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1.
Ian Lewis 《International Journal of Science Education》2013,35(2):185-193
This paper investigates secondary school pupils’ everyday knowledge of the dangers of electricity. It is based on classroom research by a team of teacher‐researchers working with a total of 241 11‐12 and 13‐14 year olds in English comprehensive schools. The initial data were collected by written questionnaires which probed the general meanings pupils had for electricity. When the responses were analyzed, there was a surprisingly high proportion of children (61% of the 11‐12 year olds and 35% of the 13‐14 year olds) who mentioned danger. The pupils were then divided into ‘fearers’ and ‘non‐fearers’, and group interviews were carried out with both in order to explore features of pupil thinking and influences on it. Results of these interviews include pupil quotations around themes such as personal experiences of electric shocks, excitement, the home, socially‐available knowledge and learning about electricity at school. Questions are raised about the possible effect of fear on motivation, participation in practical work and conceptual learning in general; and it is suggested that the pupils’ ideas should be acknowledged and addressed within a supportive classroom environment. 相似文献
2.
Many studies have been conducted on hearing pupils' understanding of science. Findings from these studies have been used as grounds for planning instruction in school science. This article reports findings from an interview study of how deaf pupils in compulsory school reason about phenomena in a science context. The results reveal that there is variation in the extent to which pupils use scientific principles for reasoning about science phenomena. For some pupils, school science seems to have little to offer as a framework for reasoning. The results also generate questions about the need in school instruction of deaf and hard-of-hearing pupils to consider the specific teaching and learning situations in a deaf environment. 相似文献
3.
This paper reports on the development and implementation of an introductory course on electric circuits based on a constructivist model of curriculum development and teaching. Pupil interviews before instruction explored and clarified the range of children's existing ideas and conceptions. A teaching sequence was designed to elicit pupils’ ideas, to challenge these experimentally where they differed from accepted scientific ideas and to encourage discussion and reformulation of ideas. Post‐instruction interviews showed improved pupil understanding of several important basic concepts. The constructivist approach appeared to provide a viable and satisfactory basis for teachers’ classroom decision‐making and for the structuring and sequencing of activities as the course progressed. 相似文献
4.
A wide investigation on French pupils, ranging from the start of secondary school (grade 6, 12 years old) up to the fourth year of university has enabled the effect of the teaching of conceptions of basic electricity to be evaluated. The simplest ones disappear with teaching, but other stronger ones (“exhaustion” of current, constant current generator) resist even after many years of teaching. The authors propose the hypothesis that certain misconceptions could be produced by the very way in which pupils overcome in part the first difficulties they meet, which poses a difficult problem for physics teaching. 相似文献
5.
Matteo Leone 《Science & Education》2014,23(4):923-953
The present paper advocates the use of History of Science into the teaching of science in primary education through a case study in the field of electricity. In this study, which provides both historical and experimental evidence, a number of conceptual difficulties faced by early nineteenth century physicists are shown to be a useful tool to detect 5th grade pupils’ conceptions about the simple electric circuits. This result was obtained through the administration of schematics showing circuital situation inspired to early 1800s experiments on the effects of electric current on water electrolysis and on the behaviour of magnetic compasses. It is also shown that the detecting of pupils’ alternative ideas about electric current in a circuit is highly dependent on the survey methodology (open ended questions and drawings, multiple-choice item, connecting card work, and history of science tasks were considered in this study) and that the so-called “unipolar model” of electric circuit is more pervasive than previously acknowledged. Finally, a highly significant hybrid model of electric current is identified. 相似文献
6.
Bernadet de Jager Margo Jansen Gerry Reezigt 《School Effectiveness & School Improvement》2013,24(2):179-196
Constructivist ideas have influenced recent major innovations in Dutch secondary education and new curricula for reading and math in primary education, for example, pay much more attention to metacognition than before. In our study, we compared the growth of student metacognition in varying learning environments, direct instruction, and cognitive apprenticeship in primary school. The study also included a control group of teachers. In order to measure metacognition we developed a questionnaire, with separate parts for metacognitive skills and metacognitive knowledge. In the item selection procedure we made use of item response modeling. It was found that in the direct instruction and the cognitive apprenticeship group the pupils had higher scores on metacognitive skills and metacognitive knowledge compared to the control group pupils. No clear differences were found between direct instruction and cognitive apprenticeship. Interactions of learning environment and student intelligence were non-significant for both output measures. 相似文献
7.
《师资教育杂志》2012,38(4):400-415
This article describes a novel UK school/university partnership, the Plymouth Model designed to encourage young people from disadvantaged backgrounds to aim for higher education (HE) study. The model incorporates the activity of university students, researchers and teachers working together to improve aspirations and outcomes for pupils and potentiate their own intellectual, professional and personal development. Background policy and curriculum development models are outlined and a UK study in which inner city primary and secondary school teachers’ views and pupils’ aspirations were gauged before and after the school/university partnership model was implemented. The intervention led to a significant increase in pupils’ motivation to go on to HE study and findings further suggest that the problem of aspiration and motivation for progression to HE may lie not with the pupils themselves, or with their parents or carers but with their teachers. The serious implications of the findings for policy and practice are discussed and suggestions made for future research. 相似文献
8.
Veera Kallunki 《Research in Science Education》2013,43(2):827-845
Pupils’ qualitative understanding of DC-circuit phenomena is reported to be weak. In numerous research reports lists of problems in understanding the functioning of simple DC-circuits have been presented. So-called mental model surveys have uncovered difficulties in different age groups, and in different phases of instruction. In this study, the concept of qualitative understanding, and the content or position of reported mental models of DC-circuit phenomena are discussed. On the grounds of this review, new tools for investigating qualitative understanding and analysing external representations of DC-circuit phenomena are presented. According to this approach, the external representations of DC-circuit phenomena that describe pupils’ expressed conceptions of the topic should include both empirical-based models and theoretical explanations. In the empirical part of this study, third-graders (9-year-olds) learning DC-circuit phenomena in a comprehensive school in a small group were scrutinised. The focus of the study is the external representations manifested in the talk of the small group. The study challenges earlier studies, which claim that children exhibit a wide range of qualitative difficulties when learning DC-circuit phenomena. In this study it will be shown that even in the case of abstract subject matter like DC-circuit phenomena, small groups that highlight empirical-based modelling and activate talk can be a fruitful learning environment, where pupils’ qualitative understanding really develops. Thus, the study proposes taking a closer look at pupils’ external representations concerning DC-circuit phenomena. 相似文献
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10.
Rachel Dann 《Educational Psychology in Practice》2011,27(3):293-312
This research explored the views and experiences of key stakeholders regarding inclusion into secondary phase schooling for pupils with Autistic Spectrum Conditions (ASCs). Six Year 6 pupils met the criteria for admission to a mainstream secondary school with attached specialist provision for ASCs. Three pupils transferred to this school, whilst three transferred to their local mainstream secondary school. Qualitative methodology was used to collect views and experiences both before and after transition. Interviews were recorded and transcribed and data analysed using a form of thematic analysis. Emerging categories and themes provided several indicators for good practice regarding the transition of this group of pupils. Further study will establish the consistency of these factors within other contexts and settings. 相似文献
11.
P. Koumaras P. Kariotoglou D. Psillos 《International Journal of Science Education》2013,35(6):617-630
This study focuses on the similarities and differences in structure and meaning between pupils’ conceptions about steady state tasks and evolutionary tasks, in which the system under study undergoes changes over time. A nine‐item written questionnaire was given to 197 Greek secondary school pupils. Results showed that the majority of pupils employ causal structures for their predictions. Two models were identified: a ‘give’ model, applied by pupils in steady‐state tasks; and a ‘take’ model, applied in evolutionary tasks. Structural similarities and semantic differences were identified between these models. In the light of these results, the study also examined the types of experiments in introductory electricity that would or would not obtain a counter‐intuitive reaction in pupils. 相似文献
12.
The Finnish system of religious education offers instruction in the pupil’s own religion or in ethics throughout comprehensive school. By taking the pupil’s background as a basis for instruction, this system aims at promoting equality and integration with respect to religion and one’s worldview. However, there has been little knowledge about how the system of instruction is experienced by pupils themselves and how it affects pupil’s identities at school. This study illuminates through a participant observation study in grades 1–6 how pupils in five minority instruction groups experience their classes and perceive themselves in relation to other pupils in school. The study shows how working in small groups represents an important element in pupils’ experiences. Pupils generally experienced participation in instruction as positive and fun, but age integration, organisation of schedules and classrooms were also important concerns. Even if pupils were content about having their own instruction group, feelings of otherness and a negative sense of difference in relation to the majority of pupils were found particularly among pupils of religion. 相似文献
13.
Pupils' perceptions of their experience of school science have rarely been investigated. The aim of the research reported in this paper, therefore, was to document the range of views that pupils held about the school science curriculum, the aspects they found either interesting and/or valuable, and their views about its future content. As such, the research aimed to articulate their views as a contribution to the debate about the future form and function of the school science curriculum. The method adopted to elicit their views was to use focus groups-a methodology that has not been extensively used in the science education research. Reported here are the findings from 20 focus groups conducted with 144 16-year-old pupils in London, Leeds and Birmingham, split both by gender and whether the pupils intended to continue, or not, with the study of science post-16. The findings of this research offer a window into pupils' perspective of school science revealing both their discontents and satisfaction with the existing curriculum. On the negative side, many pupils perceived school science to be a subject dominated by content with too much repetition and too little challenge. From a more positive perspective, pupils saw the study of science as important and were engaged by topics where they could perceive an immediate relevance, practical work, material that was challenging and high-quality teaching. The implications of these findings and the insights they provide for curriculum policy and school science curricula are discussed. 相似文献
14.
Bethan Morgan 《Curriculum Journal》2013,24(4):389-407
This article reports on selected findings from a doctoral study which investigated how teachers in an 11–16 secondary school in the UK consulted pupils about teaching and learning in their classrooms. It presents the views of pupils on the consultation practices and responses of their teachers. While interest in consulting pupils has increased over the last decade, there is little published research on pupils' perspectives on being consulted apart from Rudduck and McIntyre who themselves draw upon data from the study reported here. Qualitative case-studies of four teachers were carried out over one academic year. Data were gathered through semi-structured interviews (with the teachers, with 75 Year 8 pupils and with school management) and lesson observation. Analysis was guided by a systematic inductive approach aided by NVivo. Key findings were that pupils: (i) welcomed consultation; (ii) had much to say about its benefits; (iii) valued feedback from teachers post-consultation; and (iv) had concerns clustered around issues of trust and anonymity. The article suggests there are implications for teachers, school management and policy-makers if significant benefit is to be realised from teachers consulting pupils on teaching and learning in the classroom. 相似文献
15.
This research captured the views of young people regarding their views of ‘how learning should be in the future’. Four focus groups were run with different groups of school‐age pupils. The ways in which technology was seen within these discussions were analysed. The findings noted that the explicit use of technological innovations, and predicted innovations, was rarely seen as having a significant impact on learning, rather that the technology was used in line with the models of learning derived from the participant’s best current experiences of learning and education. Technology was, therefore, seen as something which could make current learning practices more efficient but did not transform the learning process. 相似文献
16.
Knowledge Integration and Displaced Volume 总被引：1，自引：0，他引：1
This study contrasted spontaneous and reflective knowledge integration instruction delivered using a computer learning environment to enhance understanding of displaced volume. Both forms of instruction provided animated experiments and required students to predict outcomes, observe results, and explain their ideas. In addition, the reflective instruction diagnosed specific inconsistencies in student reasoning and encouraged students to reflect on these dilemmas as well as to construct general principles. We distinguished the impact of instruction on students who believed scientific phenomena are governed by principles (cohesive beliefs) versus students who believed that science is a collection of unrelated facts (dissociated beliefs). Students typically held multiple models of displacement, using different explanations depending on the form of assessment. For example, we found that 17% of these middle school students made accurate predictions about displacement experiments prior to instruction and 25% could construct an accurate general principle. However, only 12% consistently used the same explanation across assessments. After instruction, students were more accurate and more consistent: over 50% accurately predicted experimental outcomes, 79% gave an accurate general principle, and about 40% gave consistent responses. We found no advantages for enhanced animations over straightforward animated experiments. The reflective integration instruction led to more substantial long-term changes in student understanding than did spontaneous integration instruction. Furthermore, on a delayed posttest we found that students with cohesive beliefs not only sustained their understanding of displaced volume, but, when exposed to reflective integration instruction, actually continued to construct more predictive views following instruction. In contrast, students with dissociated beliefs made no long-term progress independent of the form of instruction. 相似文献
17.
Julia D. Plummer Christopher Palma Alice Flarend KeriAnn Rubin Yann Shiou Ong Brandon Botzer 《International Journal of Science Education》2013,35(9):1381-1401
This study describes the process of defining a hypothetical learning progression (LP) for astronomy around the big idea of Solar System formation. At the most sophisticated level, students can explain how the formation process led to the current Solar System by considering how the planets formed from the collapse of a rotating cloud of gas and dust. Development of this LP was conducted in 2 phases. First, we interviewed middle school, high school, and college students (N?=?44), asking them to describe properties of the current Solar System and to explain how the Solar System was formed. Second, we interviewed 6th-grade students (N?=?24) before and after a 15-week astronomy curriculum designed around the big idea. Our analysis provides evidence for potential levels of sophistication within the hypothetical LP, while also revealing common alternative conceptions or areas of limited understanding that could form barriers to progress if not addressed by instruction. For example, many students' understanding of Solar System phenomena was limited by either alternative ideas about gravity or limited application of momentum in their explanations. Few students approached a scientific-level explanation, but their responses revealed possible stepping stones that could be built upon with appropriate instruction. 相似文献
18.
Marjukka Barron Mirka Kastinen 《The International Journal of Art & Design Education》1998,17(2):181-190
The Finnish Art Teachers’ Society celebrated its 90th anniversary in 1996 with an exhibition `Picturing a Century’. In connection with this occasion, four students of the University of Art and Design Helsinki (Marjukka Barron, Mirka Kastinen, Iris Kärner-Kupiainen and Elina Heikkilä) organised a course ‘The Body Frontier’ involving 25 upper secondary school pupils from four Helsinki schools. One of the aims of the course was to bring forth the many possibilities art education offers, another was to expand the anniversary exhibition outside the museum walls, reaching people who do not usually go to museums. The course first examined different views of the body and studied historical and philosophical aspects as well as contemporary media images, and secondly the study of one’s own body; e.g. its form and the space it holds. The pupils made paper sculptures using their own body as a mould. The sculptures and a short video about their making were exhibited in the central shopping arcade Forum, adjacent to the museum with the main exhibition. The course instructors approached people in the arcade and discussed feelings and ideas evoked by the work. The process itself and the pupils’ ideas were documented in the museum with the main exhibition. The course was a successful experiment in co-operation between schools and a university, financing itself largely through commercial sponsorship. The exhibition provoked discussion about the dividing line between art education and `art proper’, and the public presentation of pupils’ work. 相似文献
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The study investigated the effects of bilingual teaching on the development of children's literacy skills and attitudes towards language learning. In the bilingual classes 20% of the instruction was given in English. Pupils’ literacy skills in the bilingual classes were significantly better than in the monolingual classes. When observing pupils who started first grade with either a poor or an excellent level of school readiness, there was no significant difference between bilingual and monolingual groups. In addition, the pupils in bilingual classes showed significantly more positive attitudes towards foreign-language learning than the pupils in monolingual classes. 相似文献