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1.
Gülüzar Eymur Ömer Geban 《International Journal of Science and Mathematics Education》2017,15(5):853-871
The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students’ understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high school participated in the study. The classes were randomly assigned as the experimental and control group. The control group (N?=?35) was taught by traditional instruction while the experimental group (N?=?37) was taught cooperative learning based on conceptual change approach instruction. Chemical Bonding Concept Test (CBCT) was used as pre- and post-test to define students’ understanding of chemical bonding concepts. After treatment, students’ interviews were conducted to observe more information about their responses. Moreover, students from experimental groups were interviewed to obtain information about students’ perceptions on cooperative work experiences. The results from ANCOVA showed that cooperative learning based on conceptual change approach instruction led to better acquisition of scientific conceptions related to chemical bonding concepts than traditional instruction. Interview results demonstrated that the students in the experimental group had better understanding and fewer misconceptions in chemical bonding concepts than those in the control group. Moreover, interviews about treatment indicated that this treatment helped students’ learning and increased their learning motivation and their social skills. 相似文献
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J. M. Lansdell 《Educational studies》1999,25(3):327-333
This paper explores the nature of the language used when teaching mathematics to young children. It proposes that an important part of the teaching of a mathematical concept is the introduction of specific terminology. Children may need to be taught new meanings for already familiar words. The timing of these introductions to new words or meanings is critical to their understanding of the concepts being taught. It will be argued that there are two aspects of the children's learning that need to be considered. First, their understanding of the concept being introduced, and secondly, their learning the appropriate word to describe that concept. By assessing children's understanding of new mathematical concepts through their own use of the terminology, the teacher can then negotiate new meanings with them through practical experiences, introducing new word meanings only when the concepts have been understood. 相似文献
4.
Bob Ives 《Learning disabilities research & practice》2007,22(2):110-118
Students who have particular difficulty in mathematics are a growing concern for educators. Graphic organizers have been shown to improve reading comprehension and may be applied to upper level secondary mathematics content. In two systematic replications, one randomly assigned group was taught to solve systems of linear equations through direct instruction and strategy instruction. The other group was taught with the same methods with the addition of a graphic organizer. Students who received instruction with the graphic organizers outperformed those who received instruction without the organizers. They also better understood the related concepts as measured by immediate posttests in both replications. The difference in understanding concepts was maintained on a 2–3 week posttest. 相似文献
5.
Anita Grover Tai Ning Lam C. Anthony Hunt 《Journal of Science Education and Technology》2008,17(4):366-372
We present a simulation tool to aid the study of basic pharmacology principles. By taking advantage of the properties of agent-based
modeling, the tool facilitates taking a mechanistic approach to learning basic concepts, in contrast to the traditional empirical
methods. Pharmacodynamics is a particular aspect of pharmacology that can benefit from use of such a tool: students are often
taught a list of concepts and a separate list of parameters for mathematical equations. The link between the two can be elusive.
While wet-lab experimentation is the proven approach to developing this link, in silico simulation can provide a means of
acquiring important insight and understanding within a time frame and at a cost that cannot be achieved otherwise. We suggest
that simulations and their representation of laboratory experiments in the classroom can become a key component in student
achievement by helping to develop a student’s positive attitude towards science and his or her creativity in scientific inquiry.
We present results of two simulation experiments that validate against data taken from current literature. We follow with
a classroom example demonstrating how this tool can be seamlessly integrated within the traditional pharmacology learning
experience. 相似文献
6.
Steven J. Osterlind 《Educational Measurement》1988,7(3):23-30
This monograph describes how criterion-referenced tests (CRTs) can be used in program and curriculum evaluations for developing information to form judgments about educational programs and curricula. The material is organized as follows: a brief introduction to the monograph, its purpose and goals, a discussion of the relationship between evaluation and CRTs, pertinent information about program and curriculum evaluation, relevant facts about CRTs, and a summation. A principal goal of the essay is to describe concepts and procedures in terms that are instructionally illuminating. The reader is guided to identify and examine particular points at which decisions must be made about how, when, and why CRTs may aid the evaluation process. These steps are each identified as "An Instructional Step" and presented in separate boxes with pertinent guiding questions. Conciseness is a further aim of this monograph, one consequence of which is that several important concepts are only cursorily described or alluded to. Annotated references are included. Accompanying this instructional monograph is a "Student's Self-Test." An "Instructor's Guide" with expanded references and materials for photocopying or preparing transparencies is available by mail order (see "Teaching Aids" ordering information). 相似文献
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Susan A. Killian Dennis E. Beck Corliss A. O'Bryan Nathan Jarvis Edgar C. Clausen Philip G. Crandall 《Journal of Food Science Education》2014,13(3):47-56
Communicating complex scientific and technical information presents a challenge for food science educators. The most efficient learning occurs when all senses are engaged, one reason that many educators believe that scientific principles are best taught with hands‐on laboratory experiences. Today there are many challenges to the continuation of these “wet labs” including the cost of building the labs as well as equipment, materials, and personnel to run them. Many current e‐learning technologies are based on 2‐dimensional delivery systems, and are often inadequate to provide a substitute for a laboratory exercise. However, recent advances in technology have evolved to more closely reflect the kinds of learning experiences that students typically have in a laboratory class. This review describes the role of these emerging technologies as teaching tools for educators, with the clear understanding that similar concepts can be utilized by management of technical teams in the work place. 相似文献
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Ismo Koponen Maija Nousiainen 《International Journal of Science and Mathematics Education》2013,11(2):325-357
Good conceptual understanding of physics is based on understanding what the key concepts are and how they are related. This kind of understanding is especially important for physics teachers in planning how and in what order to introduce concepts in teaching; connections which tie concepts to each other give direction of progress—there is “flux of information” so that what was learned before provides the basis for learning new ideas. In this study, we discuss how such ordering of concepts can be made visible by using concept maps and how they can be used in analysing the students’ views and ideas about the inherent logic of the teaching plans. The approach discussed here is informed by the recent cognitively oriented ideas of knowledge organisation concentrating on simple knowledge organisation patterns and how they form the basis of more complex concept networks. The analysis of such concept networks is then very naturally based on the use of network theory on analysing the concept maps. The results show that even in well-connected maps, there can be abrupt changes in the information flux in the way knowledge is passed from the initial levels to the final levels. This suggests that handling the information content is very demanding and perhaps a very difficult skill for a pre-service teacher to master. 相似文献
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学校知识的性质与基础教育改革的方向 总被引：13，自引：0，他引：13
基础教育学校教学什么知识?如何教学知识?如何实现学生的全面发展?对这些问题的回答,体现着基础教育改革的思路,影响着基础教育改革的方向。我国“新课程理念”受后现代主义等“当代西方新理论”的影响,在学校知识的性质、学校知识教学的方式以及实现学生全面发展的途径等问题上存在诸多模糊认识,体现了其在基础教育改革思路上有原则性失误。以马克思主义教育原理为指导,超越后现代主义等“当代西方新理论”的知识观和教学观,坚持“教学以传授书本知识为主”和“教育同生产劳动相结合”的原则,才能保证我国基础教育改革的正确方向。 相似文献
10.
Kazutoshi Aso 《Community College Journal of Research & Practice》2013,37(5-6):355-360
In general, students in school learn mathematical concepts by words. Some mathematical concepts, however, are difficult to understand by words. This is especially true of some of the more complicated concepts in mathematics taught in higher education. For students who are studying to become engineers, it is very important to understand mathematics intuitively. Ways must be found for them to learn mathematics that will promote intuitive understanding. We often find that a figure helps us understand mathematical concepts and provides important clues for solving problems. A figure may serve as a concrete expression of an abstract mathematical concept; it is a visual image of the mathematical concept. A visual image is a figure with no words but its title. The aim of this article is to introduce some visual images that are effective in mathematical education. 相似文献
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In the laboratory, students can actively explore concepts and experience the nature of scientific research. We have devised a 5-wk laboratory project in our introductory college biology course whose aim was to improve understanding in five major concepts that are central to basic cellular, molecular biology, and genetics while teaching molecular biology techniques. The project was focused on the production of adenine in Saccharomyces cerevisiae and investigated the nature of mutant red colonies of this yeast. Students created red mutants from a wild-type strain, amplified the two genes capable of giving rise to the red phenotype, and then analyzed the nucleotide sequences. A quiz assessing student understanding in the five areas was given at the start and the end of the course. Analysis of the quiz showed significant improvement in each of the areas. These areas were taught in the laboratory and the classroom; therefore, students were surveyed to determine whether the laboratory played a role in their improved understanding of the five areas. Student survey data demonstrated that the laboratory did have an important role in their learning of the concepts. This project simulated steps in a research project and could be adapted for an advanced course in genetics. 相似文献
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Starting from a theoretical model of concept development, three diagnostic techniques for investigating a pupil's understanding of selected concepts in science are described. The first, and most basic technique involves the selection of specific ‘instances’ of each named concept from a 5 × 5 grid of numbered boxes. The second involves the gradual ‘homing‐in’ on the selected concept from a number of ‘clues’, presented one at a time. To start with, the ‘clues’ are not specific to one particular concept, but, as more ‘clues’ are provided, the selected concepts can be uniquely determined. The third, and most comprehensive technique involves the application of concepts to ‘problem solving’. Given a standard problem, the pupil selects, from a 3 × 4 grid of concept statements, those which are relevant to the given problem. The chosen statements are then arranged by the pupil in the order required to solve the given problem. 相似文献
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数学概念是数学基础知识的基石,正确而深刻地理解数学概念,是掌握数学基础知识和形成基本技能的前提。数学概念教学,要力求概念引入的背景设计自然,概念形成过程的情境设计自然,并应通过类比、归纳、实验、探究等方法概括、抽象、构建新概念,实现概念的形成过程水到渠成。 相似文献
14.
Errors in science learning (errors in expression of organized, purposeful thought within the domain of science) provide a window through which glimpses of mental functioning can be obtained. Errors are valuable and normal occurrences in the process of learning science. A student can use his/her errors to develop a deeper understanding of a concept as long as the error can be recognized and appropriate, informative feedback can be obtained. A safe, non-threatening, and nonpunitive environment which encourages dialogue helps students to express their conceptions and to risk making errors. Pedagogical methods that systematically address common student errors produce significant gains in student learning. Just as the nature-nurture interaction is integral to the development of living things, so the individual-environment interaction is basic to thought processes. At a minimum, four systems interact: (1) the individual problem solver (who has a worldview, relatively stable cognitive characteristics, relatively malleable mental states and conditions, and aims or intentions), (2) task to be performed (including relative importance and nature of the task), (3) knowledge domain in which task is contained, and (4) the environment (including orienting conditions and the social and physical context). Several basic assumptions underlie research on errors and alternative conceptions. Among these are: Knowledge and thought involve active, constructive processes; there are many ways to acquire, organize, store, retrieve, and think about a given concept or event; and understanding is achieved by successive approximations. Application of these ideas will require a fundamental change in how science is taught. 相似文献
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Ulric J. Gelinas Jr D. V. Rama Terrance M. Skelton 《Technical Communication Quarterly》1997,6(4):381-401
A project in writing-across-the curriculum was launched within a nationally ranked baccalaureate degree program in accountancy at a Boston area college. The project team, which comprised faculty from accountancy and technical communication, attempted to integrate technical communication skills, principally writing, into an accounting information systems course. To improve student writing in this way, the team had to determine what kinds of writing activities would successfully introduce accounting students to the discourse of their profession, and had to select, from all the communication skills that might be taught, only those that should be taught to complement the specialized content of the accounting information systems course. The team's collaborative process produced three critical planning decisions that greatly simplified the integration: 1) establishing Joseph Juran's TQM notion of fitness-for-use for evaluating the quality of student communications; 2) selecting only those forms of communication used in the profession's discourse community in assignments; and 3) teaching only those communication skills that support and enrich the principal technical skills taught in the accounting course. This strategy demonstrates that communication skills can be integrated within a technical course so as to enhance the students' understanding of technical content while improving the students' proficiency in written communication. 相似文献
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Gina N. Cervetti Jacqueline Barber Rena Dorph P. David Pearson Pete G. Goldschmidt 《科学教学研究杂志》2012,49(5):631-658
This study investigates the efficacy of an integrated science and literacy approach at the upper‐elementary level. Teachers in 94 fourth grade classrooms in one Southern state participated. Half of the teachers taught the treatment unit, an integrated science–literacy unit on light and energy designed using a curriculum model that engages students in reading text, writing notes and reports, conducting firsthand investigations, and frequent discussion of key concepts and processes to acquire inquiry skills and knowledge about science concepts, while the other half of the teachers taught a content‐comparable science‐only unit on light and energy (using materials provided by their districts) and provided their regular literacy instruction. Students in the treatment group made significantly greater gains on measures of science understanding, science vocabulary, and science writing. Students in both groups made comparable gains in science reading comprehension. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 631–658, 2012 相似文献
18.
This study conducted at a suburban community college tested a method of conceptual change in which treatment students worked in small cooperative groups on tasks aimed at eliciting their misconceptions so that they could then be discussed in contrast to the scientific conceptions that had been taught in direct instruction. Categorizations of student understanding of the target concepts of the laws of conservation of matter and energy and aspects of the particulate nature of gases, liquids, and solids were ascertained by pre- and posttesting. Audiotapes of student verbal interaction in the small groups provided quantitative and qualitative data concerning student engagement in behaviors suggestive of the conditions posited to be part of the conceptual change process (Posner, Strike, Hewson & Gertzog, 1982). Chi-square analysis of posttests indicated that students in treatment groups had significantly lower (p < 0.05) proportion of misconceptions than control students on four of the five target concepts. Students who exhibited no change in concept state had a higher frequency of verbal behaviors suggestive of “impeding” conceptual change when compared to students who did change. Three factors emerged from qualitative analysis of group interaction that appeared to influence learning: (a) many students had flawed understanding of concepts that supported the target concepts; (b) student views towards learning science affected their engagement in assigned tasks, (c) “good” and “poor” group leaders had a strong influence on group success. 相似文献
19.
Abstract We argue that it would be possible and useful for teachers of Politics to establish structured investigations into the nature of learning. We suggest a way in which such investigations can be undertaken. These investigations are important as they would lead to a greater understanding of how students learn and suggest ways in which teaching can be improved. We discuss how such investigations can be conducted by making particular reference to procedural understanding of Politics in higher education. Procedural (or second order) concepts (such as evidence, interpretation) are distinct from substantive concepts which relate more narrowly to the study of particular issues (such as government or war). Ways in which procedural concepts can be identified are explained. We argue that students' learning will benefit if a series of levels of understanding can be proposed for each of those concepts. Work emerging from the Case Study Project based within the Department of Politics at the University of York is discussed as an example of one possible context for undertaking this necessary work. Ways of establishing an investigation are outlined and it is hoped that the article will prompt some collaborative work in the cause of more effective teaching and learning. The need for this work is obvious at a time when the space between some innovations and quality audits is not characterised by sufficiently fundamental thought on the nature of what is being taught and learned. 相似文献
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William H. Leonard 《科学教学研究杂志》1989,26(2):95-104
This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc “were not real” and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the “wet” laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings. 相似文献