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Fred N. Finley 《科学教学研究杂志》1984,21(8):809-818
During the past several years interest in using clinical interviews to assess students conceptual knowledge has increased. However, using clinical interviews when research questions require quantitative comparisons has been difficult. The central difficulty is to construct variables that can be used to quantify and statistically compare the results of interviews while maintaining exactly what student conceptions are associated with each variable. The purpose of this article is to present a technique for constructing variables that overcomes this difficulty. The technique involves the representation of each proposition a student uses in terms of a standard set of underlying predicates, concepts, and relationships among concepts. Each proposition represented in these standard terms can be used as a variable to quantitatively compare the knowledge of students as expressed in clinical interviews. 相似文献
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Fred N. Finley 《科学教学研究杂志》1983,20(1):47-54
During the past twenty years, research, curriculum development, and instruction in science education have been influenced by Gagne's conception of science processes. This article reports an investigation of the epistomologic foundations of this conception. The results indicate that a commitment to inductive empiricism pervades the presently held view of science processes. A major tenet of this commitment is that conceptual knowledge results from the application of science processes in understanding natural phenomena and solving problems. Criticism of the commitment in light of recent developments in the philosophy of science reveals that there is limited philosophical support for this view. The implication is that if science educators continue to use the presently held view of science processes, the conception needs to be reformulated. Otherwise, there is a clear danger that students will be presented an inaccurate and inadequate view of science processes. The alternative is to view the exact nature of science processes as being dependent upon the conceptual knowledge that is used to understand a particular phenomena or problem. 相似文献
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Berry Billingsley Mehdi Nassaji Sharon Fraser Finley Lawson 《Research in Science Education》2018,48(6):1115-1131
This paper gives the rationale and a draft outline for a framework for education to teach epistemic insight into schools in England. The motivation to research and propose a strategy to teach and assess epistemic insight followed research that investigated how students and teachers in primary and secondary schools respond to big questions about the nature of reality and human personhood. The research revealed that there are pressures in schools that dampen students’ expressed curiosity in these types of questions and limit their developing epistemic insight into how science, religion and the wider humanities relate. These findings prompted the construction of a framework for education for students aged 5–16 designed to encourage students’ expressed interest in big questions and develop their understanding of the ways that science interacts with other ways of knowing. The centrepiece of the framework is a sequence of learning objectives for epistemic insight, organised into three categories. The categories are, firstly, the nature of science in real world contexts and multidisciplinary arenas; secondly, ways of knowing and how they interact; and thirdly, the relationships between science and religion. Our current version of the Framework is constructed to respond to the way that teaching is organised in England. The key principles and many of the activities could be adopted and tailored to work in many other countries. 相似文献
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