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Research in Science Education - This study explores the role of domain-specific knowledge in students’ modeling practice and how this knowledge interacts with two domain-general modeling... 相似文献
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Bielik Tom Fonio Ehud Feinerman Ofer Duncan Ravit Golan Levy Sharona T. 《Journal of Science Education and Technology》2021,30(1):40-57
Journal of Science Education and Technology - Complex systems are made up of many entities, whose interactions emerge into distinct collective patterns. Computational modeling platforms can provide... 相似文献
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Learning progressions are theoretical models that describe learning of scientific ideas and practices over time. These hypothetical progressions need to be tested and refined in order to productively inform instruction and assessment. In this paper, we report our attempts to revise a learning progression in genetics. In particular, we focused on two constructs that embody core ideas in classical genetics and one molecular construct. The revisions are based on analysis of pre‐ and postinterview data obtained from sixty 11th grade students before and after they engaged in a 10‐week unit that addressed these concepts. We found that while many of the students held ideas that aligned with the progression, there were several distinct dimensions of student reasoning that were not captured and led to substantial revisions of the constructs including: (a) the splitting of the construct dealing with meiosis (E) into two subconstructs (E1‐physical passage of genetic information and E2 – the role of sex cells), (b) the addition of new levels to constructs dealing with the universal nature and organization of the genetic code (A) and construct (F). For Construct A, the lower levels were expanded to include ideas about the localization of DNA in cells and to include ideas about the composition of DNA that were not captured in the progression. Revisions to Construct F included the expansion of existing levels and the addition of modes of inheritance such as codominance and incomplete dominance. The research we present offers insights about a methodological approach that can be used to test and refine progressions, as well as insights about student learning in genetics as we further describe and expand the stepping‐stone ideas in the progression and discuss further the multidimensional nature of learning progressions. 相似文献
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Many of our cognitive and metacognitive judgments are based on sheer subjective experience. Subjective experience, however,
may be contaminated by irrelevant factors, resulting in biased judgments. Under certain conditions people exert a metacognitive
correction process to remedy such biased judgments. In this study we examine the proposition that even after a judgment has
been corrected to avoid the biasing effects on subjective experience, subjective experience itself remains biased. We asked
participants to judge the difficulty of anagrams for others. When they were aware of having been exposed to the solutions
of some of the anagrams, they corrected their difficulty judgments for these anagrams. Despite this correction, their speeded
choices in a subsequent task disclosed their biased subjective experience that these anagrams were easier to solve. Implications
for the study of metacognition and for the educational domain are discussed.
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| Ravit NussinsonEmail: |
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Following educational reform in Israel, teacher-leaders create and lead professional development communities (PDCs), which are professional learning communities with a focus on in-service professional development and/or improving pedagogical effectiveness. Interviews with 30 teacher-leaders and all four district-level program coordinators revealed that, prior to assuming the role, teacher-leaders developed their professional and leadership skills largely in a self-directed manner. They described their PDCs as cohesive and dedicated, cooperative, involving peer-learning, and as creating a knowledge bank of teaching methods and tools. PDCs enable teachers to advance projects within the school and affect school culture. Principals’ involvement with PDCs varied, with their usually considerable involvement very favorably regarded. This article describes these findings and discusses their implications for the professional development of teachers in the international context. 相似文献
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Ravit Golan Duncan Vicky Pilitsis Melissa Piegaro 《Journal of Science Teacher Education》2010,21(1):81-102
Current standards emphasize student engagement with inquiry practices. However, implementing inquiry instruction is a formidable
challenge for teachers as they often lack models for using and adapting inquiry-based instructional materials. Teacher education
programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials.
We describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses. The study characterizes
the development of preservice teachers’ ability to critique and revise instructional materials. Our findings suggest that
teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.
In particular, the teachers’ critiques and revisions increased in sophistication after engaging in instructional design activities
during the second methods course. 相似文献
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Ravit Mizrahi-Shtelman 《Globalisation, Societies & Education》2021,19(1):81-97
ABSTRACT Based on an in-depth analysis of newspaper articles and internal documents, in this article I examine the formation of a new collective and glocal identity for the Israeli principals’ organisation, Manhigim, which was established in October 2018. I show how, in the process of establishing the organisation, the leaders formed a collective glocal identity comprised of three distinct identities, namely a labour union identity, a professional identity, and a political identity. These identities respond to the question, ‘Who are we?’ As such, they have relationships to the past, present, and expected future. Each one of the identities is glocally constructed; that is, it is influenced by global norms and values, but also by local problems and concerns. My findings suggest that, by stressing the global values of autonomy, trust, and partnership, the organisation’s leaders facilitated an interesting reformulation of the principals’ professional identities. Moreover, they positioned the organisation as the most knowledgeable and important actor in the Israeli educational field. As such, the glocal identity legitimises the primacy and acceptance of the new principals’ organisation as an integral part of the system of Israeli education policymakers. 相似文献
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Ravit Golan Duncan Jinnie Choi Moraima Castro-Faix Veronica L. Cavera 《Science & Education》2017,26(10):1115-1141
Learning progressions (LPs) are hypothetical models of how learning in a domain develops over time with appropriate instruction. In the domain of genetics, there are two independently developed alternative LPs. The main difference between the two progressions hinges on their assumptions regarding the accessibility of classical (Mendelian) versus molecular genetics and the order in which they should be taught. In order to determine the relative difficulty of the different genetic ideas included in the two progressions, and to test which one is a better fit with students’ actual learning, we developed two modules in classical and molecular genetics and alternated their sequence in an implementation study with 11th grade students studying biology. We developed a set of 56 ordered multiple-choice items that collectively assessed both molecular and classical genetic ideas. We found significant gains in students’ learning in both molecular and classical genetics, with the largest gain relating to understanding the informational content of genes and the smallest gain in understanding modes of inheritance. Using multidimensional item response modeling, we found no statistically significant differences between the two instructional sequences. However, there was a trend of slightly higher gains for the molecular-first sequence for all genetic ideas. 相似文献
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Reasoning across ontologically distinct levels: Students' understandings of molecular genetics 总被引：1，自引：0，他引：1
In this article we apply a novel analytical framework to explore students' difficulties in understanding molecular genetics—a domain that is particularly challenging to learn. Our analytical framework posits that reasoning in molecular genetics entails mapping across ontologically distinct levels—an information level containing the genetic information, and a physical level containing hierarchically organized biophysical entities such as proteins, cells, tissues, etc. This mapping requires an understanding of what the genetic information specifies, and how the physical entities in the system mediate the effects of this information. We therefore examined, through interview and written assessments, 10th grade students' understandings of molecular genetics phenomena to uncover the conceptual obstacles involved in reasoning across these ontologically distinct levels. We found that students' described the genetic instructions as containing information about both the structure and function of biological entities across multiple organization levels; a view that is far less constrained than the scientific understandings of the genetic information. In addition, students were often unaware of the different functions of proteins, their relationship to genes, and the role proteins have in mediating the effects of the genetic information. Students' ideas about genes and proteins hindered their ability to reason across the ontologically distinct levels of genetic phenomena, and to provide causal mechanistic explanations of how the genetic information brings about effects of a physical nature. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 938–959, 2007 相似文献