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The purpose of this study is to promote more open-ended inquiry activities in junior high school science lessons in the current educational system with fixed textbooks. Researchers adapted existing curriculum-based experimental activities for more open-ended inquiry ones. In addition, the whole class was provided with more opportunities to explore complete activities in limited teaching time. This study used Hazel＇s proposals of levels of inquiry. The method was to carry out the current 8th grade experiments through the step-by-step teaching material modification （from levels of inquiry 0 to 2b） and to combine the experimental teaching method with the 5E （engage, explore, explain, elaborate, and evaluate） learning cycle. After a quasi-experimental study, we compared the traditional teaching method with the step-by-step open-ended inquiry teaching one on 8th graders＇ basic and integrated science process skills and academic achievements. The study result showed that the academic achievement in the experimental group, based on the same instructional time, was not worse than that in the control group. No significant difference was found on the total scores of the basic science process skills between the two groups, but a significant difference was found on the ＂predicting＂ dimension. There was a significant difference on the total scores of the integrated science process skills between the two groups. Significant differences were found on ＂interpreting data＂ as well as ＂experiment designing＂ dimensions. Hence, the study indicated that it could enhance students＇ inquiry ability through step-by-step openly inquiry levels to change the existing curricula, which served as a reference of educational reform. 相似文献
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Research in Science Education - Science teachers use a large number of visual representations and models in science classes to guide students to understand complex phenomena and to learn to conduct... 相似文献
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The present study investigated the guidance provided by science teachers to resolve conflicts during socioscientific issue-based argumentation activities. A graphical representation (GR) was developed as a tool to code and analyze the dialogue interaction process. Through the GR and qualitative analysis, we identified three types of dialogue reconciling strategies. The first one consists of teacher management, in which the teacher temporarily maintains the right to speak when students get mired in an emotional rebuttal situation. The second strategy involves the use of qualifiers to identify the strengths and weaknesses of an opposing argument. The third strategy consists of providing students with guidance to keep both parties (i.e. the students taking, respectively, the affirmative and negative positions) on the same discussion topic and can be used to assist teachers with forming broad questions that prompt students to conduct deeper discussions. These reconciling strategies were beneficial in that they helped students to argue in a more reflective way. 相似文献
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ABSTRACTThis study investigated two science teachers’ meta-strategic knowledge (MSK) of argumentation teaching by applying the repertory grid technique (RGT). One teacher was a novice, while the other was experienced in teaching argumentation. Using the RGT, we elicited the objectives and strategies of the two teachers regarding their argumentation teaching involving two social scientific issue (SSI) scenarios. The results showed that the experienced teacher had more varied and organised MSK for teaching argumentation than the novice teacher. Meanwhile, the novice teacher indicated a belief that the learning of argumentation should occur in a more student-centred manner, rather than relying on a traditional lecture-based environment. Consequently, she spent a considerable amount of time engaging students with their peers’ ideas through discussion and collaboration. On the other hand, the experienced teacher noticed that most of students had the ability to generate arguments, but that few knew how to argue based on evidence. Therefore, she helped students to collect data from various resources and suggested that they construct their own knowledge framework in order to improve students’ ability to incorporate their understanding of scientific knowledge into scientific argumentation. 相似文献
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The objectives of the present study were： （a） to identify the teaching beliefs of an ecology teacher when teaching an ecology course; and （b） to determine the influences of these beliefs on students＇ learning performance. The present study employed a case study research method to conduct a year-long observation, focusing on the teacher＇s teaching beliefs, research representations, and the students＇ attitudes and changes in their ecological knowledge. The present study employed both qualitative and quantitative analyses through classroom observations, teacher and student interview questionnaires, a self-administered course comprehension questionnaire, and an ecology course attitude scale among other tools. Findings indicated that the research teacher maintained teaching beliefs that were improvement-oriented and preferred to use an integrated teaching method that was diversified and provided interdisciplinary knowledge. Through the ecology course, the students were able to rectify their misconceptions, learn to view nature from a macro-perspective, and respect life. The results obtained in the present study can be provided to other teachers as a reference and learning direction when teaching ecology courses. 相似文献
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Chin-Hsiu Tai Shian Leou Jeng-Fung Hung 《美中教育评论》2014,(5):325-331
This study investigated the intellectual structure of research into the instruction of mathematics by identifying the most influential scholars and the most important publications using bibliometric analysis and tag cloud analysis. We analyzed 33,021 citations in 1,016 articles published in Science Citation Index （SCI） and Social Sciences Citation Index （SSCI）journals in the field of mathematics instruction between 2002 and 2011 in order to create a knowledge map. The results of this mapping were used to identify the direction of research into the instruction of mathematics, providing a valuable tool for researchers seeking to access the literature in this area. 相似文献
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