排序方式： 共有18条查询结果，搜索用时 15 毫秒
11.
The purpose of this study was to explore how some university biology majors in Beirut, Lebanon, accommodate the theory of biological evolution with their existing religious beliefs. Sixty-two students enrolled in a required senior biology seminar responded to open-ended questions that addressed (a) their understanding of the theory of evolution, (b) their perception of conflict between this theory and religion, and (c) whether the theory of evolution clashed with their own beliefs about the world. Based on their responses, 15 students were selected for an in-depth exploration of their written responses. Students' answers clustered under 1 of 4 main positions: for evolution, against evolution, compromise, and neutral. The authors suggest that teaching students about the nature of scientific facts, theories, and evidence is more likely to enhance understanding of evolutionary theory if students are given the opportunity to discuss their values and beliefs in relation to scientific knowledge. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 429–445, 1997. 相似文献
12.
13.
14.
15.
Research in Science Education - The purpose of this research is to better understand the uses and potential of triadic dialogue (initiation-response-feedback) as a dominant discourse pattern in... 相似文献
16.
Enja Osman Saouma BouJaoude Hiba Hamdan 《International Journal of Science and Mathematics Education》2017,15(7):1257-1280
Lebanese educators claim that middle and secondary school students exhibit poor understanding of genetics due to misconceptions and difficulties that hinder progression in conceptual understanding of major genetics concepts and phenomena across different grade levels. They attributed these problems to Lebanon’s ill-structured genetics curriculum which needs a thorough revision in light of curricular reform models that take into account student misconceptions, cognitive abilities, and past experiences. Despite these claims, no empirical tests were done. Consequently, this study aimed to investigate G7-12 Lebanese students’ misconceptions and difficulties in genetics in an attempt to design a curriculum that would enhance student understanding of genetics. Using quantitative and qualitative data collection methods, we obtained an in-depth understanding of the nature of the misconceptions and difficulties encountered by students in grades 7–12, determined the level of students’ genetics literacy, and explored the progression of their level of conceptual understanding of major genetics concepts across grade levels. A questionnaire was administered to 729 students (G7-12) in 6 schools and was followed by semi-structured interviews with 62 students to validate the questionnaire results, gain further understanding of students’ misconceptions, and assess their level of genetics literacy. Findings showed that patterns of inheritance, the deterministic nature of genes, and the nature of genetic information were found to be among the most difficult concepts learned. Students also showed inadequate understanding of many basic genetics concepts which persist across grade levels. Furthermore, results indicated that students across all grade levels exhibited a low level of genetics literacy. Implications for practice and research are discussed. 相似文献
17.
Saadeddine Salim Shehab Saouma BouJaoude 《International Journal of Science and Mathematics Education》2017,15(5):797-816
This study focused on the requirements that chemical representations should meet in textbooks in order to enhance conceptual understanding. Specifically, the purpose of this study was to evaluate the chemical representations that are present in 7 secondary Lebanese chemistry textbooks. To achieve the latter purpose, an instrument adapted from Gkitzia, Salta, and Tzougraki (Chemistry Education Research and Practice, 12, 5–14, 2011) was used. This instrument depends on 5 basic criteria: (a) type or level, (b) surface features, (c) relatedness to text, (d) existence and properties of a caption, and (e) degree of correspondence between representations comprising a multiple representation. The results of the study revealed that the chemical representations used in the selected textbooks are focused on the macro level with either implicit or ambiguous labels. Moreover, the selected textbooks use very few multiple, hybrid, or mixed representations. In addition, most chemical representations are accompanied by problematic or no captions. Recommendations for textbook writers and future research are discussed in light of these findings. 相似文献
18.
Nadya Rizk Lama Jaber Sarah Halwany Saouma BouJaoude 《International Journal of Science and Mathematics Education》2012,10(3):473-496
Beliefs about the nature of knowledge and knowing have been investigated extensively in educational and developmental psychology research. Hofer??s framework on personal epistemology is adopted in the present study for assessing Lebanese university students?? epistemologies of science. Participants were 213 students in their first year of science-related studies at a private university in Beirut. Two instruments were used for data collection: The science-focused epistemological beliefs questionnaire (Hofer, 2000) and an 8-item instrument adapted from the modified version of the ??Views on Science?CTechnology?CSociety?? (Dogan & Abd-El-Khalick, 2008), and an additional item developed by the authors. Thirty students were purposively selected for completing the second instrument followed by a semi-structured interview. Data analysis yielded the following assertions regarding students?? epistemologies of science: (1) Scientific knowledge is liable to change; (2) the source of scientists?? knowledge is inherent to human??s construction, whereas the source of personal knowledge is independent from human subjectivity and based on external authority; (3) scientific knowledge is proven and validated through the concerted effort of scientists; and (4) absolute truth cannot be attained because of the lack of means to access knowledge. Findings highlighted the need to foster an academic culture that promotes students?? epistemologies and explicitly addresses the nature and processes of science in curricula and instruction. 相似文献