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1.
Refik Dilber Ibrahim Karaman Bahattin Duzgun 《Educational Research and Evaluation》2013,19(3):203-222
The aim of this study was to investigate the effectiveness of conceptual change-based instruction and traditionally designed physics instruction on students' understanding of projectile motion concepts. Misconceptions related to projectile motion concepts were determined by related literature on this subject. Accordingly, the Projectile Motion Concepts Test was developed. The data were obtained through 43 students in an experimental group taught with learning activities based on conceptual change instruction and 39 students in a control group who followed traditional classroom instruction. The results showed that conceptual change-based instruction caused significantly better acquisition of conceptual change of projectile motion concepts than the traditional instruction. 相似文献
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The authors discuss the use of motion pictures to provide learning experiences for students in counselor education programs. A review of the counseling literature revealed many references to teaching with films; only 2 articles, however, recommended using film in counselor education. This article includes activities for teaching diagnosis, counseling theories, interventions, and ethics. Positive feedback was received from 182 graduate students who responded to a 5‐item qualitative and quantitative follow‐up questionnaire after they completed such a course. 相似文献
3.
Cynthia R. Hynd J. Yevette McWhorter Virginia L. Phares C. William Suttles 《科学教学研究杂志》1994,31(9):933-946
This study was conducted to determine the effect of three variables on conceptual change in physics. Ninth and 10th-grade students who, despite instruction, still held nonscientific intuitive ideas about the motion of objects participated in viewing a demonstration, engaged in student-to-student discussion, and/or read a refutational text about Newton's laws of motion. Students (N = 310) were randomly assigned within classes to eight groups representing combinations of the three activities and participated in pretesting, instruction, and posttesting. Posttest results revealed that reading the refutational text helped students change their intuitive ideas to scientific ones, while seeing a demonstration affected how students interacted with group and text on some measures. Discussing ideas in a group did not lead to significant learning of scientific notions but, rather, caused students to be less influenced by either the demonstration or the text. 相似文献
4.
This paper argues for an approach to mobile learning that leverages students’ informal digital practices as resources for designing mathematics classrooms activities. We briefly describe two exploratory designs along these lines, one featuring the use of photos taken by students outside class and the other centered on their recording and analyzing videos of motion. We then present a case study analysis of two students working through portions of these activities in class and discuss the potential of the approach as well as challenges associated with its implementation. 相似文献
5.
Surveys of students studying an introductory science course at a distance indicated that they had very favourable attitudes to CD‐ROM multimedia activities that are an integral part of the course teaching package. The research reported here focused on how students actually studied as they worked through the activities. Most students worked on the activities at the place indicated in the course materials and they generally studied them in one session. The majority made notes and were satisfied with their value, though only a small number used on‐screen facilities for making their notes. The instructions for navigating through the sequences left only a small number of students unsure of how to proceed. A small number of students also reported being unable to answer the questions in the activities. The Approaches to Studying Inventory (Richardson, 1990) was included in the survey, and it was found that students who adopt a predominantly ‘meaning orientation’ to studying had significantly more favourable attitudes to the multimedia activities than those who adopt a predominantly ‘reproducing orientation’. The latter students had a significantly higher preference for printed material rather than multimedia activities. The limitations of the surveys are identified and suggestions are made for future evaluation and research into students’ experiences in using multimedia activities, and for setting it in a broader framework of students’ patterns of study and learning 相似文献
6.
Teacher expectancies can have an impact on students' academic achievement. These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. Results indicated teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle-SES than low-SES students. Also, students who participated in extracurricular activities were expected to achieve more academically than either students who were employed after school or who did nothing after school. The latter two groups did not elicit different teacher expectancies. Interactions revealed that (a) lowest expectations were held for low-SES males who did nothing after school and (b) the difference in graduation expectancies between the SES groups was only half as great for students who took part in extracurricular activities than it was for students who had no involvements after school or who had jobs. Copyright 2000 Academic Press. 相似文献
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8.
Marianne Schuepbach 《School Effectiveness & School Improvement》2013,24(2):279-295
In this study, we examined the development of mathematics achievement in children attending extracurricular activities intensively in comparison with the development in a control group of children attending only the obligatory hours of school instruction. In addition, we investigated the question of possible effects of intensity of attendance and quality of extracurricular activities on achievement in students attending extracurricular activities from the end of Grade 1 to the end of Grade 3. This was a longitudinal study of a sample of N = 295 students in the first years of school at 35 primary schools in the German-speaking part of Switzerland. The results show that attendance in extracurricular activities had a positive effect on the development of students’ achievement. Students who attended extracurricular activities intensively in Grade 1, students who attended high-quality extracurricular activities, and especially those who did both, had greater improvement. 相似文献
9.
Herman G. Weller 《科学教学研究杂志》1995,32(3):271-290
This is a report on the investigation of a microcomputer-based system for the diagnosis and remediation of three Aristotelian alternative conceptions of force and motion held by eighth-grade physical science students. Diagnosis and posttesting were done with computer-displayed, graphics-based, multiple-choice questions. The two remediation simulations were designed to present scientific idealizations and to be perceived by the student as anomalous to the three alternative conceptions. Structured interviews were employed at several points during the study to obtain indications of the conceptions of force and motion of students with different achievement rankings, as well as to determine the students' reactions to the computer pretest questions or the simulations. A student's possession of alternative conceptions was unrelated to whether the student was a strong or weak learner of science. Students who were currently studying dynamics in their classes exhibited a very different pattern of nonscientific answers on the computer diagnostic test than did students who had completed that topic. The completed students who were selected for possession of alternative conceptions were facilitated by the computer simulations in altering their naive conceptions to a significant degree. 相似文献
10.
Invention activities challenge students to tackle problems that superficially appear unrelated to the course material but illustrate underlying fundamental concepts that are fundamental to material that will be presented. During our invention activities in a first-year biology class, students were presented with problems that are parallel to those that living cells must solve, in weekly sessions over a 13-wk term. We compared students who participated in the invention activities sessions with students who participated in sessions of structured problem solving and with students who did not participate in either activity. When faced with developing a solution to a challenging and unfamiliar biology problem, invention activity students were much quicker to engage with the problem and routinely provided multiple reasonable hypotheses. In contrast the other students were significantly slower in beginning to work on the problem and routinely produced relatively few ideas. We suggest that the invention activities develop a highly valuable skill that operates at the initial stages of problem solving. 相似文献
11.
The teaching of science through activities that emphasize design and technology has been advocated as a vehicle for accomplishing science for all students. This study was situated in an inner7‐city neighborhood school populated mainly by African American students from life worlds characterized by poverty. The article explores the discourse and practices of students and three coteachers as a curriculum was enacted to provide opportunities for students to learn about the physics of motion through designing, building, and testing a model car. Some students participated in ways that led to their building viable model cars and interacting with one another in ways that suggest design and technological competence. However, there also was evidence of resistance from students who participated sporadically and refused to cooperate with teachers as they endeavored to structure the environment in ways that would lead to a deeper understanding of science. Analysis of in‐class interactions reveals an untapped potential for the emergence of a sciencelike discourse and diverse outcomes. Among the challenges explored in this article is a struggle for respect that permeates the students' lives on the street and bleeds into the classroom environment. Whereas teachers enacted the curriculum as if learning was the chief goal for students, it is apparent that students used the class opportunistically to maintain and earn the respect of peers. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 746–767, 2001 相似文献
12.
为了探讨原有陈述性知识和溯因推理能力在学生科学假设形成中的作用,用单摆作为研究工具对49名小学六年级的学生进行测试。结果发现,学生不能利用已有陈述性知识提出相应的科学假设。即使用探究方式对学生进行单摆运动原理的教学,学生具备摆长影响单摆运动周期的陈述性知识,部分学生仍不能提出摆长影响单摆运动速度的科学假设。研究表明,科学假设的形成是陈述性知识和溯因推理能力共同作用的结果。为培养学生的科学假设能力,教师应循序渐进地训练学生的溯因推理技能。 相似文献
13.
The Science of a Sundae: Using the Principle of Colligative Properties in Food Science Outreach Activities for Middle and High School Students 
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下载免费PDF全文 Carmen L. Wickware Charles T.C. Day Michael Adams Alicia Orta‐Ramirez Abigail B. Snyder 《Journal of Food Science Education》2017,16(3):92-98
The opportunities for outreach activities for professionals and academics in food science are extensive, as too are the range of participants’ experience levels and platforms for delivery. Here, we present a set of activities that are readily adaptable for a range of students (ages 10 to 18) in multiple platforms (demonstration table and hands‐on workshop). Our activity, collectively called “The Science of a Sundae,” has three units, one for each of the three parts of a sundae: the caramel sauce, the cherry, and the ice cream. In each unit we use these familiar food items to illustrate how colligative properties (or, simply, “solutions” for younger students) impact the chemical, microbiological, and sensorial properties of food. We have used these activities to present to over 1000 students and their parents/chaperones. Grade levels of student participants have ranged from 5th grade through high school, and these activities have been presented in the form of a demonstration table at science events as well as a set of three 45‐minute workshops in a classroom setting. Educational impact of these activities was evaluated with 7th grade students (n = 77) who participated in the 3‐phase workshop. On average, students who took the posttest (after participation in the workshop) scored 36% higher than students who took the pretest (prior to participation in the workshop). These results and instructor observations suggest the merit of this lesson and its adaptability among ages and platforms. 相似文献
14.
《Teaching and Teacher Education》2000,16(4):491-509
The world's predominant growth populations are largely students of color who have historically struggled for high-quality educational opportunities. Within this context, educational reformers around the globe are challenging teacher preparation programs to prepare teachers to work effectively with students from diverse backgrounds. This article reports on a cross-national study that investigates a program designed to facilitate the development of teachers who are committed to teaching culturally and linguistically diverse students. It presents an analysis of US and South African teachers’ developing discourses that revealed differences in the development of commitment among teachers who engaged in talk-related activities in a teacher education program versus those teachers who engaged in talk-related activities in addition to theory–enacting activities within diverse classrooms. Through the analysis, I explore how teachers’ developing commitment can be facilitated by carefully designed classroom activities and show how those developing commitments are revealed in the teachers’ discourse practices. My intent in presenting this investigation is to help us better understand how applications of activity theory can assist us in addressing the global challenges that face teacher education programs. 相似文献
15.
Interactive digital video provides students with control of computer visualization techniques and allows them to collect, analyze, and model two-dimensional motion data. Activities that use these techniques were developed for students to investigate the concept of frames of reference in various real-life situations. This investigation examines the effect on student learning and attitudes of using these materials in an introductory college physics course. The study measured students' computer attitudes and found improvement in students' feelings of comfort in using computers after completion of the activities. We found students' prior computer experience did not influence their perceptions of the activities. The majority of participants perceived discussion and the computer visualization techniques as being very effective in helping them learn, Students' understanding of the physics concepts were assessed and the participants' scores were compared with nonparticipants' scores. Although analysis of variance statistical procedures revealed no significant differences between the two groups, the results of this study indicate that sophisticated instructional video software can be perceived as easy to use and effective by students who are novices and experts in using computers. Thus, interactive digital video tools and activities have the potential to provide physics teachers with the latest technology to bring the active process of learning physics to their classroom. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 467–489, 1997. 相似文献
16.
Michael Kozhevnikov Johannes Gurlitt Maria Kozhevnikov 《Journal of Science Education and Technology》2013,22(6):952-962
The focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop virtual environment (DVE) conditions. Our results show that after the simulation activities, both IVE and DVE groups exhibited a significant shift toward a scientific understanding in their conceptual models and epistemological beliefs about the nature of relative motion, and also a significant improvement on relative motion problem-solving tests. In addition, we analyzed students’ performance on one-dimensional and two-dimensional questions in the relative motion problem-solving test separately and found that after training in the simulation, the IVE group performed significantly better than the DVE group on solving two-dimensional relative motion problems. We suggest that egocentric encoding of the scene in IVE (where the learner constitutes a part of a scene they are immersed in), as compared to allocentric encoding on a computer screen in DVE (where the learner is looking at the scene from “outside”), is more beneficial than DVE for studying more complex (two-dimensional) relative motion problems. Overall, our findings suggest that such aspects of virtual realities as immersivity, first-hand experience, and the possibility of changing different frames of reference can facilitate understanding abstract scientific phenomena and help in displacing intuitive misconceptions with more accurate mental models. 相似文献
17.
目前,各级政府和各高校正大力推进的产学研合作平台,在此基础上各高校提升大学生课外学术科技创新活动层次必须充分利用和发挥产学研结合这一平台,获取大学生课外学术科技创新活动的新动力,进一步提升大学生学术科技创新活动水平,充分加强开展各项活动的保障力度,从而建立更加科学、更具有可持续发展性的大学生课外学术科技创新活动体系。 相似文献
18.
安徽高职生创业状况调查分析 总被引：1，自引：0，他引：1
2012年对安徽省9所高职院校调查表明,高职生对创业有一个较理性的认识;不排斥创业的占98%,机会型创业意愿占70.6%,生存型创业意愿为27.5%,均高于本科生;普遍缺乏创业知识和技能;实际创业的只占2%。政府要提高创业教育质量、提供全面创业服务,改善企业发展环境,使更多的高职生投身于创业活动,以推动我国创业型经济的发展。 相似文献
19.
Carlos Andrés Rosero-Zambrano Alba Avila Luz Adriana Osorio Sandra Aguirre 《Journal of Science Education and Technology》2018,27(2):177-187
The coupling of the traditional classroom instruction and a virtual learning environment (VLE) in an engineering course is critical to stimulating the learning process and to encouraging students to develop competencies outside of the classroom. This can be achieved through planned activities and the use of information and communication technologies (ICTs), resources designed to complement students’ autonomous learning needs. A quantitative analysis of students’ academic performance using final course grades was performed for a fundamentals of electronics course and we examine students’ perception of their autonomy using surveys. The students’ progress and attitudes were monitored over four consecutive semesters. The first began with the design of the intervention and the following three consisted in the implementation. The strategy was focused on the development of course competencies through autonomous learning with ICT tools presented in the VLE. Findings indicate that the students who did the activities in the VLE showed an increase in performance scores in comparison with students who did not do them. The strategy used in this study, which enhanced perceived autonomy, was associated with a positive effect on their learning process. This research shows that a technology-enhanced course supported by ICT activities can both improve academic performance and foster autonomy in students. 相似文献
20.
Elizabeth A. Davis 《International Journal of Science Education》2013,35(8):819-837
Encouraging students to be autonomous is an important goal of the scaffolded knowledge integration framework. Knowledge integration requires students to expand their repertoire of ideas but unless those ideas are reflected upon, they cannot be linked to and reconciled with current ideas. Students are capable of doing this kind of reflection but, many need scaffolding. Scaffolding here in the form of reflection prompts can help students be autonomous integrators of their knowledge. This research investigated learning and design questions. It determined whether reflection prompts promote knowledge integration for students working on science projects and investigated the effects of students' different dispositions on their reflection. It explored which characteristics of prompts best support students in knowledge integration. The learning results indicate that prompting students to reflect significantly increases knowledge integration in science projects. Yet similar prompts elicit qualitatively diverse responses from students. Students who focus on their ideas perform significantly better on the end product than do other students who focus on their actions or activities. Furthermore, students who indicate that they understand everything perform significantly worse on the final project than do other students. The design results show that self-monitoring prompts, which encourage planning for and reflection on activities, help students to demonstrate an integrated understanding of the relevant science; while activity prompts, which guide the inquiry process, are less successful in prompting knowledge integration. 相似文献