共查询到20条相似文献，搜索用时 312 毫秒
1.
Stephen L. Thompson Christine Lotter Xumei Fann Laurie Taylor 《Journal of Science Teacher Education》2016,27(4):439-463
Researchers examined how an inquiry-based instructional treatment emphasizing interrelated plant processes influenced 210 elementary pre-service teachers’ (PTs) conceptions of three plant processes, photosynthesis, cellular respiration, and transpiration, and the interrelated nature of these processes. The instructional treatment required PTs to predict the fate of a healthy plant in a sealed terrarium (Plant-in-a-Jar), justify their predictions, observe the plant over a 5-week period, and complete guided inquiry activities centered on one of the targeted plant processes each week. Data sources included PTs’ pre- and post-predictions with accompanying justifications, course artifacts such as weekly terrarium observations and science journal entries, and group models of the interrelated plant processes occurring within the sealed terraria. A subset of 33 volunteer PTs also completed interviews the week the Plant-in-a-Jar scenario was introduced and approximately 4 months after the instructional intervention ended. Pre- and post-predictions from all PTs as well as interview responses from the subgroup of PTs, were coded into categories based on key plant processes emphasized in the Next Generation Science Standards. Study findings revealed that PTs developed more accurate conceptions of plant processes and their interrelated nature as a result of the instructional intervention. Primary patterns of change in PTs’ plant process conceptions included development of more accurate conceptions of how water is used by plants, more accurate conceptions of photosynthesis features, and more accurate conceptions of photosynthesis and cellular respiration as transformative processes. 相似文献
2.
This study investigated students' achievement regarding photosynthesis and respiration in plants in relation to reasoning ability, prior knowledge and gender. A total of 117 eighth‐grade students participated in the study. Test of logical thinking and the two‐tier multiple choice tests were administered to determine students' reasoning ability and achievement, respectively. An analysis of covariance (ANCOVA) was conducted to assess the effect of reasoning ability on students' achievement. The independent variable was the reasoning ability (low, medium, high), the dependent variable was the scores on the two‐tier test. Students' grades in science in previous year were used as a covariate. Analysis revealed a statistically significant mean difference between students at high and low formal levels with respect to achievement. Stepwise multiple regression analysis revealed that reasoning ability, prior knowledge and gender were significant predictors of students' achievement in photosynthesis and respiration in plants, explaining 42% of the variance. 相似文献
3.
Gregory P. Thomas Campbell J. McRobbie 《International Journal of Science Education》2013,35(6):667-685
Changing students' views of themselves as learners and the learning strategies they use requires methods to make their views regarding teaching, learning and their roles as learners explicit to themselves and to teachers. This was an interpretive study that investigated students' metaphors for themselves as learners within a Year 11 chemistry classroom. Students' metaphors were found to be congruent with their views of learning and their learning processes as evidenced from multiple data sources. In making students' views explicit, metaphors can provide valuable information for practicing teachers and researchers who aim to investigate and enhance students' learning processes and encourage metacognition. 相似文献
4.
J. W. Schramm H. Jin E. G. Keeling M. Johnson H. J. Shin 《Research in Science Education》2018,48(5):887-911
This paper reports on our use of a fine-grained learning progression to assess secondary students’ reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th–12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level. 相似文献
5.
System thinking skills at the elementary school level 总被引：1，自引：0，他引：1
This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry‐based earth systems curriculum that focuses on the hydro‐cycle. The program involved lab simulations and experiments, direct interaction with components and processes of the water cycle in the outdoor learning environment and knowledge integration activities. Despite the students' minimal initial system thinking abilities, most of them made significant progress with their ability to analyze the hydrological earth system to its components and processes. As a result, they recognized interconnections between components of a system. Some of the students reached higher system thinking abilities, such as identifying interrelationships among several earth systems and identifying hidden parts of the hydrological system. The direct contact with real phenomena and processes in small scale scenarios enabled these students to create a concrete local water cycle, which could later be expanded into large scale abstract global cycles. The incorporation of outdoor inquiry‐based learning with lab inquiry‐based activities and knowledge integration assignments contributed to the 4th grade students' capacity to develop basic system thinking abilities at their young age. This suggests that although system thinking is regarded as a high order thinking skill, it can be developed to a certain extent in elementary school. With a proper long‐term curriculum, these abilities can serve as the basis for the development of higher stages of system thinking at the junior–high/middle school level. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 540–563, 2010 相似文献
6.
Wilson CD Anderson CW Heidemann M Merrill JE Merritt BW Richmond G Sibley DF Parker JM 《CBE life sciences education》2006,5(4):323-331
College-level biology courses contain many complex processes that are often taught and learned as detailed narratives. These processes can be better understood by perceiving them as dynamic systems that are governed by common fundamental principles. Conservation of matter is such a principle, and thus tracing matter is an essential step in learning to reason about biological processes. We present here multiple-choice questions that measure students' ability and inclination to trace matter through photosynthesis and cellular respiration. Data associated with each question come from students in a large undergraduate biology course that was undergoing a shift in instructional strategy toward making fundamental principles (such as tracing matter) a central theme. We also present findings from interviews with students in the course. Our data indicate that 1) many students are not using tracing matter as a tool to reason about biological processes, 2) students have particular difficulties tracing matter between systems and have a persistent tendency to interconvert matter and energy, and 3) instructional changes seem to be effective in promoting application of the tracing matter principle. Using these items as diagnostic tools allows instructors to be proactive in addressing students' misconceptions and ineffective reasoning. 相似文献
7.
Judith Barak Beer Sheva MalkA. Gorodetsky Ben Gurion 《International Journal of Science Education》2013,35(12):1281-1292
Students' understanding of biological phenomena are analysed via the ontological categories of processes and matter. The analysis is based on tenth graders' explanations regarding biological phenomena such as photosynthesis, energy resources, temperature regulation and interrelations between living/nonliving worlds. This direction of analysis is an attempt to flow with the more meaningful trend of biological research and thought, that emphasizes the importance and fruitfulness of the process approach. Some implications regarding biology learning and teaching are suggested. 相似文献
8.
Thought experiments are tools often used by physicists. Learning authentic physics then also means that students need to develop a familiarity with the reasoning processes of thought experiments. This study examines the nature of learning processes that involve communication about image‐based micro‐worlds in optics. The results of this study show that students’ investigations often have the structure of thought experiments. Thought experiments that use computer‐based microworlds are powerful because they capitalize on the human capability for imagery that allow learners to ‘see’ the physical processes and construct qualitative understandings. In this study, the structure of students’ activities as thought experiments arose from their collective efforts which started with the construction of an optics simulation. In the course of the activities, students’ understanding evolved from fragmented views of optical situations to system views that included multiple components. Collaborative thought experiments are therefore emergent phenomena, triggered by the events as a whole rather than being pre‐designed. In the course of the activities, students who participated in collective problem solving gradually adopted shared graphical representations and meanings. 相似文献
9.
Gregory P. Thomas 《International Journal of Science Education》2013,35(7):1183-1207
Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a ‘surface’ approach to learning that focuses on mathematical aspects of physics learning that are often passed on via textbooks and lecture-style teaching. This paper reports on a teacher's effort to stimulate students' metacognitive reflection regarding their views of physics learning and their physics learning processes via a pedagogical change that incorporated the use of a representational framework and metaphors. As a consequence of the teacher's pedagogical change, students metacognitively reflected on their views of physics and their learning processes and some reported changes in their views of what it meant to understand physics and how they might learn and understand physics concepts. The findings provide a basis for further explicit teaching of representational frameworks to students in physics education as a potential means of addressing issues with their physics learning. 相似文献
10.
This case study is part of a larger study of teachers' use of curriculum materials in planning and teaching fifth-grade science. This case study focuses on one of the nine teachers observed teaching an activity-based unit on plant growth and photosynthesis. Although the teacher became aware that her students held certain misconceptions about plant growth, she was unsuccessful in helping them replace their misconceptions with the scientific conceptions she wanted them to learn. The analysis revealed several factors that contributed to this disappointing result. The teacher and the curriculum developers held different views about learning and the nature of science, and several problems surfaced about the content and organization of the teacher's guide. 相似文献
11.
This study investigated the effectiveness of combining conceptual change text and discussion web strategies on students' understanding
of photosynthesis and respiration in plants. Students' conceptual understanding of photosynthesis and respiration in plants
was measured using the two-tier diagnostic test developed by Haslam and Treagust (1987, Journal of Biological Education 21: 203--211). The test was administered as pretest and posttest to a total of 233 eighth-grade students in six intact classes
of the same school located in an urban area. The test of logical thinking was used to determine the reasoning ability of students.
The experimental group was a class of 116 students received discussion web and conceptual change text instruction. A class
of 117 students comprised the control group received a traditional instruction. After instruction, data were analyzed with
two-way analysis of covariance (ANCOVA) using the Test of Logical Thinking and pretest scores as covariate. The conceptual
change instruction, which explicitly dealt with students' misconceptions, produced significantly greater achievement in understanding
of photosynthesis and respiration in plant concepts. Analysis also revealed a significant difference between performance of
females and that of males in the favor of females, but the interaction of treatment with gender difference was not significant
for learning the concepts. 相似文献
12.
13.
《师资教育杂志》2012,38(3):255-269
This comparative study of two pre‐service teacher education programmes in England and in Canada focuses on the relationship between inquiry and the partnership structures within which the universities and schools work together. Despite the very different jurisdictions and cultures of the two systems, the two universities seem to experience similar difficulties in relation to their commitment to inquiry and to working in partnership with schools. At both the Canadian and the English sites, definitions of inquiry varied within institutions as well as between universities and schools, and inquiry was a university rather than a school priority. These differences between the schools' and the universities' views on inquiry are significant for the partnerships in which the programmes operate. It is these differences and difficulties—which often seem context‐related but which, through the authors' comparative work, have come to seem more systemic—that are explored in this article. 相似文献
14.
Summaries English This paper presents the results of a study of the development of pupils’ knowledge of the process of photosynthesis and the related biological processes of respiration, breathing and digestion. The information already known to primary pupils untutored in biology was assessed and the changes effected by teaching were monitored in the secondary school. The results indicate that concepts which are wrong but which are nevertheless meaningful to the learner may escape detection by the usual methods of testing and are highly resistant to replacement by correct information. The formation of wrong concepts may predate formal instruction or may arise during the course of instruction as a result of the inappropriate use of subsuming information. 相似文献
15.
Students in a college nonscience majors' biology course took tests designed to reveal their conceptions of respiration and photosynthesis before and after course instruction. Even though most students had taken at least a full year of biology, serious misconceptions persisted. Most students gave definitions of respiration, photosynthesis, and food which were markedly different from those generally accepted by biologists. These incorrect definitions were associated with more fundamental misunderstandings about how plants and animals function. Most students could not explain how animal cells use either food or oxygen. They understood plants as vaguely analogous to animals, taking in food through their roots instead of mouths. Previous biology instruction seemed neither to improve student performance on the pretest nor to prepare them to master these conceptions during the course. Course instruction did improve student's understanding, but misconceptions persisted for many students. These results raise fundamental questions about the effectiveness of curriculum and instruction in current high school and college biology courses. 相似文献
16.
Konrad J. Schönborn Susanne Bögeholz 《International Journal of Science and Mathematics Education》2009,7(5):931-955
Recent curriculum reform promotes core competencies such as desired ‘content knowledge’ and ‘communication’ for meaningful
learning in biology. Understanding in biology is demonstrated when pupils can apply acquired knowledge to new tasks. This
process requires the transfer of knowledge and the subordinate process of translation across external representations. This
study sought ten experts’ views on the role of transfer and translation processes in biology learning. Qualitative analysis
of the responses revealed six expert themes surrounding the potential challenges that learners face, and the required cognitive
abilities for transfer and translation processes. Consultation with relevant curriculum documents identified four types of
biological knowledge that students are required to develop at the secondary level. The expert themes and the knowledge types
exposed were used to determine how pupils might acquire and apply these four types of biological knowledge during learning.
Based on the findings, we argue that teaching for understanding in biology necessitates fostering ‘horizontal’ and ‘vertical’
transfer (and translation) processes within learners through the integration of knowledge at different levels of biological
organization. 相似文献
17.
Reasoning across ontologically distinct levels: Students' understandings of molecular genetics 总被引：1，自引：0，他引：1
In this article we apply a novel analytical framework to explore students' difficulties in understanding molecular genetics—a domain that is particularly challenging to learn. Our analytical framework posits that reasoning in molecular genetics entails mapping across ontologically distinct levels—an information level containing the genetic information, and a physical level containing hierarchically organized biophysical entities such as proteins, cells, tissues, etc. This mapping requires an understanding of what the genetic information specifies, and how the physical entities in the system mediate the effects of this information. We therefore examined, through interview and written assessments, 10th grade students' understandings of molecular genetics phenomena to uncover the conceptual obstacles involved in reasoning across these ontologically distinct levels. We found that students' described the genetic instructions as containing information about both the structure and function of biological entities across multiple organization levels; a view that is far less constrained than the scientific understandings of the genetic information. In addition, students were often unaware of the different functions of proteins, their relationship to genes, and the role proteins have in mediating the effects of the genetic information. Students' ideas about genes and proteins hindered their ability to reason across the ontologically distinct levels of genetic phenomena, and to provide causal mechanistic explanations of how the genetic information brings about effects of a physical nature. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 938–959, 2007 相似文献
18.
An international perspective on civic participation in Irish post-primary schools: results from ICCS
Ireland was one of the 38 countries/education systems that participated in the International Civic and Citizenship Education Study (ICCS) in 2009. This is the first international comparative study in this area in which Ireland has participated since 1971. The study measured the civic knowledge of 14-year-olds and their attitudes towards, and beliefs about, various civic and citizenship issues. The current paper focuses on indicators of students' and (to a lesser extent) parents' participation in school life. Although active participation in school is emphasised in, for example, the Education Act of 1998, little empirical work in Ireland has defined or examined actual levels of participation in post-primary schools, or students' views of their opportunities to participate, and ICCS provides information on these issues in an international comparative context. Findings indicate that despite a relatively strong civic knowledge base among students in Ireland, levels of participation compare less favourably with other countries. Results are discussed in the wider context of the Irish education system. 相似文献
19.
An inquiry into school context and the teaching of the virtues 总被引：3，自引：3，他引：0
Todd K. Chow-Hoy 《课程研究杂志》2013,45(6):655-682
If teachers' views of their work are strongly influenced by school-level processes, and if it can be shown that there is a tight connection between teachers' views of their work and their actual conduct in the classroom, then what students gain morally and intellectually from their experiences in school may be contingent, in important ways, on the avowed philosophy of the school and the commitment of the school principal to that philosophy. Although this chain of reasoning may be lengthy and somewhat fragile, it is filled with interesting implications. This paper is a first step in examining these potential connections. Using multiple case study methods, an analysis is presented around principals' and teachers' views regarding the school philosophy, the organizational structures that allow for its implementation, and to what any congruence between them might be attributed. 相似文献
20.
This study explored the development of a community of learners through a professional development program to improve teachers' views of nature of science (NOS) and teaching practice. The Views of Nature of Science questionnaire and interviews were used to assess teachers' conceptions of NOS three times over the course of the study. Notes and videotapes taken during workshops and classroom observations were used to track influence of the community of learners on classroom practice. The community of practice (CoP) was fostered through an intensive summer workshop, monthly school site workshops, and classroom support to aid teachers in incorporating new techniques and reflecting upon their learning and practice. We found that teachers became aware of their changes in views about NOS once they struggled with the concepts in their own teaching and discussed their struggles within the professional development community. The CoP on its own was not sufficient to change teacher's practice or knowledge, but it created a well‐supported environment that facilitated teacher change when paired with NOS modeling and explicit reflection. Cases of three teachers are used to illustrate changes in views and teaching practice common to the teachers in this study. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1090–1113, 2009 相似文献