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1.
Hanke Korpershoek Hans Kuyper Roel Bosker Greetje van der Werf 《International Journal of Science Education》2013,35(14):2356-2375
Do non-science, technology, engineering, and mathematics (STEM) students’ views about STEM studies correspond with how STEM students actually perceive these studies? This paper deals with this issue by comparing higher education students’ attitudes towards STEM studies between those who actually did a STEM study and those who did not. The attitudes of the first category of students have been referred to as perceptions and the attitudes of the second category as preconceptions. The study included 1,935 students in higher education. The results confirm both small and large differences between the preconceptions and perceptions, and show significant differences between suitably qualified students (i.e. eligible for STEM studies) and other students. At the end of this paper, we will discuss the implications of this study for future research and offer some suggestions for practice. 相似文献
2.
Rosalind Driver 《International Journal of Science Education》2013,35(5):481-490
This introductory article to the Special Issue of the International Journal of Science Education attempts to review the theoretical contexts for research into children's conceptions in science and to identify future directions for research programmes in this field. 相似文献
3.
This study explored senior secondary students’ beliefs and experiences of learning an interdisciplinary curriculum, Liberal Studies, in Hong Kong. Through the analysis of focus-group interviews with 168 students, most of the students were found to enjoy or at least not resist interdisciplinary learning, and preferred to study real-world contemporary issues. More than half of the students, however, expressed their relative lack of confidence in interdisciplinary learning because of the difficulties they encountered in Independent Enquiry Studies and the public examination. The students were also found to have undertaken examination-oriented activities when the public examination approached. The study sheds light on the realization of interdisciplinary learning in secondary education in contexts where teacher-centred pedagogy and an accountability agenda remain influential. 相似文献
4.
Benny Hin Wai Yung Yan Zhu Siu Ling Wong Man Wai Cheng Fei Yin Lo 《International Journal of Science Education》2013,35(14):2435-2461
Capitalizing on the comments made by teachers on videos of exemplary science teaching, a video-based survey instrument on the topic of ‘Density’ was developed and used to investigate the conceptions of good science teaching held by 110 teachers and 4,024 year 7 students in Hong Kong. Six dimensions of good science teaching are identified from the 55-item questionnaire, namely, ‘focussing on science learning’, ‘facilitating students’ understanding’, ‘encouraging students’ involvement’, ‘creating conducive environment’, ‘encouraging active experimentation’ and ‘preparing students for exam (PSE)’. Significant gaps between teachers’ and students’ conceptions on certain dimensions have been revealed. The inconsistency on the dimension ‘PSE’ is particularly evident and possible reasons for the phenomenon are suggested. This study raises the important questions of how the gap can be addressed, and who is to change in order to close the gaps. Answers to these questions have huge implications for teacher education and teacher professional development. 相似文献
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Cofré Hernán Núñez Paola Santibáñez David Pavez José M. Valencia Martina Vergara Claudia 《Science & Education》2019,28(3-5):205-248
Science & Education - There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science... 相似文献
7.
The aim of this study was to examine the potential impact of the representational characteristics of models and students’ educational levels on students’ views of scientific models and modeling (VSMM). An online multimedia questionnaire was designed to address three major aspects of VSMM, namely the nature of models, the nature of modeling, and the purpose of models. The three scales of representational characteristics included modality, dimensionality, and dynamics. A total of 102 eighth graders and 87 eleventh graders were surveyed. Both quantitative data and written responses were analyzed. The influence of the representational characteristics seemed to be more salient on the nature of models and the purpose of models. Some interactions between the educational levels and the representational characteristics showed that the high school students were more likely to recognize textual representations and pictorial representations as models, while also being more likely to appreciate the differences between 2D and 3D models. However, some other differences between educational levels did not necessarily suggest that the high school students attained more sophisticated VSMM. For instance, in considering what information should be included in a model, students’ attention to particular affordances of the representation can lead to a more naive view of modeling. Implications for developing future questionnaires and for teaching modeling are suggested in this study. 相似文献
8.
This paper presents a conceptual analysis for students’ images of graphs and their extension to graphs of two-variable functions. We use the conceptual analysis, based on quantitative and covariational reasoning, to construct a hypothetical learning trajectory (HLT) for how students might generalize their understanding of graphs of one-variable functions to graphs of two-variable functions. To evaluate the viability of this learning trajectory, we use data from two teaching experiments based on tasks intended to support development of the schemes in the HLT. We focus on the schemes that two students developed in these teaching experiments and discuss their relationship to the original HLT. We close by considering the role of covariational reasoning in generalization, consider other ways in which students might come to conceptualize graphs of two-variable functions, and discuss implications for instruction. 相似文献
9.
Douglas Clark Stephen Reynolds Vivian Lemanowski Thomas Stiles Senay Yasar Sian Proctor 《International Journal of Science Education》2013,35(3):377-408
This study investigates the strategies and assumptions that college students entering an introductory physical geology laboratory use to interpret topographic maps, and follows the progress of the students during the laboratory to analyze changes in those strategies and assumptions. To elicit students’ strategies and assumptions, we created and refined a topographic visualization test that was administered before and after instruction to 26 students during the first semester of the study and to 92 students during the second semester. To more deeply understand how students think about and conceptualize topographic maps, we focused on eight individual students who were interviewed about their pretest and posttest answers as well as videotaped during three laboratory sessions. We found that even students who claim never to have worked with topographic maps often perform impressively on their pretests by making useful assumptions about symbolic topographic information. Some students, however, begin with less productive assumptions that may be unfamiliar to some instructors (e.g., thinking that the spacing of contour lines indicates elevation instead of slope). Initial success should not be misinterpreted, however, as an integrated understanding of topographic maps. Only in posttest interviews do most students express explanations integrating multiple normative assumptions. In addition to highlighting the strategies and assumptions that college students use to interpret topographic maps, we outline the implications of these findings for the design of learning objectives, curricular activities, and assessments for topographic lessons in introductory college geology courses and the training of future geoscientists. 相似文献
10.
Pavol Prokop Andrea Lešková Milan Kubiatko Carla Diran 《International Journal of Science Education》2013,35(7):895-907
This study examined university students’ knowledge of and attitudes (n = 378) toward biotechnology in Slovakia, a conservative country where the distribution of genetically engineered products are banned by law. We found a significant positive correlation between attitudes and the level of knowledge; however, although students enrolled in biology courses have better knowledge of biotechnology, their attitudes toward genetic engineering were similar than those of students who do not study biology. Females showed poorer knowledge and lower acceptance of genetically engineered products than did males. Overall, Slovakian students have poor knowledge and numerous misunderstandings about what genetic engineering means, which suggests that science curriculum with respect to this topic should be greatly re‐evaluated and teaching strategies should be improved accordingly. 相似文献
11.
This paper reports data from a study aiming to explore secondary students’ preconceptions and explanations about evolutionary
processes. Students may exhibit both alternative and scientifically acceptable conceptions and bring different ones into play
in response to different problem contexts. Hence, the examination of their explanations before instruction within different
problem contexts is expected to highlight the concepts that instruction should put more emphasis on. To achieve this, an open-ended
questionnaire in conjunction with semi-structured interviews was used to allow students to express their own views on issues
related to evolution. Students’ explanations highlighted their lack of knowledge of important evolutionary concepts such as
common descent and natural selection. In addition, many students explained the origin of traits as the result of evolution
through need via purposeful change or as carefully designed adaptations. Rather than evolutionary, final causes formed the
basis for the majority of students’ explanations. In many cases students provided different explanations for the same process
to tasks with different content. It seems that the structure and the content of the task may have an effect on the explanations
that students provide. Implications for evolution education are discussed and a minimal explanatory framework for evolution
is suggested. 相似文献
12.
Students’ judgments about “what counts” as mathematics in and out of school have important consequences for problem solving and transfer, yet our understanding of the source and nature of these judgments remains incomplete. Thirty-five sixth grade students participated in a study focused on what activities students judge as mathematical, and how they make their judgments. Students completed a photo sorting activity; took, viewed, and captioned their own photos of mathematics; viewed and commented on classmates’ photos; and participated in a small group discussion. Across multiple sources of data, findings showed that students attended to two major features of photos and activities when making judgments: surface cues present in the photos, such as numbers and money, and the possibility for mathematical action. Some students looked for the possibility of mathematics, while others asked if mathematics was necessary. Students also gave higher ratings to activities with which they had personal experience. The article concludes with possible implications for practice. 相似文献
13.
Maria S. Poulou 《Early education and development》2017,28(8):996-1010
The present study used hierarchical linear modeling to examine predictors of students’ emotional and behavioral difficulties in preschool classrooms. Specifically, the study examined (a) the link between teachers’ perceptions of their own emotional intelligence and students’ emotional and behavioral difficulties, (b) the link between teachers’ perceptions of students’ social skills and emotional and behavioral difficulties, and (c) how teachers’ perceptions of their own emotional intelligence were related differentially to their perceptions of students’ emotional and behavioral difficulties based on students’ social skills. Participants were 92 preschool teachers and 238 students from 52 state schools in central Greece. Research Findings: Results indicated that higher scores for teachers’ perceptions of emotional intelligence and students’ social skills were related to lower scores for teachers’ perceptions of students’ emotional and behavioral difficulties. Teachers’ perceptions of emotional intelligence were important in predicting students’ emotional and behavioral difficulties, especially in the case of students’ lack of social skills. Practice or Policy: This study provides empirical support for the predictors of students’ emotional and behavioral difficulties by taking into consideration both teachers’ perceptions of emotional intelligence and students’ social skills, thus suggesting new insights into the interpretation of emotional and behavioral difficulties in preschool. 相似文献
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The National Science Education Standards emphasize teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale (NRC 2011). Scale includes understanding that different characteristics, properties, or relationships within a system might change as its dimensions are increased or decreased (NRC 2011). One such relationship involves surface area to volume which is a pervasive concept that can be found throughout different sciences. This concept is important for students to not only understand the association of the two, but to also be able to apply this relationship in science contexts. The purpose of this study is to investigate the factors that influence the understanding surface area to volume relationships. This study examined middle school students’, high school students’, and science teachers’ logical thinking skills (including proportional reasoning), visual-spatial skills, and understandings of surface area to volume relationships. Regression results indicated that participants’ reasoning abilities and components of visual-spatial skills could be possible predictors for one’s ability to understand surface area to volume relationships. Implications for teaching scale concepts such as surface area to volume relationships in the science classroom are discussed. 相似文献
16.
Faik O. Karatas Amy Micklos George M. Bodner 《Journal of Science Education and Technology》2011,20(2):123-135
This study investigated the views of the nature of engineering held by 6th-grade students to provide a baseline upon which
activities or curriculum materials might be developed to introduce middle-school students to the work of engineers and the
process of engineering design. A phenomenographic framework was used to guide the analysis of data collected from: (1) a series
of 20 semi-structured interviews with 6th-grade students, (2) drawings created by these students of “an engineer or engineers
at work” that were discussed during the interviews, and (3) field notes collected by the researchers during the interviews.
The 6th-grade students tended to believe that engineers were individuals who make or build products, although some students
understood the role of engineers in the design or planning of products, and, to a lesser extent in testing products to ensure
that they “work” and/or are safe to use. The combination of drawings of “engineers or engineering at work” and individual
interviews provided more insight into the students’ views of the nature of engineering than either source of data would have
offered on its own. Analysis of the data suggested that the students’ concepts of engineers and engineering were fragile,
or unstable, and likely to change within the time frame of the interview. 相似文献
17.
In this study, we investigated distinctions among the diversity of religious traditions represented by Lebanese and Egyptian
Muslim high school students regarding their understanding and acceptance of biological evolution and how they relate the science
to their religious beliefs. We explored secondary students’ conceptions of evolution among members of three Muslim sects—Sunni,
Shiite, and Druze—in two cultural contexts; one in which the overwhelming majority of the population is Muslim (Egypt) and
another in which there is a sizable Christian community (Lebanon). Data were collected via surveys that examined students’
scientific and religious understandings of evolution among 162 Egyptian students (all Sunni Muslims; 63% females and 37% males)
and 629 Lebanese students (38.5% Sunni, 38% Shiite, and 23.5% Druze; 49% females and 51% males). Additional data were collected
via semi-structured interviews with 30 Lebanese students to allow triangulation of data for accuracy and authenticity. Results
indicate that many Egyptian and Lebanese Muslim students have misconceptions about evolution and the nature of science which
often lead to rejection of evolution. Also, Lebanese Sunni and Shiite students and Egyptian Sunni students tend to exhibit
high levels of religiosity, and these students report that their religious beliefs influence their positions regarding evolution.
Finally, Sunni and Shiite Lebanese students have religious beliefs, conceptions of evolution, and positions regarding evolution
similar to those of Sunni Egyptian students. These conceptions and positions, however, are substantially different from those
of Druze Lebanese students. 相似文献
18.
Per F. Laursen 《Scandinavian Journal of Educational Research》2013,57(4):279-291
In democratic countries, students make individual choices of courses of higher education; psychological theories have tried to explain the logic of these choices. The “flow” of young people into different courses of education and different parts of the labour market can also be viewed as a social process which can be studied sociologically. But both the psychological and the sociological theories are incomplete. The article tries to integrate the two kinds of theories using inspiration from the “structuration theory” of A. Giddens. Empirical support to the theory is given through a sketch of the history of the Danish admission policy and as a review of a survey of the choice of higher education by Danish students. The article concludes with proposals for further research. 相似文献
19.
With the development of economic globalization,international communication and integration,English for Specific Purpose turned up and has enjoyed much popularity since recent years. In the contemporary society,ESP teaching becomes an increasing prominent teaching course. This paper will focus on the ESP teaching and learning,especially the students’ expectation of ESP course. At first,it will introduce the great importance and background of ESP teaching. Then,it will review the definition,categories and traits of ESP. In the end,it will mainly concern about students’ expectation and perception of ESP course.The main purpose of this paper is to bring up some constructive suggestions for ESP teaching and learning. It suggests that to achieve the goal of facilitating ESP teaching and learning effectively can be realized by understanding the characteristics of ESP teaching and learners’ learning style,choosing the suitable teaching materials,creating some specific fields of this study which is relevant practically,mapping out appropriate evaluation. As for students,they should set up clear goals for ESP learning,adopt such appropriate learning method as the self-construction way,and try the cooperative learning pattern. Besides,ESP teachers also play an important role in this process. They can achieve the success of ESP teaching through planning course design at advance including considering and understanding students’ expectation of ESP course,their characteristics,learning goals and appropriate teaching materials,which all contribute to positive ESP learning experience. 相似文献
20.
Basic phylogenetics and associated “tree thinking” are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K–12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels.
Just as beginning students in geography need to be taught how to read maps, so beginning students in biology should be taught how to read trees and to understand what trees communicate. O’Hara (1997 , p. 327)相似文献