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1.
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
2.
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction 总被引：4，自引：3，他引：1
This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation
between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can
enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical
frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition,
self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic
beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between
teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical
practices. The role of teachers’ education and professional development is discussed.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
3.
We explored relations between students’ epistemic beliefs, metacognitive monitoring and recall performance in the context
of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to
measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were epistemically profiled as rational,
empirical, or metaphorical in their approaches to knowing. Using a think-aloud protocol, students read a text on Newton’s
First and Third Laws. The text included metaphors as examples of the various laws described. Results revealed that students
profiled as metaphorical engaged in more metacognitive processing compared to students profiled as rational or empirical.
Moreover, path analyses revealed that metacognitive monitoring positively predicted recall performance. Results challenge
Muis’ (2008) consistency hypothesis; the ways in which knowledge is represented in text may be the linking factor for relations between metacognitive monitoring
and epistemic beliefs rather than the underlying epistemology of the domain. 相似文献
4.
Christiane Konnemann Christian Höger Roman Asshoff Marcus Hammann Werner Rieß 《Research in Science Education》2018,48(6):1187-1204
This paper presents findings from a quasi-experimental study evaluating future teachers’ attitudes and beliefs in response to a cross-curricular university course on evolution and creation bridging biological and Christian theological perspectives. Based on previous findings, we hypothesized that a course providing learning opportunities for epistemic insight within this multidisciplinary arena might have effects on attitudes and beliefs relevant to the field. Hence, the main research question was the following: To what extent do student teachers’ attitudes and beliefs change by attending a cross-curricular course on evolution and creation intended to develop student teachers’ epistemic insight into the nature of science and into the relationship between science and theology? The answer from this quasi-experimental evaluation study (pre–post-design; test group n =?26, control group n =?24) is as follows: It depends upon the variable investigated! Pre–post-analysis using a repeated measures ANOVA revealed that the cross-curricular course integrating epistemic insight induced changes in creationist beliefs, in students’ perception of conflict, and in acceptance of evolution. In contrast, there was no effect on attitudes toward evolutionary theory, on attitudes toward the Biblical accounts of creation, or on scientistic beliefs. However, when student responses were analyzed individually, case-based evidence for belief change in students with scientistic positions emerged. Among the reasons for those different effects, we discuss conceptual differences between attitude and acceptance, features of the student teacher sample, and the particular content of the course explicitly addressing creationism but not scientism. In conclusion, the paper corroborates the role of epistemic insight in the multidisciplinary field of evolution and creation and provides initial evidence that epistemic insight possesses a particular potential concerning positions at both ends of the spectrum. 相似文献
5.
Mehmet Sahin 《Journal of Science Education and Technology》2010,19(3):266-275
This study investigated the effects of problem-based learning on students’ beliefs about physics and physics learning and
conceptual understanding of Newtonian mechanics. The study further examines the relationship between students’ beliefs about
physics and their conceptual understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55,
traditional = 69) enrolled in a calculus-based introductory physics class. Students’ beliefs about physics and physics learning
and their physics conceptual understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS)
and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and
conceptual understanding were performed. The PBL group showed significantly higher conceptual learning gains in FCI than the
traditional group. PBL approach showed no influence on students’ beliefs about physics; both groups displayed similar beliefs.
A significant positive correlation was found between beliefs and conceptual understanding. Students with more expert-like
beliefs at the beginning of the semester were more likely to obtain higher conceptual understanding scores at the end of the
semester. Suggestions are presented regarding the implementation of the PBL approach. 相似文献
6.
Mansoor Niaz 《Interchange》2006,37(1-2):129-150
Historians and philosophers of science have recognized the importance of controversies in the progress of science. The objective
of this study was to facilitate in-service chemistry teachers’ understanding of conceptual change based on alternative philosophical
interpretations (controversies). Selected controversies formed part of the chemistry curriculum both at secondary and university
freshman level. The study is based on 17 in-service teachers who had registered for all week course on “Investigation in the
Teaching of Chemistry” as part of their Master’s degree program. The course is based on 17 readings drawing on a history and
philosophy of science perspective with special reference to controversial episodes. Course activities included written reports,
class room discussions based on participants’ presentations, and written exams. A major finding of this study is that most
teachers went through an experience that involved: inconsistencies, conflicts, contradictions, and finally some degree of
conceptual change. A few of the participants resisted any change, but still raised important issues with respect to conceptual
change. Some of the educational implications are: a) Similar to a scientist, a student can live with two rival theories simultaneously
and as the student enriches his cognitive repertoire the conflict can perhaps be resolved; b) Resolution of a conflict may
not follow a logical pattern of reasoning but rather a slow process (based on motivational, intuitive, and affective factors)
in which the hardcore of beliefs slowly crumbles; c) In science there is no absolute truth, nor a scientific method and consequently
there cannot be rules, methods, algorithms, or pre-determined steps for introducing conceptual change; d) Teachers’ epistemological
outlook is crucial in order to facilitate conceptual change. 相似文献
7.
This study considers the case of a tutor whose students repeatedly evidenced significantly superior critical thinking in summative
assessment. For the purpose of surfacing appropriate pedagogical action to promote critical thinking (Bassey, Case Study Research
in Educational Settings, 1999), the singularity of one tutor’s reported pedagogical practice was explored through focus-group discussion. Qualitative analysis
of the data, theoretically informed by phenomenography, suggested that the tutor’s reported practice, when compared with that
of two peers, revealed clear pedagogical intentions to be necessary for teaching critical thinking; and that these intentions
can be explained through the literatures on epistemic activity, metacognitive regulative behaviour and student-centred learning.
It is argued that a synthesised understanding of the literature that explores the nature and purpose of critical thinking
—as outlined in the first part of this paper—is a prerequisite for constructing domain-specific pedagogical intentions for
developing learners’ critical thinking, and that it is this extensive psychologically informed knowledge base which attenuates
the risk of educationally important aspects of learning being overlooked. (De Corte, Learning and Instruction 10:249–266,
2000). 相似文献
8.
Bryce Thomas Battisti Nikki Hanegan Richard Sudweeks Rex Cates 《International Journal of Science and Mathematics Education》2010,8(5):845-868
Concept inventories are often used to assess current student understanding although conceptual change models are problematic.
Due to controversies with conceptual change models and the realities of student assessment, it is important that concept inventories
are evaluated using a variety of theoretical models to improve quality. This study used a modified item response theory model
to determine university nonmajor biology students’ levels of understanding of natural selection (n = 1,192). Using Conceptual Inventory of Natural Selection, we have reported how we applied Bock’s modified nominal item response
theory model and the distracter test item analysis. We found that the use of this model can define student levels of understanding
and identify problematic distracters. 相似文献
9.
Learning Using Dynamic and Static Visualizations: Students’ Comprehension, Prior Knowledge and Conceptual Status of a Biotechnological Method 总被引：1，自引：0，他引：1
The importance of biotechnology education at the high-school level has been recognized in a number of international curriculum
frameworks around the world. One of the most problematic issues in learning biotechnology has been found to be the biotechnological
methods involved. Here, we examine the unique contribution of an animation of the polymerase chain reaction (PCR) in promoting
conceptual learning of the biotechnological method among 12th-grade biology majors. All of the students learned about the
PCR using still images (n = 83) or the animation (n = 90). A significant advantage to the animation treatment was identified following learning. Students’ prior content knowledge
was found to be an important factor for students who learned PCR using still images, serving as an obstacle to learning the
PCR method in the case of low prior knowledge. Through analysing students’ discourse, using the framework of the conceptual
status analysis, we found that students who learned about PCR using still images faced difficulties in understanding some
mechanistic aspects of the method. On the other hand, using the animation gave the students an advantage in understanding
those aspects. 相似文献
10.
What Would Dewey Say? Channeling Dewey on the Issue of Specificity of Epistemic Beliefs: A Response to Muis, Bendixen, and Haerle (2006) 总被引：1，自引：0，他引：1
Patricia A. Alexander 《Educational Psychology Review》2006,18(1):55-65
In this response to Muis et al. (2006), I draw on the writings of Dewey to explore three critical questions. The first question is what is gained or what is lost when the study of epistemology moves from philosophy to psychology and eventually to educational practice? The second asks whether the primary question under examination should be if students’ beliefs about knowledge or knowing differ by domains or why they may differ? Finally, what are the implications of the generality or specificity of students’ epistemic beliefs for educational practice? 相似文献
11.
Sandy M. Spitzer Christine M. Phelps James E. R. Beyers Delayne Y. Johnson Elizabeth M. Sieminski 《Journal of Mathematics Teacher Education》2011,14(1):67-87
This study investigated the effects of a classroom intervention on prospective elementary teachers’ ability to evaluate evidence
of student achievement of mathematical learning goals. The intervention was informed by a framework for teacher education
which aims to provide prospective teachers (PTs) with the skills needed to systematically learn from their own teaching practice.
Prospective teachers (N = 160) participated in an intervention aimed at addressing their misconceptions about evidence of student learning. Results
revealed that after the intervention, PTs were less likely to consider teacher behaviors to be evidence of student learning
and more likely to discount student responses that were irrelevant to a specified learning goal. However, PTs were still likely
to take procedural fluency as evidence of conceptual understanding and may have become overly skeptical of student understanding.
Implications of the study suggest new ways of developing prospective teachers’ ability to systematically study and improve
their teaching. 相似文献
12.
Student epistemic preferences have been found to be important in student learning and achievement. The present study proposed a new conceptualization of student epistemic preferences in the epistemic match model, assessed the match between student epistemic beliefs about chemistry and their epistemic preferences, and, most importantly, examined how this epistemic match may be associated with chemistry course achievement. We adopted latent class analysis and found three distinct profiles of epistemic preferences based on the dimensions of simple and certain knowledge, attainable truth, and alternative knowledge claims. Students in Latent Class 3 (Moderate Preferences) demonstrated the closest match between chemistry epistemic beliefs and epistemic preferences, and had more students who obtained higher grades and fewer students who had lower grades in an introductory chemistry course compared to the other two classes. Students in Latent Classes 1 (All Preferred) and 2 (Alternative-Claim Disliked), however, demonstrated certain degrees of epistemic mismatch between chemistry epistemic beliefs and epistemic preferences, and had noticeably lower achievement in the chemistry course. The study findings highlight the importance of achieving a close match between epistemic beliefs and epistemic preferences for higher achievement in a subject domain. 相似文献
13.
Globally, science curricula have been described as outdated, and students perceive school science as lacking in relevance.
Declines in senior secondary and tertiary student participation in science indicate an urgent need for change if we are to
sustain future scientific research and development, and perhaps more importantly, to equip students with the knowledge and
skills to make informed decisions related to scientific research. This paper argues that a good starting point would be the
inclusion of more contemporary areas of science in middle school curricula. One such area with continually emerging developments
is biotechnology. This paper further argues the need for research into the impact of biotechnology education that would allow
students to go beyond learning about biotechnological processes and products to explore their benefits and risks through an
integrated approach, where biotechnology education were extended to include subject areas beyond science, such as social sciences,
health education, and English. Such an approach is important, in light of research that suggests that the general public has
a limited understanding of biotechnology and that public dissemination of information is insufficient to allow individuals
to make informed decisions about or to develop attitudes towards, the varied applications of biotechnology. If we are to educate
students to be tomorrow’s informed decision-makers, we must start by addressing their understanding of and attitudes towards
emerging sciences. Further research is needed to broaden our understanding of how to achieve these goals. 相似文献
14.
Are sophisticated students always better? The role of topic-specific personal epistemology in the understanding of multiple expository texts 总被引：1，自引：0，他引：1
Ivar Brten Helge I. Strms Marit S. Samuelstuen 《Contemporary educational psychology》2008,33(4):814-840
In a sample of 135 Norwegian education undergraduates, we examined the effects of topic-specific epistemic beliefs concerning the simplicity and source of knowledge on deep-level understanding of multiple expository texts about the same topic—climate change. The results showed that students holding sophisticated simplicity beliefs, viewing knowledge about climate change as complex, gained better multiple-text understanding than did students holding naïve simplicity beliefs, viewing knowledge about climate change as simple. However, students holding sophisticated source beliefs, viewing knowledge about climate change as personal construction, performed poorer than did students holding naïve source beliefs, viewing knowledge about climate change as transmitted from experts. Moreover, students believing knowledge to be complex and, simultaneously, relying on expert authors were at a particular advantage with respect to multiple-text understanding. Thus, in this complex reading-task context, source beliefs usually located at the sophisticated ends of epistemic belief continuums turned out to be maladaptive, presumably because they distracted from the building of a high-quality representation of author and text meaning. 相似文献
15.
Hayo Siemsen 《Science & Education》2012,21(4):447-484
George Sarton had a strong influence on modern history of science. The method he pursued throughout his life was the method
he had discovered in Ernst Mach’s Mechanics when he was a student in Ghent. Sarton was in fact throughout his life implementing a research program inspired by the epistemology
of Mach. Sarton in turn inspired many others (James Conant, Thomas Kuhn, Gerald Holton, etc.). What were the origins of these
ideas in Mach and what can this origin tell us about the history of science and science education nowadays? Which ideas proved
to be successful and which ones need to be improved upon? The following article will elaborate the epistemological questions,
which Darwin’s “Origin” raised concerning human knowledge and scientific knowledge and which led Mach to adapt the concept
of what is “empirical” in contrast to metaphysical a priori assumptions a second time after Galileo. On this basis Sarton
proposed “genesis and development” as the major goal of Isis. Mach had elaborated this epistemology in La Connaissance et l’Erreur (Knowledge and Error), which Sarton read in 1913 (Hiebert 1905/1976; de Mey 1984). Accordingly for Sarton, history becomes not only a subject of science, but a method of science education. Culture—and science
as part of culture—is a result of a genetic process. History of science shapes and is shaped by science and science education
in a reciprocal process. Its epistemology needs to be adapted to scientific facts and the philosophy of science. Sarton was
well aware of the need to develop the history of science and the philosophy of science along the lines of this reciprocal
process. It was a very fruitful basis, but a specific part of it, Sarton did not elaborate further, namely the psychology
of science education. This proved to be a crucial missing element for all of science education in Sarton’s succession, especially
in the US. Looking again at the origins of the central questions in the thinking of Mach, which provided the basis and gave
rise to Sarton’s research program, will help in resolving current epistemic and methodological difficulties, contradictions
and impasses in science education influenced by Sarton. The difficulties in science education will prevail as long as the
omissions from their Machian origins are not systematically recovered and reintegrated. 相似文献
16.
We propose an integration of aspects of several developmental and systems of beliefs models of personal epistemology. Qualitatively different positions, including realism, dogmatism, skepticism, and rationalism, are characterized according to individuals' beliefs across three dimensions in a model of epistemic and ontological cognition. This model incorporates ideas from philosophical epistemology, including a focus on students' multiple means of justification. Concerns regarding the psychometric qualities of quantitative measures of personal epistemology inform this model and its proposed operationalization. We suggest a means of statistical analysis that can be used to assess the construct and predictive validity of this conceptual model by testing the relations among positions, dimensions, and covariates of interest. Future research directions include investigating how individuals choose among various forms of justification. 相似文献
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19.
Allison Skerrett 《Journal of Educational Change》2011,12(2):211-220
In this article, I discuss two areas of Andy Hargreaves’ scholarship, teachers’ identity and biography and the three periods
of educational change spanning the 1960s to 1990s, that have influenced my work as a teacher educator and researcher. I describe
research projects, including self-studies, in which I have examined the influence of teachers’ identities and biographies
on their beliefs and practices of responding to student diversity. I also explore how the topic of teachers’ identity and
biography are integrated into the courses I teach. Additionally, I describe how I have related the three periods of educational
change—a period of optimism and innovation, a period of complexity and contradiction, and a period of marketization and standardization,
along with the monocultural restoration—to corresponding policies and practices of responding to student diversity in the
US and Ontario, Canada. Finally, I discuss a current project in which Andy and I are exploring core issues related to educational
leadership and diversity. 相似文献
20.
Components of Conceptual Ecologies 总被引：1，自引：0，他引：1
Hyun Ju Park 《Research in Science Education》2007,37(2):217-237
The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational
process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science.
This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology
provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information
is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected
components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took
part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments,
and their examinations and answers in class. The analysis presented will here include only those components that were represented
in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence
of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments,
metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature
of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints
to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual
ecologies through its definition of the categories and themes associated with those components. In examining across the range
of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual
ecologies. 相似文献