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In this study, 120 tenth-grade students from 8 schools were examined to determine the extent of their ability to perceive the human body as a system after completing the first stage in their biology curriculum - “The human body, emphasizing homeostasis”. The students’ systems thinking was analyzed according to the STH thinking model, which roughly divides it into three main levels that are arranged “pyramid” style, in an ascending order of difficulty: 1. Analysis of system components—the ability to identify the components and processes existing in the human body system; 2. Synthesis of system components—ability to identify dynamic relations within the system; 3. Implementation—ability to generalize and identify patterns in the system, and to identify its hidden dimensions. The students in this study proved largely incapable of achieving systems thinking beyond the primary STH level of identifying components. An overwhelming majority if their responses corresponded to this level of the STH model, further indicating a pronounced favoring of structure over process, and of larger, macro elements over microscopic ones. 相似文献
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This research examines the problems that religious Jewish science teachers in Israeli high schools have in coping with science subjects (such as geological time) which conflict with their religious beliefs. We do this by characterizing the philosophical approaches within Judaism that such teachers have adopted for dealing with such controversy. Thus, we surveyed 56 religious teachers using a Likert‐type questionnaire developed for this research, as well as interviewed 11 teachers to more deeply probe their approaches. In addition, we surveyed 15 religious scientists, so that we could both contrast their views with our teacher samples as well as to better understand their coping strategies when confronted by scientific topics that challenge their beliefs. Results indicated that no single philosophical approach earned overwhelming support from the teachers or scientists. Instead, most of the subjects relate separately to each source of possible conflict in accordance with the philosophical approach that appears to be the most fruitful for resolving such conflicts. Moreover, both the scientists and the teachers felt less conflicted toward the specific subject of geological time, in comparison to issues connected to creation of the earth and (especially) evolution. The teachers did differ from the scientists in their preference toward philosophical approaches which help them better integrate the domains of science and religion. Based on our findings, we are able to suggest a set of strategies to help teachers overcome their difficulties in teaching ‘controversial’ science topics to a religiously oriented student population. 相似文献
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A key focus of current science education reforms involves developing inquiry-based learning materials. However, without an
understanding of how working scientists actually do science, such learning materials cannot be properly developed. Until now, research on scientific reasoning has focused on
cognitive studies of individual scientific fields. However, the question remains as to whether scientists in different fields
fundamentally rely on different methodologies. Although many philosophers and historians of science do indeed assert that
there is no single monolithic scientific method, this has never been tested empirically. We therefore approach this problem
by analyzing patterns of language used by scientists in their published work. Our results demonstrate systematic variation
in language use between types of science that are thought to differ in their characteristic methodologies. The features of
language use that were found correspond closely to a proposed distinction between Experimental Sciences (e.g., chemistry) and Historical Sciences (e.g., paleontology); thus, different underlying rhetorical and conceptual mechanisms likely operate for scientific reasoning
and communication in different contexts.
Jeff Dodick is an Assistant Professor of Science Education at the Science Teaching Centre of the Hebrew University of Jerusalem. He has a background in both Paleontology (M.Sc. from the University of Toronto) and Science Education (Ph.D. from the Weizmann Institute of Science). His current research focuses on how novice learners, as well as experts, solve problems and communicate findings in historical based sciences, including evolutionary biology, geology, and archeology. Shlomo Argamon is an Associate Professor of Computer Science at the Illinois Institute of Technology in Chicago. He has degrees in Applied Mathematics (B.Sc. from Carnegie Mellon University) and Computer Science (M.Phil. and Ph.D. from Yale University), and has been a Fulbright Fellow at Bar-Ilan University. His current research focuses on developing computational models of textual style and interpersonal aspects of human language use, particularly on scientific and literary texts and for forensic applications. Paul Chase is a doctoral candidate at the Illinois Institute of Technology, and is currently working for the MITRE corporation. He has a B.Sc. in Computer Science from the University of Illinois at Urbana-Champaign. His doctoral research focuses on developing automated methods for style-based text categorization and segmentation. 相似文献
| Jeff DodickEmail: |
Jeff Dodick is an Assistant Professor of Science Education at the Science Teaching Centre of the Hebrew University of Jerusalem. He has a background in both Paleontology (M.Sc. from the University of Toronto) and Science Education (Ph.D. from the Weizmann Institute of Science). His current research focuses on how novice learners, as well as experts, solve problems and communicate findings in historical based sciences, including evolutionary biology, geology, and archeology. Shlomo Argamon is an Associate Professor of Computer Science at the Illinois Institute of Technology in Chicago. He has degrees in Applied Mathematics (B.Sc. from Carnegie Mellon University) and Computer Science (M.Phil. and Ph.D. from Yale University), and has been a Fulbright Fellow at Bar-Ilan University. His current research focuses on developing computational models of textual style and interpersonal aspects of human language use, particularly on scientific and literary texts and for forensic applications. Paul Chase is a doctoral candidate at the Illinois Institute of Technology, and is currently working for the MITRE corporation. He has a B.Sc. in Computer Science from the University of Illinois at Urbana-Champaign. His doctoral research focuses on developing automated methods for style-based text categorization and segmentation. 相似文献
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In this paper, we expose the unique challenges confronting graduate field-ecology students and the coping strategies they adopt to overcome such challenges. To do so, we used a qualitative (in vivo) research method that combines interviews, observations and open questionnaires with a group of five Israeli graduate students. The two major challenges that the students faced were the uncontrolled nature of field research (or complexity), and the nature of field setting, which isolated the students from authoritative guidance. In response to these challenges, the students developed a set of research skills which were expressed in this study by a series of three (metacognitive) strategies which we designated as ‘protocol-dominated’, ‘intermediate’ or ‘field-dominated’. In order to develop such research skills, our subjects rely upon declarative and procedural knowledge. In contrast to declarative knowledge, learned in coursework, procedural knowledge is learned and activated via the situated experience of implementing research in authentic field environments. We also found that fieldwork complexity imposes itself the minute the students step into the field; potentially, this can negatively impact students' motivation. However, as the students accumulate field experience and acquire the knowledge and skills needed to overcome the field's complexity, their motivation improves. Recognizing the unique learning components connected to field research will help novice students better cope with fieldwork challenges, as well as help their advisers in guiding them. This work also has implications for designing inquiry curricula in field sciences for university and high-school students. 相似文献
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For much of the 20th century, geology has largely been ignored as a pre-college science subject in many English-speaking nations. In this paper, we examine some of the historical based influences which have affected its status within the educational system. A key factor is that as a science, geology has sometimes been treated as being derived from physics. This is supported by episodes in which geology and physics have interacted. Thus, in the late 19th century, many geologists accepted Lord Kelvin's restricted calculation of the earth's age even though the fossil record spoke differently. More disturbing, are events in which geologists have attempted to replicate physics' methodology. Thus, Charles Lyell defined the principle of uniformitarianism on the basis of Newton's Vera Causa in which only those processes operating today would be accepted as geological causes. Lyell believed that uniformitarianism had to be defined as such, if geology, like physics was to be considered a valid, logically based science. However, the adoption of such restrictive principles is short sighted because it does not consider geology's unique defining characteristics, its historical interpretive nature. These characteristics complement the physical sciences, and also provide students with another route to scientific literacy, a major goal of Project 2061. The environmental crisis, with its large collection of interconnected variables, emphasizes that the systemic methodology of the earth sciences has much to contribute in the future to both science and education, specifically, and the welfare of the planet, generally. 相似文献
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A critical element of the earth sciences is reconstructing geological structures and systems that have developed over time. A survey of the science education literature shows that there has been little attention given to this concept. In this study, we present a model, based on Montagnero's ( 1996 ) model of diachronic thinking, which describes how students reconstruct geological transformations over time. For geology, three schemes of diachronic thinking are relevant: 1. Transformation, which is a principle of change; in geology it is understood through actualistic thinking (the idea that present proceeses can be used to model the past). 2. Temporal organization, which defines the sequential order of a transformation; in geology it is based on the three‐dimensional relationship among strata. 3. Interstage linkage, which is the connections between successive stages of a transformation; in geology it is based on both actualism and causal reasoning. Three specialized instruments were designed to determine the factors which influence reconstructive thinking: (a) the GeoTAT which tests diachronic thinking skills, (b) the TST which tests the relationship between spatial thinking and temporal thinking, and (c) the SFT which tests the influence of dimensional factors on temporal awareness. Based on the model constructed in this study we define the critical factors influencing reconstructive thinking: (a) the transformation scheme which influences the other diachronic schemes, (b) knowledge of geological processes, and (c) extracognitive factors. Among the students tested, there was a significant difference between Grade 9–12 students and Grade 7–8 students in their ability to reconstruct geological phenomena using diachronic thinking. This suggests that somewhere between Grades 7 and 8 it is possible to start teaching some of the logical principles used in geology to reconstruct geological structures. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 415–442, 2003 相似文献
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The purpose of this study was to assess the potential of multimedia authoring, as a learning tool, using the software ASTOUND. The subjects in this study were 32 students in two Grade 12 classes. The context of the study was a multi‐disciplinary environmental unit about earthquakes. Students were provided with basic background about earthquakes via laboratory experiments and field trips. At a later stage, the students did in‐depth independent projects on selected topics related to earthquakes. Once completed, the students presented their projects using the multimedia software ASTOUND . The research consisted of the following stages: a pre‐development phase; curriculum design phase; implementation and evaluation. The research tools included: questionnaires, interviews, observations, concept mapping, and an analysis of the multimedia presentations. The findings showed that an integration of laboratory exercises, field trips, and an independent study project, could lead to meaningful learning. However, although most of the students enjoyed using the multimedia program, there was no evidence to support the assumption that it contributed to knowledge acquisition. In fact, much of the time invested in multimedia authoring was devoted to producing decorative effects, reducing the time available for meaningful learning. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1121–1153, 2000 相似文献
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