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1.
Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education 总被引：1，自引：0，他引：1
Haim Eshach 《Journal of Science Education and Technology》2007,16(2):171-190
The present paper thoroughly examines how one can effectively bridge in-school and out-of-school learning. The first part
discusses the difficulty in defining out-of-school learning. It proposes to distinguish three types of learning: formal, informal,
and non-formal. The second part raises the question of whether out-of-school learning should be dealt with in the in-school system, in view of the fact that we experience informal learning anyway as well as considering the disadvantages and difficulties
teachers are confronted with when planning and carrying out scientific fieldtrips. The voices of the teachers, the students,
and the non-formal institution staff are heard to provide insights into the problem. The third part discusses the cognitive
and affective aspects of non-formal learning. The fourth part presents some models explaining scientific fieldtrip learning
and based on those models, suggests a novel explanation. The fifth part offers some recommendations of how to bridge in and
out-of-school learning. The paper closes with some practical ideas as to how one can bring the theory described in the paper
into practice. It is hoped that this paper will provide educators with an insight so that they will be able to fully exploit
the great potential that scientific field trips may offer.
This paper appears as a chapter in: Eshach, H. (2006). Science Literacy in Primary Schools and Pre-Schools, Netherlands: Springer. 相似文献
2.
Haim Eshach 《Research in Science Education》2010,40(4):589-603
The starting point of the present research is the following question: since we live in an age that makes increasing use of
visual representations of all sorts, is not the visual representation a learner constructs a window into his/her understanding
of what is or is not being learned? Following this direction of inquiry, the present preliminary study introduces and evaluates
a novel technique for pinpointing learners’ misconceptions, namely, one that has learners create and interpret their own photographs
(CIP). 27 high-school students and 26 pre-service teacher trainees were asked to assume the role of textbook designers and
create a display—photograph plus attached verbal explanation—which, in their opinion, best depicted Newton’s 3rd law. Subsequent
analysis of the participants’ photographs yielded the following six misconception categories: 3rd law not depicted; 3rd law
depicts a sequence of events; tendency to introduce irrelevant entities in explanations; the word ‘reaction’ used colloquially;
tendency to restrict the application of the third law to dynamic situations; and informal explanations in which the word “force”
is absent. The findings indicate that, indeed, the CIP method can be effectively employed to elicit, detect, and investigate
learners’ misconceptions. The CIP method joins the growing efforts to utilize the yet relatively untapped potential of visual
tools for science education purposes. 相似文献
3.
Haim Eshach Yair Dor-Ziderman Yana Yefroimsky 《Journal of Science Education and Technology》2014,23(1):67-81
Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers’ (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers’ views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers’ actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers’ responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers’ responses, and relate what actually occurs in classes to teachers’ stated views. Some of the study’s main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain. 相似文献
4.
The interpretation of data and construction and understanding of graphs are central practices in science; therefore, an important skill needed in the undergraduate physics laboratory is the ability to analyze data obtained from experiments. Often students are not able to reach logical deductions based on data, acquired from the experiments that they conducted, because they lack appropriate analysis skills. The aim of this study is to evaluate the effectiveness of a short teaching unit developed for this purpose, among undergraduate students. Learning in context approach was implemented in building the unit. Also, both procedural and conceptual knowledge were given emphasis. The “data analysis” questionnaire was used to compare the results between the experimental group and control group. The findings indicate that students who participated in the teaching unit arrived at significantly better results in the data analysis questionnaire as compared to students in the control group. This study may contribute to those who wish to design a contextual-based learning environment for physics laboratory data analysis. 相似文献
5.
Inquiry-Events as a Tool for Changing Science Teaching Efficacy Belief of Kindergarten and Elementary School Teachers 总被引：1，自引：1，他引：1
Researchers agree that science education should begin at childhood, due to its contribution to later cognitive skill development. However, in most cases only a small portion of kindergarten and elementary school activities is related to science. Given the tremendous impact teachers have on children and on the success or failure of their curriculum, teachers' efficacy belief toward science teaching (TEBTST) should be of significant concern. It is suggested herein that in order to improve TEBTST, the science curriculum should be developed not only from the perspective of the child's needs, but will explicitly consider the teachers' needs as well. Such an approach is described in this study, and is labeled as the Inquiry Events (IE) teaching method. This method involves relating to an open-ended problem situated in real life, that encourages investigation of a variety of issues—ethical, economic, scientific, etc.—which both kindergarten and elementary school teachers are accustomed to considering. The method encourages teachers to relate to these daily situations by introducing scientific questions, which they would ordinarily ignore or omit. Using the STEBI (Science Teaching Efficacy Beliefs Instrument) questionnaire before and after a 4-day workshop introducing the IE method, it was found that IE improved TEBTST and increased their confidence in teaching science. 相似文献
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Few studies have dealt with students’ preconceptions of sounds. The current research employs Reiner et al. (2000) substance schema to reveal new insights about students’ difficulties in understanding this fundamental topic. It aims not only to detect whether the substance schema is present in middle school students’ thinking, but also examines how students use the schema’s properties. It asks, moreover, whether the substance schema properties are used as islands of local consistency or whether one can identify more global coherent consistencies among the properties that the students use to explain the sound phenomena. In‐depth standardized open‐ended interviews were conducted with ten middle school students. Consistent with the substance schema, sound was perceived by our participants as being pushable, frictional, containable, or transitional. However, sound was also viewed as a substance different from the ordinary with respect to its stability, corpuscular nature, additive properties, and inertial characteristics. In other words, students’ conceptions of sound do not seem to fit Reiner et al.’s schema in all respects. Our results also indicate that students’ conceptualization of sound lack internal consistency. Analyzing our results with respect to local and global coherence, we found students’ conception of sound is close to diSessa’s “loosely connected, fragmented collection of ideas.” The notion that sound is perceived only as a “sort of a material,” we believe, requires some revision of the substance schema as it applies to sound. The article closes with a discussion concerning the implications of the results for instruction. 相似文献
9.
Developing students' ability to interpret the vast amount of quantitative data they encounter on a daily basis has become a major task for today's educators. However, very little attention has been given to students' strategies of analyzing multivariate data. This study investigated how students interpret and analyze multivariate data organized in tables and the nature of external visual displays that they tend to create and use for this purpose. Ten middle school students were asked to think aloud while solving five problems demanding an analysis of data organized in tables. The students were then interviewed. Results indicated that (1) students based their conclusions on only part of the data; (2) students did not use either efficient or sufficient visual representations; (3) students did not apply mathematical operations efficiently; and (4) students referred to or built a context to the problem. The results of the current research may assist educators to design efficient curricula while being aware of and taking into account (1) students' difficulties in employing previously learned mathematical devices to analyze data, (2) students' skills in choosing appropriate and efficient visual representations to present and interpret the data, and (3) strategies employed by students in analyzing multivariate data. 相似文献
10.
Orit Ben-Zvi Assaraf Haim Eshach Nir Orion Yousif Alamour 《Cultural Studies of Science Education》2012,7(2):451-477
The present research aims at pinpointing differences in spontaneous and non-spontaneous mental models of water cycle conceptions
of two 4th grade student groups: the Jewish residents of a small provincial town and a group of students from an indigenous
Bedouin community. Students’ conceptions were elicited using the Repertory Grid technique as well by being asked to draw “what
happens to water in nature?” In later interviews, in addition to answering specially designed open-ended interview questions,
the students were also requested to elaborate on their drawings and responses to the Repertory Grid technique. The Bedouin
students were found to have richer mental models of water cycle phenomena; their models included more components of the water
cycle and were more authentic and connected to other natural phenomena. On the other hand, Bedouin students also employed
theological explanations to make sense of water cycle phenomena. These findings, as well as methodological issues relating
to spontaneous and non-spontaneous models elicitation are discussed and implications for instruction are offered. 相似文献