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1.
This paper presents the early investigations about the nature of sound of the Pythagoreans, and how they started a tradition
that remains valid up to present times—the use of numbers in representing natural reality. It will touch on the Pythagorean
notion of musical harmony, which was extended to the notion of universal harmony. How the Pythagorean ideas have inspired
many great works in physics, such as those of Galileo, Kepler and Newton, will also be presented. In exploring the legacy
of Pythagoras to physics and the study of the universe, some valuable insights on the nature of science that can inspire budding
physicists are extracted. 相似文献
2.
Imelda Caleon 《International Journal of Science Education》2013,35(7):939-961
This study focused on the development and application of a three‐tier multiple‐choice diagnostic test (or three‐tier test) on the nature and propagation of waves. A question in a three‐tier test comprises the content tier, which measures content knowledge; the reason tier, which measures explanatory knowledge; and the confidence tier, which measures the strength of conceptual understanding of the respondents. This paper presents results based on the responses of 243 Grade 10 students after they were formally instructed on the topic. The vast majority of the respondents showed an inadequate grasp of concepts about waves. Eleven alternative conceptions (ACs), which were expressed with confidence by more than 10% of the students, were identified; four of these ACs were expressed with high confidence. 相似文献
3.
This study explores the impact of a cryogenics‐based enrichment programme, which involves demonstrations that use liquid nitrogen, on attitudes towards science and the learning of science concepts. The findings presented in this paper are based on a sample of 214 fifth‐grade students from two schools in Singapore who had their enrichment lesson in a subzero‐temperature science centre. Overall, the students viewed science as more enjoyable and acquired more interest in wanting to pursue science careers after experiencing the cryogenics‐based enrichment programme, but no remarkable and conclusive change was detected in their perceptions of the social implications of science. Significant knowledge gains were also detected among the participants. The programme did not have any differential impact on students of either gender and from two learning streams, both cognitively and affectively. 相似文献
4.
Concepts learned in the classroom were reinforced and augmented by presenting them in a different context using cryogenics-based
enrichment programmes (CBEPs) held in an out-of-school setting. The effectiveness of two CBEPs, which involve the use of liquid
nitrogen and liquid oxygen, was explored. Using a sample of 265 upper primary students, it was found that both enrichment
programmes were effective in promoting the learning of science concepts. Fair improvements, albeit only transient, in two
attitude constructs, enjoyment of science and career preference, due to either CBEPs were detected. The CBEPs did not have
any significant impact on the attitude construct relating to students’ views on the social implications of science. The impact
of CBEPs showed signs of retention, specifically in the cognitive realm, and reasonable indications of influencing subsequent
learning and activities of students. 相似文献
5.
The purpose of this study was to determine the effectiveness of an inquiry approach to science and language teaching to further develop classification and oral communication skills of bilingual Mexican American third graders. A random sample consisting of 64 subjects was selected for experimental and control groups from a population of 120 bilingual Mexican American third graders. The Solomon Four-Group experimental design was employed. Pre- and posttesting was performed by use of the Goldstein-Sheerer Object Sorting Test, (GSOST) and the Test of Oral Communication Skills, (TOCS). The experimental group participated in a sequential series of science lessons which required manipulation of objects, exploration, peer interaction, and teacher-pupil interaction. The children made observations and comparisons of familiar objects and then grouped them on the basis of perceived and inferred attributes. Children worked individually and in small groups. Analysis of variance procedures was used on the posttest scores to determine if there was a significant improvement in classification and oral communication skills in the experimental group. The results on the posttest scores indicated a significant improvement at the 0.01 level for the experimental group in both classification and oral communication skills. It was concluded that participation in the science inquiry lessons facilitated the development of classification and oral communication skills of bilingual children. 相似文献
6.
Imelda S. Caleon Ma. Glenda L. Wui Ching Leen Chiam Ronnel B. King Jennifer Pei-Ling Tan Chee Soon Tan 《教育心理学》2017,37(8):983-1000
AbstractThis study explored the relative salience of students’ personal strengths and teacher support in predicting academic risk status. The participants were Secondary One (S1, Grade Seven) students from Singapore who scored below the cohort’s mean score in a national test administered at the end of primary education, and were identified as low risk (n = 309) or high risk (n = 396), based on their S1 achievement score in the English Language subject. Logistic regression analysis was conducted with academic risk status as criterion variable and the following potential predictors: students’ background variables (i.e. socio-economic status, cognitive ability and initial achievement), personal strengths, teacher–student relatedness, and teacher autonomy and competence support. After controlling for the effects of the students’ background variables, teacher trust emerged as the strongest (negative) and most stable predictor of high-risk status; teacher alienation and teacher–student communication were found as significant positive predictors of students’ placement in the high-risk group. 相似文献
7.
The attitudes towards science of upper‐primary students in three ability strands (average, above average, and gifted) were investigated. A total of 580 upper primary students from co‐educational government and government‐aided schools in Singapore were involved in this study. The attitude subscales investigated were enjoyment of science, preference for science careers, and appreciation of the social implications of science. Gender and ability were found to have statistically significant effects on the variations in the mean score for each attitude subscale. Boys, in general, had more positive views about science than girls. Overall, above‐average and gifted students had comparable attitudes towards science; both of them consistently showed more positive attitudes than average ability students. At least 18% of the sample, with greater percentage being boys, reported “not sure” responses in 50% or more of the total attitude items. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 940–954, 2008 相似文献
8.
This study reports on the development and application of a four-tier multiple-choice (4TMC) diagnostic instrument, which has
not been reported in the literature. It is an enhanced version of the two-tier multiple-choice (2TMC) test. As in 2TMC tests,
its answer and reason tiers measure students’ content knowledge and explanatory knowledge, respectively. The two additional
tiers measure the level of confidence of students in the correctness of their chosen options for the answer and reason tiers
respectively. The 4TMC diagnostic test focused on the properties and propagation of mechanical waves. It was administered
to 598 upper secondary students after they were formally instructed on the foregoing topics. The vast majority of the respondents
were found to have an inadequate grasp of the topics tested. Mean scores and mean confidence associated with the answer tier
was higher than those associated with the reason tier. The students tended to be poorly discriminating between what they know
and what they do not know. Familiarity with the topic tested was associated with greater percentage of students giving correct
answers, higher confidence, and better discrimination quotient. Nine genuine alternative conceptions (which were expressed
with moderate levels of confidence by students) were identified. 相似文献
9.
Imelda S. Caleon Yuen Sze Michelle Tan Young Hoan Cho 《Research in Science Education》2018,48(1):117-149
This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics. 相似文献
10.