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1.
This article reports research from a 3 year digital learning project to unite conceptual change and scientific reasoning in
the learning unit of combustion. One group of students had completed the course combining conceptual change and scientific
reasoning. The other group of students received conventional instruction. In addition to the quantitative data, six students
from each group were interviewed to evaluate their conceptual change, correct concepts and scientific reasoning. Results indicate
that the experimental group’s students significantly outperformed the conventional group on the Combustion Achievement Test
(CAT), Scientific Reasoning Test (SRT) and Combustion Dependent Reasoning Test (CDRT). Moreover, the experimental group’s
students use higher levels of scientific reasoning more frequently and changed their alternative concepts more successfully
than did the conventional group. Furthermore, once the experimental group’s students’ successfully changed their conceptions,
their concepts tended to be more stable than the conventional group’s students, even after the 6th week of learning. These
results demonstrate that combining conceptual change and scientific reasoning indeed improves students’ conceptual change
and scientific reasoning ability more effectively than conventional instruction. 相似文献
2.
There is a documented need for more opportunities for teachers to learn about students’ mathematical reasoning. This article
reports on the experiences of a group of elementary and middle school mathematics teachers who participated as interns in
an after-school, classroom-based research project on the development of mathematical ideas involving middle-grade students
from an urban, low-income, minority community in the United States. For 1 year, the teachers observed the students working
on well-defined mathematical investigations that provided a context for the students’ formation of particular mathematical
ideas and different forms of reasoning in several mathematical content strands. The article describes insights into students’
mathematical reasoning that the teachers were able to gain from their observations of the students’ mathematical activity.
The purpose is to show that teachers’ observations of students’ mathematical activity in research sessions on students’ development
of mathematical ideas can provide opportunities for teachers to learn about students’ mathematical reasoning. 相似文献
3.
Jos A. R. Arts Wim H. Gijselaers Mien S. R. Segers 《European Journal of Psychology of Education - EJPE》2006,21(1):71-90
Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used
for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these
curricula in terms of expertise outcomes are not always conclusive. Based on the instructional implications resulted from
research in the field of expertise development in general and in PBL curricula more specifically, we constructed and implemented
a refined PBL design. With this redesign, we aimed for a more advanced level of (a) knowledge acquisition and use, (b) reasoning
directionality, (c) diagnostic and problem solving accuracy.
The aim of the present research was to compare the outcomes of a ‘traditional’ and a ‘refined’ PBL learning environment. For
that purpose we measured the effects of the redesign on the students’ expertise profile. An experiment was conducted in a
second year course on International Marketing. In the study 75 students participated. Using a multidimensional coding scheme,
constructed on the basis of results of expertise research, we analysed students’ problem-solving performance. The results
of this analysis indicate hat the experimental students outperformed the control students in various aspects of expertise
when analyzing the problem: The experimental group demonstrated a more extensive use of domain-specific concepts and inferences,
more inductive reasoning, and both diagnoses and solutions of higher quality. 相似文献
4.
This study draws on recent research on the central role of representation in learning. While there has been considerable research
on students’ understanding of evaporation, the representational issues entailed in this understanding have not been investigated
in depth. The study explored students’ engagement with evaporation phenomena through various representational modes. The study
indicates how a focus on representation can provide fresh insights into the conceptual task involved in learning science through
an investigation of students’ responses to a structured classroom sequence and subsequent interviews over a year. A case study
of one child’s learning demonstrates the way conceptual advances are integrally connected with the development of representational
modes. The findings suggest that teacher-mediated negotiation of representational issues as students construct different modal
accounts can support enriched learning by enabling both (a) richer conceptual understanding by students, and (b) enhanced
teacher insights into students’ thinking. 相似文献
5.
The purposes of this study were to investigate students’ conceptual learning outcomes and the effect of motivation on students’
conceptual learning outcomes in two different contexts: a Web-based and a classroom-based instruction, which incorporated
the Dual Situation Learning Model (DSLM). Nine classes of Grade eight students (N = 190) were involved in the study; five classes participated in a Web-based context and four classes in a regular classroom-based
context. The topic covered was chemical reaction. Students’ conceptual change outcomes were assessed using eight two-tier
pre/post conceptual tests during the instruction and the reaction rate integrated conceptual test at the end of the instruction.
Students’ motivation data were collected in the beginning and during instruction using the items from the Students’ Motivation
Toward Science Learning (SMTSL) questionnaire. The data were analyzed using ANOVA, ANCOVA, bivariate correlation, and multiple
regression analysis. Findings revealed that students’ motivational factors were correlated significantly with their conceptual
learning outcomes in both Web-based and classroom-based science teaching. In the Web-based context, students’ motivation during
the Web-based learning played a more important role on students’ conceptual learning outcomes than before learning. 相似文献
6.
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
7.
Halszka Jarodzka Thomas Balslev Kenneth Holmqvist Marcus Nystr?m Katharina Scheiter Peter Gerjets Berit Eika 《Instructional Science》2012,40(5):813-827
Complex perceptual tasks, like clinical reasoning based on visual observations of patients, require not only conceptual knowledge about diagnostic classes but also the skills to visually search for symptoms and interpret these observations. However, medical education so far has focused very little on how visual observation skills can be efficiently conveyed to novices. The current study applied a novel instructional method to teach these skills by showing the learners how an expert model visually searches and interprets symptoms (i.e., eye-movement modelling examples; EMMEs). Case videos of patients were verbally explained by a model (control condition) and presented to students. In the experimental conditions, the participants received a recording of the model’s eye movements superimposed on the case videos. The eye movements were displayed by either highlighting the features the model focused on with a circle (the circle condition) or by blurring the features the model did not focus on (the spotlight condition). Compared to the other two conditions, results show that a spotlight on the case videos better guides the students’ attention towards the relevant features. Moreover, when testing the students’ clinical reasoning skills with videos of new patient cases without any guidance, participants studying EMMEs with a spotlight showed improved their visual search and enhanced interpretation performance of the symptoms in contrast to participants in either the circle or the control condition. These findings show that a spotlight EMME can successfully convey clinical reasoning based on visual observations. 相似文献
8.
Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge
about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence
affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the
impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow
experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was
correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense
of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but
their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did
students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the
two different learning situations. 相似文献
9.
Children’s Participation in a Virtual Epidemic in the Science Classroom: Making Connections to Natural Infectious Diseases 总被引：1，自引：3，他引：1
Nina Neulight Yasmin B. Kafai Linda Kao Brian Foley Cathleen Galas 《Journal of Science Education and Technology》2007,16(1):47-58
This study investigated students’ understanding of a virtual infectious disease in relation to their understanding of natural
infectious diseases. Two sixth-grade classrooms of students between the ages of 10 and 12 (46 students) took part in a participatory
simulation of a virtual infectious disease, which was integrated into their science curriculum. The results from our analyses
reveal that students perceived the simulation as similar to a natural infectious disease and that the immersive components
of the simulation afforded students the opportunity to discuss their understandings of natural disease and to compare them
to their experiences with the virtual disease. We found that while the virtual disease capitalized on students’ knowledge
of natural infectious disease through virtual symptoms, these symptoms may have led students to think of its transfer more
as an observable or mechanical event rather than as a biological process. These findings provide helpful indicators to science
educators and educational designers interested in creating and integrating online simulations within classroom environments
to further students’ conceptual understanding. 相似文献
10.
This article attempts to describe students’ process of learning physics using the notion of experiencing variation as the
basic mechanism for learning, and thus explores what variation, with respect to a particular object of learning, that students
experience in their process of constituting understanding. Theoretically, the analysis relies on analytic tools from the phenomenographic
research tradition, and the recent group of studies colloquially known as the variation theory of learning, having the notion
of experiencing variation as a key for learning at its core. Empirically, the study relies on video and audio recordings of
seven pairs of students interacting in a computer-simulation learning environment featuring Bohr’s model of the atom. The
data was analysed on a micro-level for the emergence of student-recognised variation, depicted in terms of ‘threads of learning’.
This was done by linking variation around aspects of the object of learning present in the situation, and attended to by the
students, to new ways of seeing—characterised as an expanding anatomy of awareness, and hence as learning. The students’ threads
of learning are characterised in terms of two stages of learning progress: (1) discerning variation, and (2) constituting
meaning from this experience of variation (experienced as holistically relevant in the students’ conceptual domain of physics
and the Bohr model). Two groups of threads of learning were identified: one where the variation experienced by students was
within an aspect of the object of learning, and one where variation was across several aspects. 相似文献
11.
Lena Löfgren Gustav Helldén 《International Journal of Science and Mathematics Education》2008,6(3):481-504
In order to develop successful teaching approaches to transformations of matter, we need to know more about how young students
develop an understanding of these processes. In this longitudinal study, we followed 25 students from 7 to 13 years of age
in their reasoning about transformations of matter. The questions addressed included how the students’ understanding of transformations
of matter changed and how we can make sense of individual learning pathways. In interviews performed once or twice every year
the students described and explained three situations: fading leaves left on the ground, a burning candle, and a glass of
water covered with a glass plate on which some mist had formed. When analysing the interviews, we found a common pathway of
how the students’ ideas changed over the years in each one of the situations. When analysing individual student’s interviews
with Ausubel’s assimilation theory we could discern subordinate, superordinate and combinatorial learning. How these findings
can contribute to an improvement of teaching about transformations of matter is discussed. 相似文献
12.
Francisco Cano 《European Journal of Psychology of Education - EJPE》2007,22(2):131-151
In the framework of the SAL (Students’ approaches to learning) poosition, the learning experience (approaches to learning
and study orchestrations) of 572 high school students was explored, examining its interrelationships with some personal and
familial variables. Three major results emerged. First, links were found between family’s intellectual climate and students’
approaches to learning, in particular with Deep appraoch: The better the family’s intellectual climate the higher student’
scores on Deep approach. Second, along with general intelligence, these approaches predicted students’ academic achievement,
higher grades being obtained by these students who scored lower in Surface learning approach and higher in Deep learning approach.
Three, students from the four study orchestrations reported in previous research (two displaying conceptual consonance: Deep
and Surface approaches, and the other two conceptual dissonance: high-high and low-low, in both Deep and Surface approaches)
showed different profiles in some variables (e.g., metacognitive learning strategies, family’s intellectual climate, academic
achievement), worse scores being obtained by those who orchestrated their study either in surface or in conceptually dissonant
ways. These relationships shed more light on the nature of high school students ‘learning experience, and help to provide
an integrated view of students’ webs of experience. 相似文献
13.
Christina Solomonidou Dimitrios Kolokotronis 《Education and Information Technologies》2008,13(3):185-219
This paper mainly describes the role of the multimedia software package ‘Interactions between Objects’ on students’ learning
of mechanical interaction forces and Newton’s laws. We designed and developed this software within social constructivism on
the basis of 226 students’ initial conceptions (categorized in six categories), in order to help students construct appropriate
knowledge about the subject. Teaching with the software was conducted in 13 primary, lower secondary and upper secondary school
classes. In the software’s evaluation research 226 students (aged 11–16) and 13 teachers of the classes participated. Data
analysis showed students’ substantial learning gains with respect to their initial alternative conceptions of the six conceptual
categories. Particularly, the students’ incorrect answers to the post-test questionnaire have perceptibly decreased (a mean
of 65%). In contrast, their correct answers to the questions reached high percentages, from 60% to 90% depending on the question
and the students’ age. Also the teachers’ opinions and comments enhanced software’s evaluation. The contribution of the software’s
specific characteristics on students’ learning is discussed along with implications for designing constructivist science learning
tools. 相似文献
14.
Bayram Co&#;tu Alipa&#;a Ayas Mansoor Niaz Suat ünal Muammer ?alik 《Journal of Science Education and Technology》2007,16(6):524-536
The objective of this study was to construct a teaching strategy for facilitating students’ conceptual understanding of the
boiling concept. The study is based on 52 freshman students in the primary science education department. Students’ ideas were
elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students’ alternative conceptions.
Conceptual change in students’ understanding of boiling was evaluated by administering a pre-, post- and delayed post-test.
The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student
test scores pointed to statistically significant differences in the tests and total scores (p < 0.05). Quantitative analysis of students’ responses on each test revealed different schema about changing their knowledge
system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students’ conceptual understanding.
No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching
strategy enabled students to retain their new conceptions in the long-term memory. 相似文献
15.
Although out-of-class communication enhances students’ learning experience, students’ use of office hours has been limited.
As the learning infrastructures of the social sciences and humanities have undergone a range of changes since the diffusion
of digital networks, new opportunities emerge to increase out-of-class communication. Hence, it is important to investigate
the role of cyberinfrastructures as valuable alternatives or supplements to existing infrastructures in the learning process.
This paper proposes that virtual office hours can be a form of cyberinfrastructure that provides new possibilities for student–faculty
interaction. We examine students’ perceptions of instant messaging as a tool for offering virtual office hours and enhancing
student–faculty interaction. Students report that instant messaging is a useful tool for virtual office hours because of its
convenience, interactivity, and ease of use. While students only made limited use of it when it was actually offered as an
alternative to regular office hours, it represents an important new avenue for interaction. We outline reasons for students’
limited use of instant messaging for virtual office hours and discuss a series of barriers and potential solutions. 相似文献
16.
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
17.
18.
Miri Barak Judson Harward George Kocur Steven Lerman 《Journal of Science Education and Technology》2007,16(4):325-336
Within the framework of MIT’s course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes
an innovative project entitled: Studio 1.00 that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of
wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different
instructional strategies, comparing traditional teaching with two models of the studio format. Students’ learning outcomes,
specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings
indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students’ learning outcomes
in Java programming. Comparing to the traditional courses, more students in the studio courses received “A” as their final
grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming
principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide
future versions of the course. 相似文献
19.
Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis 总被引：5，自引：5，他引：0
Fielding I. Winters Jeffrey A. Greene Claudine M. Costich 《Educational Psychology Review》2008,20(4):429-444
Computer-based learning environments (CBLEs) present important opportunities for fostering learning; however, studies have
shown that students have difficulty when learning with these environments. Research has identified that students’ self-regulatory
learning (SRL) processes may mediate the hypothesized positive relations between CBLEs and academic performance. In this review,
we identified 33 empirical studies of SRL and CBLEs. We address three research questions: (1) How do learner and task characteristics
relate to students’ SRL with CBLEs? (2) Can various learning supports or conditions enhance the quality of students’ SRL as
they learn with CBLEs? (3) What conceptual, theoretical, and methodological issues exist for this growing area of research?
We found evidence that specific SRL processes are more often associated with academic success than others and that SRL skills
can be supported. We also identified a number of issues that researchers should aim to address in future investigations, including
a more comprehensive measurement of facets of SRL and the quality of SRL processes, the seeming disconnect between SRL processes
and learning outcomes, and the distinction between self- and other-regulation.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
20.
The main goal of this study was to integrate gender and group effect into bridging strategy in order to assess the effect
of bridging analogy-based instruction on sophomore students’ misconceptions in Newton’s Third Law. Specifically, the authors
developed and benefited from anchoring analogy diagnostic test to merge the effect of group and gender into the strategy.
Newton’s third law misconception test, attitude scale toward Newton’s third law, and classroom observation checklists were
the other measuring tools utilized throughout this quasi-experimental study. The researchers also developed or used several
teaching/learning materials such as gender and group splitted concept diagrams, lesson plans, gender splitted frequency tables,
make sense scales, PowerPoint slides, flash cards, and demonstrations. The convenience sample of the study chosen from the
accessible population involved 308 students from two public universities. The results of multivariate analysis of covariance
indicated that the bridging strategy had a significant effect on students’ misconceptions in Newton’s third law whereas it
had no significant effect on students’ attitudes toward Newton’s third law. 相似文献