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Creative drama activities designed to help children learn difficult science concepts were integrated into an inquiry-based elementary science program. Children (n?=?38) in an upper elementary enrichment program at one primary school were the participants in this action research. The teacher-researcher taught students the Full Option Science System? (FOSS) modules of sound (fourth grade) and solar energy (fifth grade) with the integration of creative drama activities in treatment classes. A 2?×?2?×?(2) Mixed ANOVA was used to examine differences in the learning outcomes and attitudes toward science between groups (drama and non-drama) and grade levels (4th and 5th grades) over time (pre/post). Learning was measured using the tests included with the FOSS modules. A shortened version of the Three Dimension Elementary Science Attitude Survey measured attitudes toward science. Students in the drama treatment group had significantly higher learning gains (F?=?160.2, p?<?0.001) than students in the non-drama control group with students in grade four reporting significantly greater learning outcomes (F?=?14.3, p?<?0.001) than grade five. There was a significantly statistical decrease in student attitudes toward science (F?=?7.5, p?<?0.01), though a small change. Creative drama was an effective strategy to increase science conceptual learning in this group of diverse elementary enrichment students when used as an active extension to the pre-existing inquiry-based science curriculum. 相似文献
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Wong Su Luan Kamariah Abu Bakar Tang Sai Hong 《Technology, Pedagogy and Education》2013,22(2):223-238
The purpose of this study was to measure pre‐service teachers’ attitudes toward information technology (IT) after completing a discrete IT course taught in a student centred‐learning (SCL) environment during laboratory sessions. Evidence from this study suggests that there was a positive shift in the participants’ attitudes toward IT. Pre‐test results showed that IT‐competent participants who regarded IT as useful had more confidence and less aversion toward IT. Post‐test results showed increased mean scores on all three dependent variables with no differences between IT‐competent and low IT‐competent participants. The results were supported by interviews which indicate that after completing the IT course, participants were more independent, more creative and possessed collaborative learning skills. The results suggest that infusing SCL into a discrete IT course can help promote and enhance positive attitudes toward IT and enable students to be active participants in their own learning process. 相似文献
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《The Internet and Higher Education》2003,6(2):193-204
The purpose of this research was to measure pre-service teachers' attitudes toward information technology (IT) following their participation in a discrete IT course. The IT course was taught in a constructivist learning environment where the students collaborated to achieve their learning goals and problem solve on tasks [Educ. Technol. 35 (1995) 25]. The results of the study revealed that with the constructivist learning approach infused in the IT course, there was a positive shift in the participants' attitudes toward IT. Pretest results showed that participants who were competent had regarded IT as more useful; and they had more confidence and less aversion toward technology. The posttest results showed increased mean scores on all three dependent variables (e.g., usefulness, confidence, and aversion) with no differences between competent and incompetent participants by the end of the course. The responses obtained from interviews of course instructors indicated that participants were more independent, more creative, and used their collaborative learning skills. While an exploratory study, the results provide support for the premise that infusing constructivism into a discrete IT course can enhance positive attitudes towards IT and enable students to be active participants in their own learning process. 相似文献
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Chrystalla Mouza Alison Marzocchi Yi-Cheng Pan Lori Pollock 《Journal of Research on Technology in Education》2016,48(2):84-104
Current policy efforts that seek to improve learning in science, technology, engineering, and mathematics (STEM) emphasize the importance of helping all students acquire concepts and tools from computer science that help them analyze and develop solutions to everyday problems. These goals have been generally described in the literature under the term computational thinking. In this article, we report on the design, implementation, and outcomes of an after-school program on computational thinking. The program was founded through a partnership between university faculty, undergraduates, teachers, and students. Specifically, we examine how equitable pedagogical practices can be applied in the design of computing programs and the ways in which participation in such programs influence middle school students' learning of computer science concepts, computational practices, and attitudes toward computing. Participants included 52 middle school students who voluntarily attended the 9-week after-school program, as well as four undergraduates and one teacher who designed and implemented the program. Data were collected from after-school program observations, undergraduate reflections, computer science content assessments, programming products, and attitude surveys. The results indicate that the program positively influenced student learning of computer science concepts and attitudes toward computing. Findings have implications for the design of effective learning experiences that broaden participation in computing. (Keywords: computational thinking, programming, middle school, mixed methods) 相似文献
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Engaging undergraduate students in research has become increasingly important due to its potential benefits (for example, increased intention to pursue postgraduate study and enhanced understanding of theoretical knowledge). This study investigated whether a comprehensive food science research project that was incorporated into the laboratory component of an Experimental Study of Foods course would enhance student knowledge, confidence, and interest in research. A total of 84 students participated in two sections of the laboratory (2016, n = 39; 2017, n = 45). Scores for pre and posttests and questionnaires were used to determine if the differences in knowledge scores and ratings for confidence in doing research were significant. Knowledge scores indicated that participants were knowledgeable about research at baseline (2016, 7.31 ± 1.15; 2017, 6.89 ± 0.1.21; maximum of 10 points). Results of the t‐tests showed that the change in knowledge scores before and after the project was not statistically significant; however, the level of confidence in performing various research skills (for example, identify research questions, formulate hypotheses, design an experiment) significantly increased upon project completion. In general, students demonstrated favorable attitudes toward the research project at the end of this project. Qualitative responses were organized into three themes that related to the “input” (elements that made the project successful), “process” (how the project was conducted), and “outcomes” (reported gains or benefits) of the project. Recommendations were made in terms of mentorship, research guidelines and topics, and group culture to improve future projects. 相似文献
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Hanna Kim 《Journal of Science Education and Technology》2016,25(2):174-186
This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at increasing female students’ interest in science and science-related careers. This study examined the effectiveness of InSTEP on 123 female students’ pre-assessment and post-assessment changes in attitudes toward science and content knowledge of selected science concepts. An attitude survey, a science content test with multiple-choice questions, written assignments, and interviews to collect data were all used to measure students’ attitudes and content knowledge. A within-group, repeated measure design was conducted, and the results indicated that at the post-intervention level, InSTEP increased the participants’ positive attitudes toward science, science-related careers, and content knowledge of selected science concepts. 相似文献
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Rachael R. Baiduc Denise Drane Greg J. Beitel Luke C. Flores 《Innovative Higher Education》2017,42(3):269-284
Undergraduate research experiences may increase persistence in STEM majors. We describe a research program that targets first-year students selected for their curiosity and attitudes towards science. We explain the implementation of the program over 3 years and present evaluation data using a group of matched controls. Participants and controls pursued STEM degrees at equivalent rates, but participants were significantly more involved in research. Initial laboratory interest and mentor pairing may have played a role in this finding. Female participants, particularly those with male laboratory mentors, engaged in more research than men. 相似文献
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Stephanie Holmes Adrienne Redmond Julie Thomas Karen High 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):137-150
Current data suggest fewer females than males continue to be interested in engineering and that this gender gap is first evidenced during middle school years. One might expect that female engineering role models would encourage adolescent girls to pursue future careers in engineering and thereby increase the girls’ interests in and attitudes towards science and mathematics. This study sought to correlate middle school girls’ overall confidence in science and mathematics with a year-long, afterschool mentoring program led by female engineering students from a local university. The results demonstrated that there was a significant correlation between the quality of the mentoring relationship and the girls’ confidence in mathematics. The relationship between female role models and young girls’ attitudes toward science and mathematics is discussed. 相似文献
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The purpose of the study was to examine the effectiveness of the Chautauqua Professional Development Program in terms of the
mastery of basic science concepts, understanding major science processes, use of creativity skills, improvement of student
attitudes toward science, and the ability to apply science concepts and processes in new situations. Participants included
twelve teachers who agreed to participate in an experimental study where Science, Technology, and Society (STS) strategies
were utilized with two class sections where in one class the teacher determined the course structure and the form of instruction
that was typically used. Conversely, the experimental class was almost exclusively student-centered. A total of twenty-four
sections of students were in STS sections (365 students) and a similar number in control sections (359 students).The data
collected were analyzed using quantitative methods. The results were tabulated and contrasted for students enrolled in the
two sections for all the teachers. The results indicate that students in the student-centered STS sections achieved significantly
better than students in the teacher-directed STS sections in terms of understanding and use of process skills, use of creativity
skills, development of more positive attitudes; and the ability to apply science concepts in new contexts. However, there
were no significant differences noted with respect to mastery of basic science concepts. Apparently student-centered STS approaches
result in students with conceptual understandings but it is no better than the situation where teachers guide and direct inquiry
STS approaches which focus much more exclusively on specific concepts and their definitions. 相似文献
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Hurd DD 《CBE life sciences education》2008,7(2):210-219
The skill set required of biomedical researchers continues to grow and evolve as biology matures as a natural science. Science necessitates creative yet critical thinking, persuasive communication skills, purposeful use of time, and adeptness at the laboratory bench. Teaching these skills can be effectively accomplished in an inquiry-based, active-learning environment at a primarily undergraduate institution. Cell Biology Techniques, an upper-level cell biology laboratory course at St. John Fisher College, features two independent projects that take advantage of the biology of the nematode Caenorhabditis elegans, a premier yet simple model organism. First, students perform a miniature epigenetic screen for novel phenotypes using RNA interference. The results of this screen combined with literature research direct students toward a singe gene that they attempt to subclone in the second project. The biology of the chosen gene/protein also becomes an individualized focal point with respect to the content of the laboratory. Progress toward course goals is evaluated using written, oral, and group-produced assignments, including a concept map. Pre- and postassessment indicates a significant increase in the understanding of broad concepts in cell biological research. 相似文献
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Nathaniel J. Bray Shonteria Johnson Stephen G. Katsinas Peggy Shadduck 《Community College Journal of Research & Practice》2013,37(7):481-493
ABSTRACTThis paper presents the results of an exploratory study of a professional development-based effort at one of the nation’s 14 federally designated Historically Black Colleges and Universities community colleges. Course revisions included introductory courses in its Natural Sciences department. The goal was to improve students’ critical-thinking and reading skills in science through faculty professional development opportunities, to improve success across all science, technology, engineering, and mathematics (STEM) curricula. This study examines faculty-selected professional development efforts combined with time release for course revision, and how it impacted students’ attitudes toward science and students’ critical-thinking skills. Six of the department’s 11 full-time faculty instructing introductory science courses received training in WestEd’s Reading Apprenticeship program and on critical-thinking skills. These faculty then revised their courses as they chose based on techniques learned during their training. A comprehensive assessment that included extensive course videos, pre- and post-tests of students’ attitudes toward science the Critical Thinking Assessment Test, and focused interviews with faculty were conducted. Despite major cuts in state support, turnover of key administrators, and other challenges, improvements in student attitudes toward STEM topics and critical-thinking skills were documented as faculty expanded their teaching tool-kits. 相似文献
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Carolyn W. Keys 《科学教学研究杂志》1994,31(9):1003-1022
In this investigation, three classes of ninth-grade general science students participated in a collaborative report-writing intervention. The purpose of this portion of the study was to evaluate students' collaboratively written laboratory reports for evidence of the use of scientific reasoning skills and to document qualitative changes in reasoning skill use over time. The participants in the study were 6 ninth-grade students, representing three collaborative writing pairs. During the intervention, students wrote 10 laboratory reports over a 4.5-month period. The author and classroom teacher designed report guideline prompts to scaffold students in the use of relevant scientific reasoning skills. The results indicated that students used reasoning skills to assess their current models of scientific understanding, make observations, interpret the meaning of results, and generate new models based on their data and relevant information. Participants showed the most improvement in writing that reflected the reasoning skills of (a) selecting and processing textbook passages, (b) drawing conclusions and formulating models, and (c) comparing/contrasting. Over time, participants improved their ability to compose explanations that represented a synthesis of prior knowledge, activity observations, and other sources of information. Collaborative writing encouraged students to construct their own understandings of science concepts by creating an environment in which thinking, reasoning, and discussion were valued. 相似文献
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Response-shift bias occurs when participants' initial constructs, such as self-efficacy in teaching science, are incomplete because they do not fully conceptualize something they have yet to experience. This study examines whether elementary pre-service teachers can consistently evaluate constructs such as self-efficacy and attitudes toward science throughout an elementary methods course. After the administration of traditional pre-tests, retrospective pre-tests, and post-tests, this study examined whether a response-shift bias consistently occurred in scales indicating science teaching self-efficacy (as measured by the Science Teaching Efficacy Beliefs Instrument-B), attitudes toward science (modified Attitudes Toward Science Inventory), and relevancy of science (Changes in Attitudes about the Relevancy of Science). Results indicate that a significant response-shift bias occurred in the scales relating to self-efficacy, confidence, and attitudes toward science; while no response-shift bias occurred in scales relating to outcome expectancy, value, and relevancy of science. Our data provide evidence that response-shifts naturally discriminate among different constructs and that participants successfully and consistently reported certain constructs over time which may be of interest for program evaluators and self-efficacy researchers. This research could have implications for program evaluators and researchers who need to measure program impacts on pre-service teachers with limited science-teaching experiences. 相似文献
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Doris R. Kimbrough 《科学教学研究杂志》1995,32(2):157-175
Throughout the United States, various summer science programs for precollege students are conducted with an aim toward increasing the involvement of young people in science. Most of these programs are perceived as successful by teachers and scientists because they involve students in hands-on science activities, improve their scientific skills and confidence, and allow them the opportunity to use science to answer questions and solve problems. The work described here involves a detailed assessment of a summer National Science Foundation (NSF) Young Scholars Program, which was carried out over 2 summers. Student participants were entering 9th and 10th grade. The data used for this assessment included journals kept by teaching assistants, questionnaires administered to the participants and parents, and interviews with the participants. Analysis revealed that students perceived program success differently from teachers and program organizers. Their perception of the success of a program is directly related to whether or not their individual research project met its goals, regardless of other project activities. Designing projects that have a high likelihood of success from this perspective can be complex, but this work identified six variables that must be incorporated appropriately into the design of a project to ensure its success: (1) extent of project structure and who structures the project, faculty or student; (2) project relevance; (3) project flexibility; (4) project background research; (5) tangible results; and (6) project introduction. 相似文献
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Amie K. Patchen Lin Zhang Michael Barnett 《Journal of Science Education and Technology》2017,26(3):279-294
This study examines an out-of-school time program targeting elementary-aged youth from populations that are typically underrepresented in science fields (primarily African-American, Hispanic, and/or English Language Learner participants). The program aimed to foster positive attitudes toward science among youth by engaging them in growing plants hydroponically (in water without soil). Participants’ attitudes toward science, including anxiety, desire, and self-concept, were examined through pre-post survey data (n = 234) over the course of an afterschool program at three separate sites. Data showed that participants’ anxiety decreased and desire increased for both male and female participants over the program. Self-concept increased for female participants at all three sites but did not change significantly for male participants. Participants’ first language (English or Spanish) was not a factor in attitude outcomes. The primarily positive outcomes suggest that hydroponics can be a useful educational platform for engaging participants in garden-based programming year round, particularly for settings that do not have the physical space or climate to conduct outdoor gardening. Similarities in positive attitude outcomes at the three sites despite differences in format, implementation, and instructor background experience suggest that the program is resilient to variation in context. Understanding which aspects of the program facilitated positive outcomes in the varied contexts could be useful for the design of future programs. 相似文献
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Zuway-R. Hong Huann-shyang Lin Hsin-Hui Wang Hsiang-Ting Chen Kuay-Keng Yang 《International Journal of Science Education》2013,35(10):1625-1648
This study investigated the effects of a science and society intervention on elementary school students’ argumentation skills and their attitudes toward science. One hundred and eleven fifth grade students volunteered as an experimental group to join a 12-week intervention; another 107 sixth grade students volunteered to be the comparison group. All participants completed the Student Questionnaire at the beginning and end of this study. Observation and interview results were used to triangulate and consolidate the quantitative findings. The data showed that after the intervention, the quality of the experimental group students’ arguments and their attitudes toward science were significantly higher than their comparison group counterparts. In addition, the experimental group boys made significantly greater progress in the quality of their argumentation from the pretest to posttest than the girls; and low achievers made the most significant progress in their attitudes toward science and quality of argumentation. Interviews and observations indicated that their understandings of explanation and argumentation changed over the intervention. This indicated that a science and society intervention can enhance both the ability of students to develop strong arguments and their attitudes toward science. 相似文献
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The University of Alabama at Birmingham Center for Community OutReach Development Summer Science Institute Program: A 3-Yr Laboratory Research Experience for Inner-City Secondary-Level Students 
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下载免费PDF全文 This article describes and assesses the effectiveness of a 3-yr, laboratory-based summer science program to improve the academic performance of inner-city high school students. The program was designed to gradually introduce such students to increasingly more rigorous laboratory experiences in an attempt to interest them in and model what “real” science is like. The students are also exposed to scientific seminars and university tours as well as English and mathematics workshops designed to help them analyze their laboratory data and prepare for their closing ceremony presentations. Qualitative and quantitative analysis of student performance in these programs indicates that participants not only learn the vocabulary, facts, and concepts of science, but also develop a better appreciation of what it is like to be a “real” scientist. In addition, the college-bound 3-yr graduates of this program appear to be better prepared to successfully academically compete with graduates of other high schools; they also report learning useful job-related life skills. Finally, the critical conceptual components of this program are discussed so that science educators interested in using this model can modify it to fit the individual resources and strengths of their particular setting. 相似文献