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1.
Traditionally education has to contend with the problem that knowledge acquisition does not guarantee the successful application of that same knowledge. Yet, according to Whitehead, the ultimate goal of education should be to teach students to learn to apply knowledge. Furthermore, one is confronted with the problem that discipline-specific knowledge and skills are insufficient to respond adequately in a situation with discipline-transcending, new and unknown problems. Next to disciplinespecific knowledge and skills, more general knowledge and skills are needed in the area of e.g., communication, problem-solving, use of information, analysis, decision-making. General knowledge and skills, however, offer no guarantee whatsoever that somebody also has sufficient discipline-specific expertise at his disposal.These are the problems that Nijenrode University wants to solve with a new curriculum for management education. In the curriculum developed by Nijenrode, students learn to apply heuristics in the area of general skills and meta-skills (reflecting and learning-to-learn) in interaction with a varying discipline-specific learning content. In this context, discipline-specific knowledge and skills on the one hand, and general skills and meta-skills on the other hand are, in relation to each other, both the objective as well as the means. The student learns the one thing with the help of the other and vice versa, by means of a continuing process of contextualization and decontextualization. The curriculum is a response to the challenge confronting management education to prepare students for future management positions in a world which is characterized by continuous change. The response may be interesting for other types of vocational and professional education as well.  相似文献   

2.
Clinically integrated curricula in health science education has been shown to promote the development of problem-solving schema and positively impact knowledge acquisition. Despite its’ purported benefits, this type of curricula can impose a high cognitive load, which may negatively impact novice learners’ knowledge acquisition and problem-solving schema development. Introducing explicit clinical reasoning instruction within pre-professional undergraduate basic science courses may limit factors that increase cognitive load, enhance knowledge acquisition, and foster developing clinical problem-solving skills. This study, conducted over the Fall and Spring semesters of the 2018–2019 school year, sought to evaluate whether the implementation of a clinical reasoning instructional intervention within a clinically integrated pre-professional undergraduate general human anatomy course influenced students’ acquisition of anatomical knowledge and development of clinical problem-solving skills. Results of the study were mixed regarding the acquisition of anatomical knowledge. Both the intervention and comparison groups performed similarly on multiple choice examinations of anatomical knowledge. However, the clinical reasoning intervention positively impacted students’ ability to apply clinical reasoning skills to anatomically based clinical case studies. Results from M\mixed between-within subjects analysis of variance comparing scores on Written Clinical Reasoning Assessments revealed a significant interaction between time and group affiliation, with the groups receiving the interventions outperforming the comparison groups: Fall, P < 0.001; Spring, P < 0.001. The results of this study may imply that explicit clinical reasoning instruction within a clinically integrated undergraduate Human Anatomy course could hold potential for fostering students’ early clinical reasoning skills.  相似文献   

3.
The purpose of this study was to examine the effectiveness of traditional versus guided inquiry (with problem-solving process and cognitive function training) on high school chemistry knowledge, science process skills, scientific attitudes, and problem-solving competency. Two classes of students were recruited from three classes of Grade 11 students at one school in North-eastern Thailand. Using a split-plot design, students were assigned to an experimental (N = 34) and a control group (N = 31), and were administered (a) learning achievement tests (chemistry knowledge, science process skills, and scientific attitude), (b) a problem-solving competency test, and c) tests of cognitive functioning. The findings showed that students’ learning achievement and problem-solving competency in the guided inquiry group were significantly higher than in the traditional group. The effect of the new teaching method does not seem to stem solely from improvement in cognitive functioning. We attributed the improvement to greater flexibility in the amount of information provided by the teachers, more effortful processing by the students, and greater collaboration amongst the students.  相似文献   

4.
Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are beneficial for developing deep understanding and well-grounded conclusions. We developed a 50-min training intervention to foster argumentation skills in the domain of ecology on topics related to sustainable development and analyzed its effects in a control-group design: (a) training intervention to foster argumentation skills (n = 41), (b) no such training intervention (n = 42). Results showed that this short-term training intervention successfully fostered three components of argumentation skills (i.e., evaluative knowledge, generative knowledge, and argument quality) and declarative knowledge about argumentation. The positive effect on declarative knowledge was stable 1 week after the training and it was mediated by learning processes during the training intervention: self-explaining the principles of argumentation underlying the video-based examples mediated the effect on declarative knowledge 1 week after the training. In short, the training intervention is an effective instructional method to enhance argumentation skills as well as declarative knowledge about argumentation.  相似文献   

5.
While the purposes of design and science are often different, they share some key practices and processes. Design-based science learning, which combines the processes of engineering design with scientific inquiry, is one attempt to engage students in scientific reasoning via solving practical problems. Although research suggests that engaging students in design-based science learning can be effective for learning both science process and content, more research is needed to understand how to overcome what Vattam and Kolodner (Pragmatics and Cognition 16:406–437, 2008) called “the design–science gap.” This study, therefore, takes a first step at systematically delving into this issue of bridging the design–science gap by examining the problem-solving strategies that students are using when they solve a prototypical design task. Videotaped performance assessments of high and low performing teams were analyzed in depth. Results suggest that students use both science reasoning strategies (e.g., control of variables) and design–focused strategies (e.g., adaptive growth). However, the strategies commonly associated with success in science (e.g., control of variables) did not necessarily lead to success in design. In addition, while both science reasoning strategies and design–focused strategies led to content learning, the content learned was different.  相似文献   

6.
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research.  相似文献   

7.
While many researchers in science education have argued that students’ epistemological understanding of models and of modelling processes would influence their cognitive processing on a modelling task, there has been little direct evidence for such an effect. Therefore, this study aimed to investigate the relation between students’ epistemological understanding of models and modelling and their cognitive processing (i.e., deep versus surface processing) on a modelling task. Twenty‐six students, working in dyads, were observed while working on a computer‐based modelling task in the domain of physics. Students’ epistemological understanding was assessed on four dimensions (i.e., nature of models, purposes of models, process of modelling, and evaluation of models). Students’ cognitive processes were assessed based on their verbal protocols, using a coding scheme to classify their types of reasoning. The outcomes confirmed the expected positive correlation between students’ level of epistemological understanding and their deep processing (r = 0.40, p = .04), and the negative correlation between level of epistemological understanding and surface processing (r = ?0.51, p = .008). From these results, we emphasise the necessity of considering epistemological understanding in research as well as in educational practice.  相似文献   

8.
Physics is often seen as an excellent introduction to science because it allows students to learn not only the laws governing the world around them, but also, through the problems students solve, a way of thinking which is conducive to solving problems outside of physics and even outside of science. In this article, we contest this latter idea and argue that in physics classes, students do not learn widely applicable problem-solving skills because physics education almost exclusively requires students to solve well-defined problems rather than the less-defined problems which better model problem solving outside of a formal class. Using personal, constructed, and the historical accounts of Schrödinger’s development of the wave equation and Feynman’s development of path integrals, we argue that what is missing in problem-solving education is practice in identifying gaps in knowledge and in framing these knowledge gaps as questions of the kind answerable using techniques students have learned. We discuss why these elements are typically not taught as part of the problem-solving curriculum and end with suggestions on how to incorporate these missing elements into physics classes.  相似文献   

9.
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   

10.
ABSTRACT

In science education, context-based learning is mostly based on problem-oriented tasks [Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957–976]. Therefore, a relevant question is, how do students integrate the information given in the task into their problem-solving process? The basic assumption is that there is a transition from the situation described in the task to a science model needed to solve the problem [Mestre, J. (2002). Probing adults’ conceptual understanding and transfer of learning via problem posing. Journal of Applied Developmental Psychology, 23(1), 9–50]. The transition needs to be described by parameters of the situation, the science model and the transition process itself. This investigation focuses on the influence of these three elements on the problem-solving process to understand variations in performance [Bennett, J., Lubben, F., & Hogarth, S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347–370]) and the interaction with interest. Despite the large body of research on the mutual influence of context-based problem-solving and interest, research attempting to examine their interplay regarding performance is still lacking. We conducted a hierarchical regression analysis with 178 participants from German high-track schools to investigate three parameters with regard to their influence on affective variables and successful problem-solving: contextualisation of the situation described in the task; the complexity of the scientific model underlying the task; and transparency, which assesses whether and how the learner can identify this model [Löffler, P., & Kauertz, A. (2015). Modellanwendung in kontextualisierten Problemlöseaufgaben [Applying models in contextualised problem solving tasks]. In S. Bernholt (Ed.), Heterogenität und Diversität - Vielfalt der Voraussetzungen im naturwissenschaftlichen Unterricht (Vol. 35, pp. 648–650). Kiel: IPN; Durik, A., & Harackiewicz, J. (2007). Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest. Journal of Educational Psychology, 99(3), 597–610)]. Our findings suggest that these parameters have different effects on how interest is triggered and maintained. Aspects of transparency exhibit small effects on successful problem-solving processes. The results support the assumption that the transition process is the main aspect of context-based problem-solving and can therefore be operationalised as the use of elements of the scientific model in students’ statements. Surprisingly, the usage of such elements cannot be sufficiently explained by pre-knowledge or cognitive abilities.  相似文献   

11.
Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image-based AR and location-based AR. These approaches may result in different affordances for science learning. It is then found that students’ spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.  相似文献   

12.
The introduction of problem-based learning into K-12 science classrooms faces the challenge of achieving the dual goal of learning science content and developing problem-solving skills. To overcome this content-process tension in science classrooms, we employed the knowledge-creation approach as a boundary object between the two seemingly contradicting activities: learning of science content and developing problem-solving skills. As part of a design research, we studied a group of Grade 9 students who were solving a problem related to the Law of Conservation of Energy. Through the lens of the activity theory, we found that students’ understanding of the intended science knowledge deepened as they made sense of the disciplinary-content knowledge in the context of the problem and concurrently, the students successfully developed solutions for the problem. This study shows that developing problem-solving competencies and content learning need not be disparate activities. On the contrary, we can harness the interdependency of these two activities to achieve dual goals in learning.  相似文献   

13.
Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the field of scientific inquiry constitutes a focal point of interest for science education. Against this background, the purpose of this study was to investigate to which extent multiple student characteristics contribute to skills of scientific inquiry. Based on a theoretical framework describing nine epistemological acts, we constructed and administered a multiple-choice test that assesses these skills in lower and upper secondary school level (n?=?780). The test items contained problem-solving situations that occur during chemical investigations in school and had to be solved by choosing an appropriate inquiry procedure. We collected further data on 12 cognitive, motivational, and sociodemographic variables such as conceptual knowledge, enjoyment of chemistry, or language spoken at home. Plausible values were drawn to quantify students’ inquiry skills. The results show that students’ characteristics predict their inquiry skills to a large extent (55%), whereas 9 out of 12 variables contribute significantly on a multivariate level. The influence of sociodemographic traits such as gender or the social background becomes non-significant after controlling for cognitive and motivational variables. Furthermore, the performance advance of students from upper secondary school level can be explained by controlling for cognitive covariates. We discuss our findings with regard to curricular aspects and raise the question whether the inquiry skills can be considered as an autonomous trait in science education research.  相似文献   

14.
Current discussions in higher education and alumni training acknowledge the challenges training programs face in responding to the authentic needs of the labor market. In addition to academic knowledge, higher education institutions are expected to provide general twenty-first-century skills, such as problem-solving, critical thinking, collaboration, and interpersonal skills. To meet these challenges, many institutions utilize collaborative pedagogies such as learning in teams. However, teamwork in higher education tends to focus primarily on the task aspects of performance at the expense of the team aspects, and for educators, there may be no feasible way to assess whether the students are learning to work successfully as teams. This paper explores how new student teams (n?=?3) that simulate real business teams by taking a challenging entrepreneur assessment, developed over three semesters for general skills (i.e., communication), and whether the improvement in their communication also indicated the teams’ improved performance (i.e., financial success). As an analytical tool, the study relies on initial parameters on teams’ microdynamics of communication [Losada, M. (1999). The complex dynamics of high performance teams. Mathematical and Computer Modelling, 30, 179–192] normalized with fuzzy logic. In accordance with the current understanding of team development, the results did not show any linear improvement, but the quality of communication in the teams improved episodically. Further, the results provide evidence of the possible relationship between the improved quality of communication and the teams’ collective financial success. However, in future work, due to the lack of sensitivity of the parameters in this context together with the recent criticisms of the mathematical basis of the patterns of team dynamics based on Losada's parameters, they will be reexamined with a Monte Carlo sensitivity analysis.  相似文献   

15.
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   

16.
Changing perspectives on mathematics teaching and learning resulted in a new generation of mathematics textbooks, stressing among others the importance of mathematical reasoning and problem-solving skills and their application to real-life situations. The article reports a study that investigates to what extent the reform-based ideas underlying these mathematical textbooks impact the current teaching of mathematics. Two problem-solving lessons were videotaped in 10 sixth-grade classrooms and a coding scheme was developed to analyze these lessons with regard to three aspects of the classroom culture that are assumed to enhance students’ mathematical beliefs and problem-solving competencies: (1) the classroom norms that are established, (2) the instructional techniques and classroom organization forms, and (3) the set of tasks students are confronted with. Two instruments were administered to measure students’ beliefs about learning mathematical word problem solving, and to assess their problem-solving processes and skills. The results indicate that some reform-based aspects seemed to be easier to implement (e.g., a strong focus on heuristic skills, embedding tasks in a realistic context) than others (e.g., the use of group work, an explicit negotiation of appropriate social norms).  相似文献   

17.
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18.
There is, broadly speaking, an agreement within the international science education community that comprehension of the nature of science (NOS) should be a key element in the scientific literacy of citizens. During the last few decades, several didactic approaches have emerged concerning what and how to teach NOS. Also, one of the basic objectives of science education is for students to become familiar with the skills typical of scientific practice; however, there is little reference to their need to also acquire meta-knowledge about scientific practice (i.e., an understanding of the nature of scientific practice). Among other reasons, this may be due to NOS being essentially identified in most of the predominant proposals with the nature of scientific knowledge. But why not plan the teaching of science to be in tune with real scientific practice for students to learn about the nature of scientific practice at the same time as they are learning science? The answer to this question has given rise to a proposal grounded in ten essential pedagogical principles for the teaching and learning of science in secondary school. These are the principle of formulating questions, the principle of creativity and imagination, the principle of experimentation, the principle of procedural diversity, the principle of errors as opportunity, the principle of modeling, the principle of cooperation and teamwork, the principle of argumentation and discussion, the principle of communication, and the principle of evaluation. The purpose of this article is to present the justification and fundaments of these principles.  相似文献   

19.
Problem-Based Learning (PBL), an instructional approach originated in medical education, has gained increasing attention in K-12 science education because of its emphasis on self-directed learning and real-world problem-solving. Yet few studies have examined how PBL can be adapted for kindergarten. In this study, we examined how a veteran kindergarten teacher, who was experienced with PBL in her own learning, adapted PBL to teach students earth materials, a topic emphasized in the new state curriculum standards but students had difficulty understanding. The pre-post tests showed that students improved their content understanding. Analysis of the classroom discourse showed that PBL and the teacher’s facilitation strategies provided opportunities for students to develop their questioning skills. In conclusion, we discuss the implications of this study for using PBL in kindergarten classrooms.  相似文献   

20.
A practical test instrument was developed to assess students' attainment of skills associated with problem analysis and planning experiments, collecting information, organising and interpreting information, and concluding. Students verbalised their thoughts as they worked on the task and their performance was videotaped for analysis. Data collected from Year 7, 10 and 12 science students illustrate the development of investigation skills and reveal important areas of student weakness. Specialisations: Science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment of laboratory work. Specialisations: Chemistry education, concept development and conceptual change, role of laboratory work.  相似文献   

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