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1.
This study investigated the effects of two context variables, ratio type and problem setting, on the performance of seventh-grade students on a qualitative and numerical proportional reasoning test. Six forms of the qualitative and numerical tests were designed, each form using a single context (one of two settings for each of three ratio types). Different ratio types appear to have a stronger impact on the difficulty of the qualitative and numerical proportional reasoning problems than small differences in problem setting. However, the familiarity of problem setting did show an increasingly large effect on qualitative reasoning as the difficulty of ratio type increased. We also investigated the nature of the relationships between rational number skills, qualitative reasoning about ratios, and numerical proportional reasoning. Qualitative reasoning appears to be sufficient, but not necessary for numerical proportional reasoning. The evidence for the requisite nature of rational number skills for proportional reasoning was equivocal. The implications of these findings for science education are discussed. 相似文献
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Büşra Tuncay Özgül Yılmaz-Tüzün Gaye Tuncer Teksoz 《Environmental Education Research》2012,18(4):485-505
This study investigated pre-service science teachers’ (PSTs’) moral reasoning patterns and the factors underlying these reasoning patterns. Local and non-local environmental dilemmas were used to examine moral reasoning patterns. An explanatory design was used with the collection and analysis of quantitative data, which was subsequently refined using qualitative interview data. For the quantitative part of the study, PSTs were asked to comment on four local and non-local environmental dilemmas (i.e. deforestation, e-waste, oil spills, and global warming). The responses were categorized as ecocentric, anthropocentric, or non-environmental reasoning. The findings showed that the participants’ moral reasoning focused on both ecocentric and anthropocentric perspectives, with a few displaying non-environmental reasoning. Concern for environmental problems was related to perceptions of whether the issue was directly related to nature, and was independent of whether the issues were local or non-local. The Moral Decision Making Interview protocol was used in the qualitative part of the study. Analysis revealed that the participants’ moral decisions were based on their resolutions in situational context and their concerns showed variations in their moral reasoning due to different factors like, effect on human life, formal principles, notion of rights, moral emotions, potential harm to others, and popular culture. 相似文献
3.
Mustafa Sami Top?u ?zgül Y?lmaz-Tüzün Troy D. Sadler 《Journal of Science Teacher Education》2011,22(4):313-332
The purpose of the study is to explore Turkish preservice science teachers’ informal reasoning regarding socioscientific issues
and the factors influencing their informal reasoning. The researchers engaged 39 preservice science teachers in informal reasoning
interview and moral decision-making interview protocols. Of the seven socioscientific issues, three issues were related to
gene therapy, another three were related to human cloning, and one was related to global warming. The data were analyzed using
an interpretive qualitative research approach. The characteristic of informal reasoning was determined as multidimensional,
and the patterns of informal reasoning emerged as rationalistic, emotive, and intuitive reasoning. The factors influencing
informal reasoning were: personal experiences, social considerations, moral-ethical considerations, and technological concerns. 相似文献
4.
This research aimed to investigate the nature of cognitive processes when college students reason about evidence on global climate change (GCC). Twenty-six undergraduate students participated in this qualitative study, where they were interviewed to evaluate competing arguments on key issues related to GCC and discuss their own perspectives. Constant comparative analysis of data from think-aloud protocols and semi-structured interviews revealed three patterns of reasoning: minimum reasoning, constrained reasoning, and deliberative reasoning. Minimum reasoning demonstrated that participants predominantly favoured arguments which supported their own beliefs, with limited reasoning about the relative correctness of opposing arguments. Constrained reasoning showed participants’ emphasis on surface features of evidence on GCC rather than its scientific underpinnings. In contrast, deliberative reasoning involved more sophisticated cognitive efforts in coordinating evidence and claims, and a key characteristic of this pattern was in-depth statistical and causal reasoning. The current findings added to our understanding of college students’ reasoning processes when they are faced with controversial issues like GCC. This work contributed to current efforts in using cognitive research to inform science and environmental education, and laid a foundation for future endeavours in promoting scientific reasoning and argumentation in climate change education. 相似文献
5.
Fan Yan 《International Journal of Science Education》2013,35(18):3066-3092
Research in science education has revealed that many students struggle to understand chemical reactions. Improving teaching and learning about chemical processes demands that we develop a clearer understanding of student reasoning in this area and of how this reasoning evolves with training in the domain. Thus, we have carried out a qualitative study to explore students reasoning about chemical causality and mechanism. Study participants included individuals at different educational levels, from college to graduate school. We identified diverse conceptual modes expressed by students when engaged in the analysis of different types of reactions. Main findings indicate that student reasoning about chemical reactions is influenced by the nature of the process. More advanced students tended to express conceptual modes that were more normative and had more explanatory power, but major conceptual difficulties persisted in their reasoning. The results of our study are relevant to educators interested in conceptual development, learning progressions, and assessment. 相似文献
6.
This paper focuses on the use of research results on students' causal reasoning in designing the teaching of electricity.
Examination of students' replies in written questions and classroom teacher-lead discussions suggests that several students,
when they construct microscopic mechanisms to explain electrical phenomena, may envision transient states and employ a specific
type of causal chain, the iterative one, in addition to the simple and linear causal reasoning. In the second part of paper
we present and discuss features of a microscopic mechanism adapted to students' causal reasoning patterns which relies on
qualitative modelling of transient states of electrical circuit operation. 相似文献
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David J. P. Brook Roger Hancock 《International Journal of Research & Method in Education》2013,36(1):25-36
A common way of discussing generalisation is to search for one conception – a monist view. Another approach is to create a dichotomy between quantitative and qualitative research, each having a single definition – a dualist perspective. A pluralist view is argued for here, i.e. the existence of several lines of reasoning, each of which can be evaluated in specific cases in terms of usefulness, strengths and weaknesses. Five different lines of reasoning about generalization, which could possibly be useful in qualitative research, are presented. They are: ‘studies that undermine established universal “truths”’, ‘the ideographic study’, ‘enhancing the generalisation potential by maximizing variation’, ‘generalisation through context similarity’ and ‘generalisation through recognition of patterns.’ Each is critically commented on. 相似文献
9.
Many researchers have stressed the importance of qualitative understanding of physical phenomena, particularly in the context of exploratory learning environments. Qualitative understanding proves to be a major part of the expert's ability to solve complex problems in physics. Some researchers think that this kind of reasoning, far from being specific to experts' knowledge, also characterizes intuitive understanding and plays a part in the transition from intuitive knowledge to more expert knowledge. It is therefore important to help students develop their qualitative reasoning and extend their existing useful conceptions. This paper presents a task analysis of a computer microworld of force and motion problems that allows students to gain a qualitative understanding of some aspects of vector algebra. The aim of the task analysis being to develop a qualitative curriculum for exploratory learning, we tried to represent the knowledge to be acquired in such a way as to promote the progressive conceptual understanding of some basic aspects of Newton's laws of motion, taking into account students' intuitive knowledge about physics. The task analysis was undertaken prior to the experimental study in order to provide guidance for students in their exploration of the microworld. The experimental work allows us to validate and extend the a priori analysis. 相似文献
10.
The purpose of this study is to contribute to a theoretical knowledge base through research by examining factors salient to science education reform and practice in the context of socioscientific issues. The study explores how individuals negotiate and resolve genetic engineering dilemmas. A qualitative approach was used to examine patterns of informal reasoning and the role of morality in these processes. Thirty college students participated individually in two semistructured interviews designed to explore their informal reasoning in response to six genetic engineering scenarios. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason‐based considerations; emotive informal reasoning described care‐based considerations; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. These results highlight the need to ensure that science classrooms are environments in which intuition and emotion in addition to reason are valued. Implications and recommendations for future research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 42: 112–138, 2005 相似文献
11.
教育理论与实践的脱节问题要求我们关注教师自身的实践理性,通过加深对教师思维与行动的认识来更好地推动教育改革的落实。本研究采用质性方法分析了某重点大学的教师在工作中所面临的冲突话语及其解决方略,并将他们行动背后的实践理性与中国社会文化传统进行了关联。在对教师群体资料分析的基础上,重点呈现了一名大学教师实践理性的表征样态,即整合、中道和权衡,以期作为了解和理解中国大学教师专业实践的一个镜像。研究发现,教师的实践理性与其所生长的中国文化传统和现实社会场域之间存在勾连。如果我们借用中国文化和本土心理学的研究成果,可以更加深入地描画出中国大学教师实践理性背后的社会文化逻辑。 相似文献
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Jannet Van Drie Carla Van Boxtel Gijsbert Erkens Gellof Kanselaar 《Technology, Pedagogy and Education》2013,22(1):25-41
Abstract In this article the authors focus on how features of a computersupported collaborative learning (CSCL) environment can elicit and support domain-specific reasoning and more specifically historical reasoning. The CSCL environment enables students to collaborate on a historical inquiry task and in writing an argumentative essay. In order to support historical reasoning the authors compared two representational tools: a graphical representation (argumentative diagram) and a linear representation (argument list). As it is assumed that an argumentative diagram can support both cognitive and interaction processes, it was expected that using this tool would result in more qualitative historical reasoning, in the chat as well as in the essay. However, the results of this study did not show a significant difference in the amount of historical reasoning between the two conditions. A possible explanation can be found in the way the students make use of the representational tool while executing the task. The tool does not only function as a cognitive tool that can elicit elaborate activities, but also as a tool through which students communicate. 相似文献
14.
Paul Smeyers 《Journal of Philosophy of Education》2001,35(3):477-495
The tension between the generality of approach in causally-driven quantitative educational research and the individuality of particular cases is exemplified in the types of reasoning employed. Unlike the scientific search for antecedents, still popular in some forms of educational research, investigating particular persons and policies necessarily requires a form of practical reasoning. In order to ease this tension between qualitative and quantitative research, this essay asks questions as to what is to be described and how this is to be done. Responding to these questions, it is argued, necessarily draws attention to a range of ethical issues often ignored. 相似文献
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Carolyn W. Keys 《科学教学研究杂志》1994,31(9):1003-1022
In this investigation, three classes of ninth-grade general science students participated in a collaborative report-writing intervention. The purpose of this portion of the study was to evaluate students' collaboratively written laboratory reports for evidence of the use of scientific reasoning skills and to document qualitative changes in reasoning skill use over time. The participants in the study were 6 ninth-grade students, representing three collaborative writing pairs. During the intervention, students wrote 10 laboratory reports over a 4.5-month period. The author and classroom teacher designed report guideline prompts to scaffold students in the use of relevant scientific reasoning skills. The results indicated that students used reasoning skills to assess their current models of scientific understanding, make observations, interpret the meaning of results, and generate new models based on their data and relevant information. Participants showed the most improvement in writing that reflected the reasoning skills of (a) selecting and processing textbook passages, (b) drawing conclusions and formulating models, and (c) comparing/contrasting. Over time, participants improved their ability to compose explanations that represented a synthesis of prior knowledge, activity observations, and other sources of information. Collaborative writing encouraged students to construct their own understandings of science concepts by creating an environment in which thinking, reasoning, and discussion were valued. 相似文献
17.
This study has two main goals: (1) to investigate the processes involved in visual estimation (part I of the study), and (2) to investigate the processes of judgment in visual estimation situations, which mostly involved proportional reasoning (part II). The study was conducted with 9-year old children in the third grade. Four strategies were expressed by the children in visual estimation situations. Exposure to a unit in the Agam project, designed to enhance visual estimation capabilities resulted in changes in the children's strategies. These changes reflected the processes by which children overcame their limited ability to process visual information. The development of proportional reasoning was investigated through a series of judgment situations. Although, as was expected, most of the children showed an additive behavior, these situations stimulated some children towards qualitative proportional reasoning, where easy/difficult considerations played an important role. 相似文献
18.
This study aims at highlighting young children’s reasoning about human interventions within a forest ecosystem. Our focus
is particularly set on whether preschoolers are able to come up with any basic ecological interpretations of human actions
upon forest plants or animals and how. Conducting individual, semi-structured interviews with 70 preschoolers (age 4–5), we
first tested their ability to consider the forest as a habitat and recognize simple food chains in it, and then we traced
their reasoning about the consequences that human actions upon plants or certain forest animals may possibly have for other
animals that also live in the forest. The analysis of our qualitative data with “NVivo” software does reveal an ecological aspect in preschoolers’ reasoning, which is thoroughly discussed in the paper. 相似文献
19.
The purpose of this research was to examine how science content knowledge, moral reasoning ability, attitudes, and past experiences mediate the formation of moral judgments on environmental dilemmas. The study was conducted in two phases using environmental science majors and nonscience majors of college age. Phase One determined if environmental science majors exhibited higher levels of moral reasoning on nontechnical environmental social issues than on general social issues and examined the extent to which possible mediating factors accounted for differences in moral reasoning. Phase Two was qualitative in nature, the purpose of which was to observe and identify trends in conversations between subjects as to how certain mediating factors are revealed as people form moral judgments. The framework on which this study was constructed incorporates a progressive educational position; a position that views science education as being interdisciplinary, and a social means to a social end. 相似文献
20.
To explore the assessment challenge related to case based learning we study how experienced clinical teachers—i.e., those who regularly teach and assess case-based learning—conceptualize the notion of competent reasoning performance for specific teaching cases. Through an in-depth qualitative case study of five expert teachers, we investigate whether they share a common concept of what constitutes a good reasoning performance for a set of three teaching cases. We ask expert teachers to reflect on their problem-solving performances to extract specific expectations regarding the assessment of learners. Using visual representations of their performance, experts inspect and identify whether key elements are considered critical, necessary, and useful for the assessment of learners’ performance. Findings indicate that despite solving cases differently, expert teachers share a common concept regarding the key elements that demonstrate good clinical reasoning for specific cases. These results and methods used to trigger assessment criteria from expert clinical teachers show potential for the development of process measures in the assessment of clinical reasoning. 相似文献