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1.
Salem A. Al khawaldeh Ali M. Al Olaimat 《Journal of Science Education and Technology》2010,19(2):115-125
The present study conducted to investigate the contribution of conceptual change texts, accompanied by concept mapping instruction
to eleventh-grade students’ understanding of cellular respiration concepts, and their retention of this understanding. Cellular
respiration concepts test was developed as a result of examination of related literature and interviews with teachers regarding
their observations of students’ difficulties. The test was administrated as pre-test, post-test, and delayed post-test to
a total of 70 eleventh-grade students in two classes of the same high school in an urban area, taught by the same teacher.
The experimental group was a class of 34 students who received conceptual change texts accompanied by concept mapping instruction.
A class of 36 students comprised the control group who received traditional instruction. Besides treatment, previous understanding
and logical thinking ability were other independent variables involved in this study. The results showed that logical thinking,
treatment, previous understanding of cellular respiration concepts each made a statistically significant contribution to the
variation in students’ understanding of cellular respiration concepts. The result also showed that conceptual change texts
accompanied by concept mapping instruction was significantly better than traditional instruction in retention of this understanding. 相似文献
2.
This study aimed to provide an account of how learning takes place in problem-based learning (PBL), and to identify the relationships
between the learning-oriented activities of students with their learning outcomes. First, the verbal interactions and computer
resources studied by nine students for an entire PBL cycle were recorded. The relevant concepts articulated and studied individually
while working on the problem-at-hand were identified as units of analysis and counted to demonstrate the growth in concepts
acquired over the PBL cycle. We identified two distinct phases in the process—an initial concept articulation, and a later
concept repetition phase. To overcome the sample-size limitations of the first study, we analyzed the verbal interactions
of, and resources studied, by another 35 students in an entire PBL cycle using structural equation modeling. Results show
that students’ verbal contributions during the problem analysis phase strongly influenced their verbal contributions during
self-directed learning and reporting phases. Verbal contributions and individual study influenced similarly the contributions
during the reporting phase. Increased verbalizations of concepts during the reporting phase also led to higher achievement.
We found that collaborative learning is significant in the PBL process, and may be more important than individual study in
determining students’ achievement. 相似文献
3.
David Gijbels Gerard Van de Watering Filip Dochy Piet Van den Bossche 《European Journal of Psychology of Education - EJPE》2005,20(4):327-341
The purpose of the present study is to gain more insight into the relationship between students’ approaches to learning and
students’ quantitative learning outcomes, as a function of the different components of problem-solving that are measured within
the assessment. Data were obtained from two sources: the revised two factor study process questionnaire (R-SPQ-2F) and students’
scores in their final multiple-choice exam. Using a model of cognitive components of problem-solving translated into specifications
for assessment, the multiple-choice questions were divided into three categories. Three aspects of the knowledge structure
that can be targeted by assessment of problem-solving were used as the distinguishing categories. These were: understanding
of concepts; understanding of the principles that link concepts; and linking of concepts and principles to application conditions
and procedures. The 133 second year law school students in our sample had slightly higher scores for the deep approach than
for the surface approach to learning. Plotting students’ approaches to learning indicated that many students had low scores
for both deep and surface approaches to learning. Correlational analysis showed no relationship between students’ approaches
to learning and the components of problem-solving being measured within the multiple choice assessment. Several explanations
are discussed. 相似文献
4.
This study aimed to explore secondary students’ explanations of evolutionary processes, and to determine how consistent these
were, after a specific evolution instruction. In a previous study it was found that before instruction students provided different
explanations for similar processes to tasks with different content. Hence, it seemed that the structure and the content of
the task may have had an effect on students’ explanations. The tasks given to students demanded evolutionary explanations,
in particular explanations for the origin of homologies and adaptations. Based on the conclusions from the previous study,
we developed a teaching sequence in order to overcome students’ preconceptions, as well as to achieve conceptual change and
explanatory coherence. Students were taught about fundamental biological concepts and the several levels of biological organization,
as well as about the mechanisms of heredity and of the origin of genetic variation. Then, all these concepts were used to
teach about evolution, by relating micro-concepts (e.g. genotypes) to macro-concepts (e.g. phenotypes). Moreover, during instruction
students were brought to a conceptual conflict situation, where their intuitive explanations were challenged as emphasis was
put on two concepts entirely opposed to their preconceptions: chance and unpredictability. From the explanations that students
provided in the post-test it is concluded that conceptual change and explanatory coherence in evolution can be achieved to
a certain degree by lower secondary school students through the suggested teaching sequence and the explanatory framework,
which may form a basis for teaching further about evolution. 相似文献
5.
Pinar Seda Çetin Ebru Kaya Ömer Geban 《Journal of Science Education and Technology》2009,18(2):130-137
The aim of this study is to investigate the effectiveness of conceptual change oriented instruction (CCOI) over traditionally
designed chemistry instruction (TDCI) on overcoming 10th grade students’ misconceptions on gases concepts. In addition, the
effect of gender difference on students’ understanding of gases concepts was investigated. The subjects of this study consisted
of 74 10th grade students from two chemistry classes. One of the classes was assigned as experimental group and the other
group was assigned as control group. The experimental group was instructed with CCOI and the control group was instructed
by TDCI. Gases Concept Test (GCT) was administered to both groups as pre- and post-tests to measure the students’ conceptual
understanding. The results showed that students in the experimental group got higher average scores from Gases Concept Test.
Also, a significant difference was found between the performance of females and that of males in terms of understanding gases
concepts in favor of males. 相似文献
6.
Nejla Yürük 《Journal of Science Education and Technology》2007,16(6):515-523
The aim of this study was to investigate the effectiveness of instruction supplemented by conceptual change texts (CCTs) over
traditional instruction on students’ understanding of electrochemical (galvanic and electrolytic) cell concepts. The participants
of the study consisted of 64 students from the two classes of a high school located in Turkey. Classes were randomly assigned
to experimental group, which was exposed to CCTs as a supplementary material, and to control group, which was exposed to traditional
instruction. A 23-item multiple-choice test was developed assess students’ conceptual understanding of electrochemical cells.
This test was administered to both groups before and after the instruction. The results of ANCOVA indicated that students
who were instructed by using CCTs had better conceptual understanding of electrochemical cells than those experiencing traditional
instruction when their prior electrochemical cell concepts understanding was statistically controlled. The findings of this
study suggest that CCTs can be used as a cost- and resource-effective supplement to classroom instruction to promote students’
understanding science concepts. 相似文献
7.
Research on student learning in higher education suggests that threshold concepts within various disciplines have the capacity
to transform students’ understanding. The present study explores students’ understanding in relation to particular threshold
concepts in mathematics—integral and limit—and tries to clarify in what sense developing an understanding of those threshold
concepts involves a transformation of understanding in relation to ways of thinking in mathematics. Drawing on data collected
in interviews with students taking a basic course on calculus the analysis offers an initial characterisation of students’
understandings as algorithmic. It then proceeds to construct a more fine-grained theoretical account for how these understandings
develop in the course of the interview, suggesting that the transformative aspects of threshold concepts may be conceptualised
in terms of shifts in students’ contextualisations allowing the development of conceptions at different levels of abstraction
simultaneously interacting to shape students’ awareness of the ways of thinking and practising in the subject. 相似文献
8.
Sri Rahayu Masakazu Kita 《International Journal of Science and Mathematics Education》2010,8(4):667-688
This study investigated Indonesian and Japanese students’ understandings of macroscopic and submicroscopic levels of representing
matter and its changes and the difficulties they have with these concepts. A multiple-choice questionnaire was constructed
and delivered to 447 Indonesian and 446 Japanese public senior high school students. The data were analyzed using quantitative
and qualitative methods. The findings of the study show students’ understandings of macro- and submicroscopic levels are stronger
for higher-grade levels, except that the Indonesian students’ pattern is slightly different. The average percentage of students
responding correctly on the macroscopic level ranges between 62% and 69% (Indonesia) and between 58% and 73% (Japanese), whereas
on the submicroscopic level ranges between 56% and 62% (Indonesian) and 44% and 66% (Japanese). Their understandings of the
macroscopic level, however, are higher than for the submicroscopic level. The soundness of students’ understandings of the
concepts increases with grade level, except for Indonesian pattern slightly different. The average percentage of students
responding correctly ranges between 37% and 48% (Indonesian) and between 28% and 52% (Japanese). Furthermore, students’ level
of sound understandings of the concepts is lower than their understandings on either the macroscopic level or the submicroscopic
level. It is found that students have great difficulties with and hold some alternative conceptions of the concepts of homogeneous
mixtures, phase changes from solid to liquid, and phase changes from solid to gas. The study has implications, for example,
the use of several routes to meaningful learning and the careful use of technical words. 相似文献
9.
Zacharias C. Zacharia Nikoletta A. Xenofontos Constantinos C. Manoli 《Educational technology research and development : ETR & D》2011,59(3):399-424
The goal of this study was to investigate the effect of two different cooperative learning approaches, namely, the Jigsaw
Cooperative Approach (JCA) and the Traditional Cooperative Approach (TCA), on students’ learning and practices/actions within
the context of a WebQuest science investigation. Another goal of this study was to identify possible problems that students
face within the context of a WebQuest when following either approach and to provide suggestions for developing web-based learning
tools that enable students to overcome these problems. The sample of the study consisted of 38 seventh-graders, who, according
to their science teachers, had prior experience with TCA and JCA. All participants studied about the ecology, architecture,
energy and insulation of CO2-friendly houses through the use of a WebQuest science investigation. The data collection involved conceptual tests, screen–video
captured data and interviews. Results revealed no differences between the two approaches, in terms of enhancing students’
understanding of concepts related to CO2-friendly houses, because of (a) JCA students’ inability to apply one of the JCA components, namely, teaching one another
about learning material they solely studied, and (b) the fact that the JCA students started applying the TCA after failing
teaching one another in the context of JCA. Finally, a number of problems that students faced within the context of a WebQuest
science investigation when following the JCA or TCA were identified. 相似文献
10.
Mustafa Cin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,3(2):39-53
This study examines middle-school students’ alternative frameworks of the earth’s shape, its relative size and its distance
from the sun and the moon. The sample was selected in the province of Giresun in Turkey. Sixty-five 14-year-old students participated
in the research. A structured interview consisting of open-ended questions was employed to reveal students’ ideas. The students’
verbal responses were scrutinized and categorized according to their level of understanding. The results showed that the students
had many alternative frameworks with regard to astronomical concepts. Implications and recommendations were made for teachers,
textbook authors, teaching materials developers and researchers for future research to remedy students’ alternative frameworks. 相似文献
11.
This study aimed at experimentally investigating the moderating role of instructional conceptions on the effectiveness of
powerful learning environments (PLE) designed in line with the four-component instructional design model (4C/ID-model). The
study also investigated the influence of learning in a 4C/ID PLE on students’ instructional conceptions. To achieve its goal,
a study with a one by one by two pre-test post-test quasi-experimental design was done. Three functionally equivalent classes
of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The participants
consisted of 129 (47, 41, 41) students. The treatments were one control group with a regular method of teaching, and two experimental
groups: a 4C/ID PLE with ICT, and a 4C/ID PLE without ICT. The instructional conceptions questionnaire was administered both
in the pre-and the post-test to assess students’ instructional conceptions. Pre- and post-tests contain retention and transfer
items. Technical teachers were trained to implement the interventions. In contrast to expectation, findings show no moderating
effects of students’ instructional conceptions on the learning environments. Finally, the results indicate that students’
instructional conceptions positively change after implementation of the three interventions. The theoretical, research, and
practical implications of the results for the instructional design and technology community as well as educational practice
are discussed. 相似文献
12.
Emilia Afonso Nhalevilo 《Cultural Studies of Science Education》2012,7(2):447-450
This paper is a response to Maria Andree’s paper. Andree tells in the paper how mistakes in practical lessons may be critical
events to change students’ attitudes in regard science. While traditionally mistakes in practical lessons could obligate students
to repeat the experiment in order to get the ‘right result’ in the paper we have a good example how we can use the incident
to potentiate students’ participation. In my response I illustrate how transferable is what Andree speaks about but I put
forward further reflections about the traditions that may act as impediment for students’ participation. I thus suggest that
the critical paradigm should be a component in reflecting about science classroom practices in order to alter the traditions. 相似文献
13.
14.
The paper reports on part of a large-scale study aimed at examining students’ perceptions of teacher–student interactions.
This paper will report on a study utilising mixed methodology in 12 Queensland primary classrooms. After the students’ perceptions
were established, the teachers, through a consultative process, developed strategies to change the students’ perceptions of
their classroom over a 3 month period. The paper reports on what strategies these teachers utilised and what changes in students’
perceptions resulted. The classroom teachers were interviewed about the change in students’ perceptions, what changes they
had sought to promote in their classrooms, and what they felt had been achieved in their classrooms. The study found that
students were able to articulate what changes the teacher had implemented, what their reaction was to these changes and their
perception of the classroom environment as a result of these implemented strategies. 相似文献
15.
16.
Vivien Mweene Chabalengula Martie Sanders Frackson Mumba 《International Journal of Science and Mathematics Education》2012,10(2):241-266
This study diagnosed the understanding about energy and biological-context energy concepts held by 90 first-year South African
university biology students. In particular, students’ explanations of energy in a biological context, how energy is involved
in different biological situations and whether energy is present and what types of energy are involved in diagrams depicting
biological phenomena were investigated. The pencil-and-paper diagnostic test, specifically designed for this study, was used
to elicit students’ understanding using test items involving biological phenomena. The results showed that many students had
problems in understanding energy and energy-related concepts in the following areas: First, the majority of the students provided
definitions of energy rather than the explanations they were asked to provide, and the definition could have been rote-learned. Second, although nearly all students knew the
energy conservation principle (energy cannot be created or destroyed), many of them were unable to apply this concept to biological
contexts. Third, many students erroneously claimed that the energy for metabolism and life processes is made available during
photosynthesis in plants, during digestion in animals or that this energy comes directly from the sun. Fourth, about two thirds of the students erroneously indicated that there is no energy involved/present in
inanimate objects such as a statue. The implications for the teaching and learning of energy and its related concepts and
recommendations for further research are discussed. 相似文献
17.
By probing into the relationship of senior students’ demand for “internationalization”, students’ expected economic returns
in future careers, and their individual concept of modernity, this study attempts to explore several factors that are influencing
the demand for overseas higher education.
Translated from Jiaoyu Yu Jingji 教育与经济 (Education and Economy), 2006, (1): 51–54 相似文献
18.
Romaizah Salleh Grady J. Venville David F. Treagust 《Research in Science Education》2007,37(3):291-312
With increasing numbers of students learning science through a second language in many school contexts, there is a need for
research to focus on the impact language has on students’ understanding of science concepts. Like other countries, Brunei
has adopted a bilingual system of education that incorporates two languages in imparting its curriculum. For the first three
years of school, Brunei children are taught in Malay and then for the remainder of their education, instruction is in English.
This research is concerned with the influence that this bilingual education system has on children’s learning of science.
The purpose was to document the patterns of Brunei students’ developing understandings of the concepts of living and non-living
things and examine the impact in the change in language as the medium of instruction. A cross-sectional case study design
was used in one primary school. Data collection included an interview (n = 75), which consisted of forced-response and semi-structured interview questions, a categorisation task and classroom observation.
Data were analysed quantitatively and qualitatively. The results indicate that the transition from Malay to English as the
language of instruction from Primary 4 onwards restricted the students’ ability to express their understandings about living
things, to discuss related scientific concepts and to interpret and analyse scientific questions. From a social constructivist
perspective these language factors will potentially impact on the students’ cognitive development by limiting the expected
growth of the students’ understandings of the concepts of living and non-living things.
A paper accepted by Research in Science Education, August, 2006. 相似文献
19.
Investigation of university students’ self-acceptance and learned resourcefulness: a longitudinal study 总被引：1，自引：0，他引：1
Self-acceptance and learned resourcefulness of university students are important concepts in coping with the environmental
and developmental stressors and in the development of healthy personality. In this study, university students’ self acceptance
and learned resourcefulness levels were investigated longitudinally. 198 university students’ self acceptance and learned
resourcefulness scores were collected by Self Acceptance Scale and Rosenbaum’s Self-Control Scale in their first and eighth
semesters. The findings revealed that in general, the students’ self-acceptance level increased significantly in the 4-year
period. With respect to gender, the self-acceptance level of female students was found to increase during their university
education, while no significant difference was observed in that of male students. Moreover, there was no change in the level
of their learned resourcefulness in the 4-year period in terms of gender. As a result, it is understood that university life
includes significant experiences for students’ self-acceptance, especially for female students, and that university life does
not cause any significant increase in the level of learned resourcefulness. Therefore, there is a great need for programs
that will increase the resourcefulness levels of university students during their university lives. 相似文献
20.
Students’ assessment preferences, perceptions of assessment and their relationships to study results
Gerard van de Watering David Gijbels Filip Dochy Janine van der Rijt 《Higher Education》2008,56(6):645-658
The purposes of this study are to gain more insight into students’ actual preferences and perceptions of assessment, into
the effects of these on their performances when different assessment formats are used, and into the different cognitive process
levels assessed. Data were obtained from two sources. The first was the scores on the assessment of learning outcomes, consisting
of open ended and multiple choice questions measuring the students’ abilities to recall information, to understand concepts
and principles, and to apply knowledge in new situations. The second was the adapted Assessment Preferences Inventory (API)
which measured students’ preferences as a pre-test and perceptions as a post-test. Results show that, when participating in
a New Learning Environment (NLE), students prefer traditional written assessment and questions which are as closed as possible,
assessing a mix of cognitive processes. Some relationships, but not all the expected ones, were found between students’ preferences
and their assessment scores. No relationships were found between students’ perceptions of assessment and their assessment
scores. Additionally, only forty percent of the students had perceptions of the levels of the cognitive processes assessed
that matched those measured by the assessments. Several explanations are discussed. 相似文献