Evaluating a Contextual-Based Course on Data Analysis for the Physics Laboratory     

Ida Kukliansky  Haim Eshach 《Journal of Science Education and Technology》2014,23(1):108-115

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   

SCIENCE TEACHERS’ VOICE ON HOMEWORK: BELIEFS,ATTITUDES, AND BEHAVIORS     

Kukliansky  Ida  Shosberger  Itai  Eshach  Haim 《International Journal of Science and Mathematics Education》2014,14(1):229-250

Homework (HW) is an integral part of the learning process. Currently, there is renewed interest and controversy about its effectiveness. The present study explores the voices of the science teachers on this matter. Adopting the view that reporting both teachers’ views and actual classroom practices is necessary for obtaining a more complete view of the phenomena, the present study addressed teachers’ views relating to the cognitive, affective, and pedagogical aspects of HW, their in-class practices and behaviors related to HW, and if the views and practices differ. The research was conducted in 3 stages: (a) teachers’ (n = 25) behaviors were examined based on classroom observations of 3 – 5 consecutive lessons, (b) these teachers were interviewed about their beliefs about and attitudes toward HW, and (c) the data from both the observations and interviews were processed into categories and subcategories. The findings revealed a wide range of teachers’ beliefs, attitudes, and behaviors and that teachers hold both positive and negative views simultaneously. In addition, the views for some categories expressed in the interviews concurred with the teacher’s actual classroom behavior; for other categories, disagreements were identified. This research broadens the contemporary horizons regarding HW and may contribute to those who wish to work with teachers making HW more effective.

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