THE DEVELOPMENT OF A COMPETENCE SCALE FOR LEARNING SCIENCE: INQUIRY AND COMMUNICATION     

Huey-Por Chang  Chin-Chang Chen  Gwo-Jen Guo  Yeong-Jin Cheng  Chen-Yung Lin  Tsung-Hau Jen 《International Journal of Science and Mathematics Education》2011,9(5):1213-1233

The objective of this study was to develop an instrument to measure school students’ competence in learning science as part of a large research project in Taiwan. The instrument consisted of 29 self-report, Likert-type items divided into 2 scales: Competence in Scientific Inquiry and Competence in Communication. The Competence in Scientific Inquiry scale contained 4 subscales: presenting questions and hypothesis, planning, experimenting and data gathering, and data analyzing, interpreting, and concluding. The Competence in Communication scale contained 4 subscales: expressing, evaluating, responding, and negotiating. Students were recruited randomly from primary, junior, and senior high schools in different regions of Taiwan to validate the instrument and establish its reliability and validity. The results of the analyses indicate that the instrument, scales, and subscales have reasonable internal consistency; that the theoretical structure was supported by empirical data; and that the subscales are homogeneous. These results indicate that it is an appropriate tool for measuring students’ competence in learning science. Implications and suggestions for further studies are included.  相似文献   

DEVELOPMENT AND VALIDATION OF A TAIWANESE COMMUNICATION PROGRESSION IN SCIENCE EDUCATION     

Hsin  Ming-Chin  Chien  Sung-pei  Hsu  Yin-Shao  Lin  Chen-Yung  Yore  Larry D. 《International Journal of Science and Mathematics Education》2014,14(1):125-143

Common core standards, interdisciplinary education, and discipline-specific literacy are common international education reforms. The constructive–interpretative language arts pairs (speaking–listening, writing–reading, representing–viewing) and the communication, construction, and persuasion functions of language are central in these movements. This research developed and validated a communication progression in science education for elementary–secondary schooling in Taiwan. The framework for the communication progression was based on relevant literature, international curricula, and focus-group deliberations; it consisted of three dimensions: presentation, reaction, and negotiation. Delphi deliberations with questionnaires were applied to experts to evaluate the theoretical considerations and to experienced science teachers to evaluate the practical considerations. Results confirmed the importance of communications in science learning and the developmental nature of communications across elementary, middle, and secondary schools and validated the proposed framework and progression. The communication progression has application to other international education systems as they address common core standards and curricula in language and science.

  相似文献   

Science Curriculum Components Favored by Taiwanese Biology Teachers     

Chen-Yung Lin  Reping Hu  Miao-Li Changlai 《Research in Science Education》2005,35(2-3):269-280

The new 1–9 curriculum framework in Taiwan provides a remarkable change from previous frameworks in terms of the coverage of content and the powers of teachers. This study employs a modified repertory grid technique to investigate biology teachers' preferences with regard to six curriculum components. One hundred and eighty-five in-service and pre-service biology teachers were asked to determine which science curriculum components they liked and disliked most of all to include in their biology classes. The data show that the rank order of these science curriculum components, from top to bottom, was as follows: application of science, manipulation skills, scientific concepts, social/ethical issues, problem-solving skills, and the history of science. They also showed that pre-service biology teachers, as compared with in-service biology teachers, favored problem-solving skills significantly more than manipulative skills, while in-service biology teachers, as compared with pre-service biology teachers, favored manipulative skills significantly more than problem-solving skills. Some recommendations for ensuring the successful implementation of the Taiwanese 1–9 curriculum framework are also proposed.  相似文献   

DEVELOPMENT AND VALIDATION OF A TAIWANESE COMMUNICATION PROGRESSION IN SCIENCE EDUCATION     

Ming-Chin Hsin  Sung-pei Chien  Yin-Shao Hsu  Chen-Yung Lin  Larry D. Yore 《International Journal of Science and Mathematics Education》2016,14(1):125-148

Today, early science education is a well-accepted view. Enhancing children’s curiosity about the natural world and fostering positive attitudes toward science are primary goals of science education. However, questions remain regarding the appropriate ways to identify, nurture, and study these emotional states in pre-schoolers. This study examines the potential of using pre-schooler’s verbal (e.g. self-generated figurative expressions) and behavioral (sensorimotor interactions) responses while participating in a scientific activity, as indicators of curiosity and attitudes toward science. The responses of 41 pre-schoolers were documented via a response questionnaire developed for this study. An integrated quantitative–qualitative approach was utilized for data analyses. Results show that pre-schoolers utilize figurative expressions to express various emotional valences. Generation of verbal expressions that entail positive emotional valences and the desire to engage in sensorimotor interactions during a scientific activity were identified as positively correlated. Additionally, girls were more likely to express curiosity and positive attitudes toward science than boys in the context of this study. The findings suggest that these verbal and behavioral measures may serve as indicators of attitudes and curiosity toward science among pre-school children.  相似文献