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Research in Science Education - The purpose of this study was to describe the effect of multiple knowledge representations of physical and chemical changes on the development of primary pre-service... 相似文献
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Jazlin Ebenezer Russell Columbus Osman Nafiz Kaya Lin Zhang Devairakkam Luke Ebenezer 《Journal of Science Education and Technology》2012,21(1):22-37
The purpose of this case-study is to narrate a secondary science teacher’s experience of his professional development (PD)
education and training in innovative technologies (IT) in the context of engaging students in environmental research projects
The sources from which the narrative is derived include (1) the science teacher’s reflective reports during three summer institute
programs and (2) the science teacher’s reflective reports while subsequently engaging students in IT-embedded environmental
research projects in his classroom. The science teacher’s explanations for changes in students’ perception of their IT fluency
illuminate his personal narrative. The science teacher attributed his growth and significant changes in students’ perceptions
of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students’ IT abilities
in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due
to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential
to produce significant increases in students’ perceptions of their IT fluency. 相似文献
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This study examined structural characteristics of university engineering students' conceptions of energy elicited through paragraph writing and their relations with categories of their conceptions specific to energy in solution processes identified through interviews. We found that structures of students' conceptions are characterized primarily by characteristic, example‐of/type‐of, and lead‐to types of relations, and these relations correspond with categories of students' conceptions. More specifically, categories of students' conceptions are exclusively related to energy transformation, and students failed to apply the notion of energy conservation demonstrated in structures of their conceptions to explain the temperature change in solution processes. It is concluded that although paragraph writing and interviews solicit different student conceptions, the conceptions identified from the two sources are related and paragraph writing tends to provide a more holistic picture of students' conceptions. This conclusion has clear implications for science curriculum development and instruction. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 423–441, 2002 相似文献
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Research in Science Education - The purpose of this investigation was to qualitatively describe high school students’ reasons for their science dispositions (attitude, perception, and... 相似文献
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Muammer??alykm_calk@yahoo.com" title="muammer@hotmail.com m_calk@yahoo.com" itemprop="email" data-track="click" data-track-action="Email author" data-track-label="">Email author Alipa?a?Ayas Jazlin?V.?Ebenezer 《Journal of Science Education and Technology》2005,14(1):29-50
This study has reviewed the last two decades of student conception research in solution chemistry pertaining to aims, methods of exploring students conception, general knowledge claims, students conceptions and difficulties, and conceptual change studies. The aims of solution chemistry studies have been to assess students understanding level of solution chemistry and in some studies compare understanding based on age and year at school or college. The methods of exploring students conceptions consisted of interviews, paper and pencil surveys (open-ended questions and multiple-choice questions), free writing and drawings and the validity of these methods have been highlighted. The general knowledge claims synthesized in this study are students (a) attending to mechanical events, (b) preference for everyday language usage over chemical language, (c) confusing solution chemistry with non-related concepts, (d) lack of sub-microscopic explanation for macroscopic observation, (e) difficulty with visualizing and representing sub-microscopic ideas, (f) difficulty with symbolic representations, (g) inconsistent explanations, (h) development of student understanding with age, and (i) development of conservation reasoning with age. To incorporate students conceptions, conceptual change studies have used strategies such as worksheet, analogy, collaboratively working with a teacher, hypermedia, and group exploration. The results of conceptual change studies generally have had a positive impact enabling students to consider their ideas and develop plausible models of solution chemistry. For improvement of student learning in chemistry, this review of solution chemistry studies sheds light on teacher thinking and capacity building with respect to explicitly incorporating students conceptions into chemistry curriculum; practicing research-based strategies; forging links among types of chemical knowledge; collaborating for experimental teaching; and conducting further research. 相似文献
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Grade 10 students' perceptions of classroom practices and activities, as well as their attitudes toward science teaching and school science, were assessed in the Westend School District (pseudonym) in British Columbia, using both quantitative (statistics of Likert-type scales) and qualitative (critical interpretive analysis of interview data) methods. The major findings of the study were that students do not appreciate the most prevailing contemporary practices in science classes, perceived by them as mainly the copying of the teacher's notes, and that they prefer science teaching and learning in which they take an active and responsible part. Additionally, teaching style appears to be the major determinant of high school students' attitudes toward science and science teaching. No change in students' perceptions of and attitudes toward science teaching and school science (in 1989 compared with 1986) could be detected in spite of the impact made by the recently advocated constructivist and science-technology-society (STS) approaches on science curriculum and science education. It is argued, therefore, that more emphasis must be placed on the science teachers' role and their teaching style if an educational change in the constructivist/STS direction is to be achieved. 相似文献
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Nathaniel A. Omilani S. Akin Akinyele Tunde S. Durowoju Ebenezer Ifeoluw Obideyi 《Education 3-13》2019,47(6):760-772
Basic Science and Technology is a subject that is based on the broad field curriculum which is the foundation for science education in Nigeria at the basic level of education. Pupils learning outcomes is usually limited to the assessment of their achievement in paper pencil test. Pupils’ skills in carrying out scientific investigation and the investigation they carry out is usually not assessed neither is the score part of pupils score in Basic Science and Technology. In this paper, we determined the effect of the integration of assessment of science practicals on basic four pupils’ achievement and problem solving in Basic Science and Technology (basic science, basic technology, and information and communication technology). Participant 303 basic four pupils (primary four) in Odeda local government of Ogun. The result indicated that pupils in the treatment group were better problem solvers in two out of the three themes in Basic Science and Technology (basic science and basic technology). Also pupils in the treatment group had a significantly higher achievement in information and communication technology theme of Basic Science and Technology. 相似文献
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International trends in health science librarianship part 15: West Africa (Ghana,Nigeria, Senegal) 
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下载免费PDF全文 Solomon Bayugo Sulemani Ebenezer Afarikumah Samuel Bentil Aggrey Grace A. Ajuwon Ousmane Diallo 《Health information and libraries journal》2015,32(3):241-246
This is the 15th in a series of articles exploring international trends in health science librarianship in the 21st century. It is the third of four articles pertaining to different regions in the African continent. The present issue focuses on countries in West Africa (Ghana, Nigeria and Senegal). The next feature column will investigate trends in North Africa. JM 相似文献