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1.
Khishfe Rola BouJaoude Saouma 《International Journal of Science and Mathematics Education》2014,12(1):145-165
The pedagogical practices of mathematics education for young children in English and Korean pre-schools were compared through analyses of interviews with practitioners, observations of classroom activities and an examination of documents related to the planning and implementation of mathematics education. Practitioners in both countries used integrated activities to teach mathematics, although they used such activities more frequently in nurseries than in reception classes in England and more frequently in state settings than in independent settings in Korea. Furthermore, mathematics education was more structured, more likely to be led by an adult and less holistic in reception classes than in nurseries in England, whereas it was more structured and didactic in independent than in state settings in Korea. However, mathematics education in England was more systematic, used a more individualised approach and incorporated a variety of hands-on materials and rigorous outdoor activities, whereas it was more group-oriented and utilised limited materials and fewer outdoor activities in Korea. 相似文献
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The purpose of this study was to describe the knowledge base of a group of science teachers in terms of their knowledge of the structure, function, and development of their disciplines, and their understanding of the nature of science. The study also aimed to relate the teachers' knowledge base to their level of education, years of teaching experience, and the class level(s) that they teach. Twenty inservice science teachers were selected to respond to a modified version of the Views on Science–Technology–Society (VOSTS) questionnaire to assess their understanding of the nature of science. The teachers then constructed concept maps and were interviewed. The concept maps were scored and the interviews analyzed to assess teachers' knowledge of the structure, function, and development of their disciplines. The teachers' knowledge base was found to be lacking in all respects. Teachers held several naive views about the nature of science and did not demonstrate adequate knowledge and understanding of the structure, function, and development of their disciplines. Moreover, the teachers' knowledge base did not relate to their years of teaching experience, the class level(s) that they teach, and their level of education. It was reasoned that teacher preparation programs are not helping teachers develop the knowledge base needed for teaching science. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 673–699, 1997. 相似文献
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This research investigated the effect of reflective discussions following inquiry‐based laboratory activities on students' views of the tentative, empirical, subjective, and social aspects of nature of science (NOS). Thirty‐eight grade six students from a Lebanese school participated in the study. The study used a pretest–posttest control‐group design and focused on collecting mainly qualitative data. During each laboratory session, students worked in groups of two. Later, experimental group students answered open‐ended questions about NOS then engaged in reflective discussions about NOS. Control group students answered open‐ended questions about the content of the laboratory activities then participated in discussions of results of these activities. Data sources included an open‐ended questionnaire used as pre‐ and posttest, answers to the open‐ended questions that experimental group students answered individually during every session, transcribed videotapes of the reflective discussions of the experimental group, and semi‐structured interviews. Results indicated that explicit and reflective discussions following inquiry‐based laboratory activities enhanced students' views of the target NOS aspects more than implicit inquiry‐based instruction. Moreover, implicit inquiry‐based instruction did not substantially enhance the students' target NOS views. This study also identified five major challenges that students faced in their attempts to change their NOS views. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1229–1252, 2010 相似文献
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Although a well‐corroborated scientific theory, the theory of evolution has continued to cause dilemmas for some individuals who have not easily been able to accommodate the concepts of this theory within their “cognitive culture.” The reason lies in the overlap of some ideas that the theory advocates with other social, epistemological, and religious beliefs. This study describes how 11 college biology students who completed a course on the theory of evolution perceive the relationship among their epistemological beliefs about science, their beliefs about religion, and their perception of nature and causality and their position regarding the theory of evolution. It also compares the different positions of the students to that of the course instructor. Questionnaires and semistructured interviews were used to collect data. Qualitative methods were used to analyze the data and identify the various positions of the students and course instructor. The students' positions ranged from complete acceptance to complete rejection of the theory of evolution. The results suggest that students' personal beliefs should not be dismissed or underestimated when teaching the theory of evolution. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 395–419, 2008 相似文献
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Rola Khishfe Saouma BouJaoude 《International Journal of Science and Mathematics Education》2016,14(1):145-167
Students’ attitudes and conceptions seem to be influenced by social/cultural contexts and interactions with other students from diverse backgrounds. Therefore, educators need to study attitudes, conceptions, and career choices in relation to diversity indicators. Such was one focus of the Science Education for Diversity project, which involved collaboration among UK, The Netherlands, Turkey, Lebanon, India, and Malaysia. The purpose of this component of the project was to investigate Lebanese students’ attitudes, conceptions, and career choices in relation to gender and religion. The 1,260 Grade 4 to 8 participants, who came from co-educational private and public schools, purposefully selected to include different religions, filled out a questionnaire designed specifically for the Project. Results from the Lebanon data showed that students generally had positive attitudes towards science. They seemed to identify only things they study about in school as “science” with some gender differences but no differences based on religion. Students seemed to be worried about environmental socioscientific issues. About 40 % of students believed that God created all life and that their families believed that too, with significant differences by gender and religion. Finally, the greater majority stated that they would like a job that ensures recognition and respect. Implications related to maintaining students’ interest in science and science-related careers were discussed. 相似文献
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The purpose of this research is threefold: (1) to identify the difficulties that Grade 10 students in a Lebanese school have that hinder their conceptual understanding at the micro–macro–symbolic interface in chemistry, (2) to investigate the effect of a macro–micro–symbolic teaching approach on students’ relational understanding of chemical reactions, and (3) to characterize students’ conceptual profiles regarding their understanding of chemical reactions in terms of macro, micro, symbolic levels and the relations among them, at the end of the teaching sequence. Forty six 10th graders from two sections participated in the study. A student-centered approach was followed in both sections based on constructivist pedagogy. Hence the teacher played the role of a facilitator who guided students in a meaning making inductive learning process, through questioning, monitoring, validating, and clarifying ideas. Instruction in the experimental group was characterized by macro–micro–symbolic teaching that focuses on the interplay between the levels, integrates various representations, and engages students in an epistemic discourse about the nature of knowing in chemistry. Data sources for the study included a pre-test and two post-intervention tasks: a post-test and a concept map task, in addition to interviews with selected students from both sections. Findings indicated that macro–micro–symbolic teaching enhanced students’ conceptual understanding and relational learning of chemical reactions. Besides, four assertions related to students’ conceptual and epistemological thinking in response to the different teaching approaches are presented. Implications for instruction and for teacher education programs, as well as recommendations for further research, are discussed in light of these findings. 相似文献
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Saouma B. BouJaoude Murad E. Jurdak 《International Journal of Science and Mathematics Education》2010,8(6):1019-1047
The purposes of this study were to understand the nature of discourse in terms of knowledge types and cognitive process, source
of utterances (student or teacher), and time use in microcomputer-based labs (MBL) and verification type labs (VTL) and to
gain an understanding of the role of MBL in promoting mathematization. The study was conducted in 2 grade 11 classes in which
students studied Hooke’s law and Newton’s second law of motion using MBL during 1 year while a different group of students
studied the same topics with the same physics teacher using a VTL approach. All sessions were videotaped, transcribed and
coded using a taxonomy developed by DeVito & Grotzer (2005). In addition, evidence to support each of the 5 steps of mathematization was sought from the actions of the teachers and
their discourse with the students. Results showed that conceptual knowledge type utterances were significantly more frequent
in MBL sessions, cognitive processes of remembering and understanding were significantly more frequent in the MBL sessions,
students spent most of their time analyzing the graphs in the MBL sessions, and MBL has a potential to promote mathematization
in favorable instructional environments in physics laboratory classes. 相似文献
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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