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Lunzer reported data suggestive of a stage of cognitive development manifest between 9 and 11 years of age characterized by the ability to avoid drawing premature inferences when faced with ambiguity (i.e., accept lack of closure [ALC]). The present study sought to test this hypothesis. Inference tasks emphasizing ALC, memory, and hypothetico-deductive reasoning were administered to 67 males and 74 females (5-12 years in age). Although use of ALC increased with age, considerable use was evidenced on a simple task among 7-8-year-olds. On tasks hypothesized to place increasing demands on working memory, longer tasks were found to be more difficult. Marked improvement due to memory aids suggested that task difficulty results from limitations in working memory as predicted by Pascual-Leone's theory. Tasks requiring hypothetico-deductive reasoning were found to be most difficult. Performance was related to subject's spontaneous use of ALC. Lack of appropriate strategies was hypothesized to prevent solution rather than lack of logical competence. In conclusion, the relationship of ALC to age appears to be mediated by memory development rather than logical development. 相似文献
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Israeli junior high‐school science teachers usually have a background in biology, and their knowledge of physics is limited. We show that by improving teachers' qualitative understanding it is possible to increase their confidence and willingness to teach physics. We conducted three‐day workshops for teachers (n = 92), which were followed by ongoing activities and support. The teacher workshops were based on a new qualitative approach that we developed for studying mechanics, which has been shown to be effective with students. A study of teachers who had not participated in the workshop shows that they had the same conceptual difficulties as their students. A comparison of pre‐ and post‐workshop questionnaires indicates that the participating teachers gained self‐confidence in their ability to explain everyday phenomena, changed their views about the relevance and interest of physics to the students and were willing to implement the method in their classes. 相似文献
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Esther Bagno Semadar Levy Bat-Sheva Eylon 《Journal of Science Education and Technology》2006,15(3-4):215-219
Misconceptions among students studying physics have been widely reported in the research literature. Many teachers are not acquainted with this literature. Moreover, many of them claim that only weak students have misconceptions. This paper reports on an online activity focusing on misconceptions of students regarding Newton’s 3rd Law, that is being carried out through the website of the National Center of Physics Teachers. The aims of the activity are: (1) To convince the teachers that sometimes difficulties in understanding concepts do not stem from the inability of certain students to understand the concept, but rather because of misconceptions in physics. (2) To present the teachers with the findings of studies on physics instruction that deal with the concepts under discussion. (3) To convince the teachers to try out new, innovative teaching strategies. 相似文献
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Knowledge Integration and Displaced Volume 总被引：1，自引：0，他引：1
This study contrasted spontaneous and reflective knowledge integration instruction delivered using a computer learning environment to enhance understanding of displaced volume. Both forms of instruction provided animated experiments and required students to predict outcomes, observe results, and explain their ideas. In addition, the reflective instruction diagnosed specific inconsistencies in student reasoning and encouraged students to reflect on these dilemmas as well as to construct general principles. We distinguished the impact of instruction on students who believed scientific phenomena are governed by principles (cohesive beliefs) versus students who believed that science is a collection of unrelated facts (dissociated beliefs). Students typically held multiple models of displacement, using different explanations depending on the form of assessment. For example, we found that 17% of these middle school students made accurate predictions about displacement experiments prior to instruction and 25% could construct an accurate general principle. However, only 12% consistently used the same explanation across assessments. After instruction, students were more accurate and more consistent: over 50% accurately predicted experimental outcomes, 79% gave an accurate general principle, and about 40% gave consistent responses. We found no advantages for enhanced animations over straightforward animated experiments. The reflective integration instruction led to more substantial long-term changes in student understanding than did spontaneous integration instruction. Furthermore, on a delayed posttest we found that students with cohesive beliefs not only sustained their understanding of displaced volume, but, when exposed to reflective integration instruction, actually continued to construct more predictive views following instruction. In contrast, students with dissociated beliefs made no long-term progress independent of the form of instruction. 相似文献
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Systems thinking is regarded as a high‐order thinking skill required in scientific, technological, and everyday domains. However, little is known about systems thinking in the context of science education. In the current research, students' understanding of the rock cycle system after a learning program was characterized, and the effect of a concluding knowledge integration activity on their systems thinking was studied. Answers to an open‐ended test were interpreted using a systems thinking continuum, ranging from a completely static view of the system to an understanding of the system's cyclic nature. A meaningful improvement in students' views of the rock cycle toward the higher side of the systems thinking continuum was found after the knowledge integration activity. Students became more aware of the dynamic and cyclic nature of the rock cycle, and their ability to construct sequences of processes representing material transformation in relatively large chunks significantly improved. Success of the knowledge integration activity stresses the importance of postknowledge acquisition activities, which engage students in a dual process of differentiation of their knowledge and reintegration in a systems context. We suggest including such activities in curricula involving systems‐based contents, particularly in earth science, in which systems thinking can bring about environmental literacy. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 545–565, 2003 相似文献
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This longitudinal study investigated the progression in junior high school (JHS) students' conceptions of the structure of matter while studying a new instructional approach dealing with “Materials.” In particular, we studied the progression of students' learning along two dimensions: (a) the conceptual model; and (b) the context of application. Students were asked to draw the structure of several materials and to write their explanations about the structure of these materials in questionnaires administered five times during a 3‐year period. Results indicate students' progression in their microscopic conceptualization of materials. Toward the end of the instruction about 85% of the students used a microscopic model in their representations, and 36% were able to give a molecular model. About 83% of the students retained a microscopic model. Different profiles of JHS students' progression in the conception of the structure of matter were identified. The study suggests that a long‐term development of the particulate model requires: (a) constructing a solid foundation of knowledge about microscopic structure of materials; and (b) a spiral instruction. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 132–152, 2008 相似文献