(1):1-28
Questioning is a central practice in science classrooms. However, not every question translates into a “good” science investigation. Questions that drive science investigations can be provided by many sources including the teacher, the curriculum, or the student. The variations in the source of investigation questions were explored in this study. A dataset of 120 elementary science classroom videos and associated lesson plans from 40 elementary teachers (K-5) across 21 elementary school campuses were scored on an instrument measuring the amount of teacher-direction or student-direction of the lessons’ investigation questions. Results indicated that the investigation questions were overwhelmingly teacher directed in nature, with no opportunities for students to develop their own questions for investigation. This study has implications for researchers and practitioners alike, calling attention to the teacher-directed nature of investigation questions in existing science curriculum materials, and the need for teacher training in instructional strategies to adapt their existing curriculum materials across the continuum of teacher-directed and student-directed investigation questions. Teachers need strategies for adapting the teacher-directed questions provided in their existing curriculum materials in order to allow students the opportunity to engage in this essential scientific practice. 相似文献
19.
Conclusion This study represents the second phase of a major research project. Much of the data has confirmed what emerged in the first
phase (Marland & Edwards, 1982), particularly the idiosyncratic nature of student functioning and the complexity of the teaching/learning
process.
In the mathematics and science classrooms studies it appeared that neither was more coercive of student attention or lesson-relevant
thinking. However the maths lessons elicited more conscious application of learning processes and more involvement in wider
classroom activities, particularly responding to teacher questions. The science lessons involved more interaction with the
neighbour and a much greater variety of student mental and physical activity.
The Grade 8 students in this study, when compared with the Grade 10 and 11 students from phase one, were much more straightforward
in their reactions and interactions, and were much more compliant. The complex deception strategies and involved interpretations
and attributions so prevalent with the more senior students were almost completely absent with the Grade 8 students. The size
of difference was an unexpected result and appears a fascinating area for future research. 相似文献
20.
Catherine D Ennis Margaret J Safrit 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(3):174-186
Hierarchical problem-solving strategies employed in solving exercise science problems were examined in this study, which also tested the validity of an educational computer simulation. Hypothesis testing was used as the theoretical base for the study of differences in problem-solving within the computer simulation. In a previous study two groups of undergraduate (novices) and graduate students were compared in their ability to solve exercise science problems. The present study added a group of faculty (experts) who were presented with the same simulation protocol as the other subjects. Protocol analysis and the Pitt coding system were used to analyse verbal data. Group differences were examined statistically. The faculty were superior in interpreting data and used the Basic Heuristic and Pattern Extraction strategies for the generation and use of algorithms. The problem-solving strategies varied for each group based on the perceived difficulty of the problem, the knowledge base available, and the similarity of the given problem to previous problems. 相似文献