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Students' epistemological beliefs about scientific knowledge and practice are one important influence on their approach to learning. This article explores the effects that students' inquiry during a 4‐week technology‐supported unit on evolution and natural selection had on their beliefs about the nature of science. Before and after the study, 8 students were interviewed using the Nature of Science interview developed by Carey and colleagues. Overall, students held a view of science as a search for right answers about the world. Yet, the inconsistency of individuals' responses undermines the assumption that students have stable, coherent epistemological frameworks. Students' expressed ideas did not change over the course of the intervention, suggesting important differences between students' talk during inquiry and their abilities to talk epistemologically about science. Combined with previous work, our findings emphasize the crucial role of an explicit epistemic discourse in developing students' epistemological understanding. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 369–392, 2003 相似文献
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Jonathan Sandoval 《Psychology in the schools》1993,30(4):321-326
Personality factors along with organizational factors and interpersonal factors have commonly been thought to contribute to the experience of burnout among human services workers, including school psychologists. This study validates the relationship of personality characteristics as measured by the California Psychological Inventory (CPI) and burnout as measured by the Maslach Burnout Inventory. School psychologists with well-integrated personalities (high Factor 3 scores on the CPI) are less prone to burnout than others. 相似文献
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Jennifer A. Sandoval Steve J. Collins 《Journal of Intercultural Communication Research》2016,45(3):248-260
This study sought to determine if cultural variables might explain differences in press freedom across nations. The results confirmed that two of Hofstede’s cultural dimensions – power distance and individualism – explained a significant amount of variance in press freedom rankings produced by Freedom House and Reporters Without Borders. For example, the two factors combined to explain 48% of the variance in Reporters Without Borders rankings and accounted for 42% of the variance in Freedom House’s civil liberties scores. The results suggest that those who seek to promote freedom of the press around the world would be wise to pay more attention to cultural factors that may stand in the way of change. 相似文献
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We designed and used a series of activities （named activities to teaching electric field （ATEF）） based on the Physics by Inquiry （PBI） strategy to teaching the electric field concept with university students. We used a concentration factor tool to assess the effectiveness of those activities used during three weeks of instruction. Results indicate that students who had traditional teaching obtained a very tiny gain （less than 1%）; concentration factors indicate that most of their responses fall into a random area, which is not favorable. On the other hand, the experimental group using our activities had greater gains （〉 10%） than the control group. Concentration factors showed that after instruction, students＇ mental models changed toward a favorable pattern about comprehension of electric field concept and Coulomb＇s law. A hypothesis test of two samples indicated that there is a significant difference between both traditional teaching and ATEF based on PBI. 相似文献
25.
Jonathan Sandoval 《Journal of educational and psychological consultation》2013,23(3-4):251-261
A central tenant of consultee-centered consultation is that the consultee is always an active agent in the consultation process, not a passive receiver of transmitted information. Both participants will be constructing new understandings during consultation. The consultant can facilitate consultation by asking questions to illuminate the consultee's current theory of what is causing the consultation predicament. Next, the consultant and consultee might explore how the consultee's theory is inadequate to explain this and other cases. When a new theory is generated, it must be an understandable substitute explanation. It must be an intelligible, coherent, and plausible explanation. Finally, the new conceptualization must be parsimonious and efficacious in working with future clients as well as the current client and problem. 相似文献
26.
William Sandoval 《学习科学杂志》2013,22(1):18-36
Design research is strongly associated with the learning sciences community, and in the 2 decades since its conception it has become broadly accepted. Yet within and without the learning sciences there remains confusion about how to do design research, with most scholarship on the approach describing what it is rather than how to do it. This article describes a technique for mapping conjectures through a learning environment design, distinguishing conjectures about how the design should function from theoretical conjectures that explain how that function produces intended outcomes. 相似文献
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Although educational research and practice has found many benefits of long-term and complex design activities, an issue of growing concern is that students might lose sight of science learning while diverting their attention to design aesthetics, collaborative management, and technology. A question is whether or not science is actually separate from these aspects; it may be that science permeates the design environment and is thus contexted within these other activities. To investigate this possibility we followed a classroom of 33 students, divided into 7 teams, and we examined their science discussions as they planned for creating instructional software designs. Specifically, we investigated which conversational contexts gave rise to science talk. We found that a focus on the fine-grained details of the instructional science designs themselves and the contributions of more design-experienced students played an important role in the sophistication of the science content in the planning discussions. In examining less productive contexts for science talk, we found that a conversational focus in planning discussions on collaboration and software issues, as well as the science focus of the software designs, impacted the quality of science integration. In our discussion, we address the issue of which design contexts afford opportunities for richer discourse and the implications for other project-based design activities. 相似文献
28.
Heather F. Clark William A. Sandoval Jarod N. Kawasaki 《Environmental Education Research》2020,26(8):1177-1192
AbstractThis case study presents the efforts of three high school teachers to design and implement climate change lessons in alignment with the Next Generation Science Standards (NGSS). Using three conceptual frameworks that organize the assumptions of the environment in the NGSS we examine how those assumptions influence teacher practice when teachers strive to align with the standards. Video recorded instruction of eight climate change-anchored lessons spanning three consecutive years were thematically coded. Results indicate that the problematic aspects of the NGSS’s characterization of climate change can help explain the framing of environmental issues and the compartmentalization of humans relative to the climate science in teachers’ lesson plans and instruction. The NGSS promulgate disconnected agency which appears in teacher and student talk in classrooms. Our analysis reveals opportunities to use standards to design interventions for classroom practice to support diverse students in countering the assumptions about the human-environment relationship embodied in the NGSS. 相似文献
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This paper presents an investigation of inverter fault-tolerant operation for a permanent magnet synchronous motor （PMSM） direct torque control （DTC） system under various inverter faults. The performance of a faulty standard 6-switch inverter driven PMSM DTC system is analyzed. To avoid the loss or even disaster caused by the inverter faults, a topology-modified inverter with fault-tolerant capability is introduced, which is reconfigured as a 3-phase 4-switch inverter. The modeling of the 4-switch inverter is then analyzed and a novel DTC strategy with a unique nonlinear perpendicular flux observer and feedback compensation scheme is proposed for obtaining a continuous, disturbance-flee drive system. The simulation and experimental results demonstrate that the proposed inverter fault-tolerant PMSM DTC system is able to operate stably and continuously with acceptable static and pretty good dynamic performance. 相似文献
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