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1.
Ricardo Trumper 《科学教学研究杂志》2006,43(9):879-906
Bearing in mind students' misconceptions about basic concepts in astronomy, the present study conducted a series of constructivist activities aimed at changing future elementary and junior high school teachers' conceptions about the cause of seasonal changes, and several characteristics of the Sun–Earth–Moon relative movements like Moon phases, Sun and Moon eclipses, and others. The activities and results concerning the cause of seasonal changes are reported. Both the experimental class and the control groups improved their grasp of basic astronomy concepts statistically significantly, although the experimental class made the most impressive progress of all. Regarding subjects relevant to this study (seasonal changes), only the experimental class showed a statistically significant improvement, which justifies the constructivist approach. We conclude that in implementing a reform in the science curriculum, the change has to include the subjects taught and also the way they are taught. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 879–906, 2006 相似文献
2.
Ricardo Trumper 《Asia-Pacific Journal of Teacher Education》1998,26(1):7-25
Do students in preservice training programmes for elementary‐school teachers hold the correct scientific views which will eventually allow them to plan and implement instructional strategies which, in turn, will lead their future pupils to achieve a scientific concept of force? The results of a cross‐college age study dealing with this issue are discussed. The force conceptions of the students were analysed by means of a two‐part written questionnaire which was presented to them during the first week of the second semester. The most important findings of this study will be of interest to many elementary‐school teacher educators. 相似文献
3.
In the framework of teaching the natural sciences, ``laboratory' is a general name for activities based on observations, tests, and experiments done by students. It is hard to imagine learning to do science, or learning about science, without doing laboratory or fieldwork. In this paper, a historical overview of the place, purposes, and goals of the laboratory in physics teaching is presented, together with perspectives for its future related to the most recent results of research in physics education, mainly those concerning the constructivist and social constructivist learning approaches. Based on these approaches we try to validate the belief that microcomputer-based laboratories (MBLs) are one of the most promising perspectives in physics laboratory teaching, based on both theoretical and empirical grounds. 相似文献
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Josep Lluis Doménech Daniel Gil-Pérez Albert Gras-Martí Jenaro Guisasola Joaquín Martínez-Torregrosa Julia Salinas Ricardo Trumper Pablo Valdés Amparo Vilches 《Science & Education》2007,16(1):43-64
The growing awareness of serious difficulties in the learning of energy issues has produced a great deal of research, most
of which is focused on specific conceptual aspects. In our opinion, the difficulties pointed out in the literature are interrelated
and connected to other aspects (conceptual as well as procedural and axiological), which are not sufficiently taken into account in previous research. This paper aims to carry
out a global analysis in order to avoid the more limited approaches that deal only with individual aspects. From this global
analysis we have outlined 24 propositions that are put forward for debate to lay the foundations for a profound reorientation
of the teaching of energy topics in upper high school courses, in order to facilitate a better scientific understanding of these topics, avoid many students’ misconceptions and enhance awareness of the current situation of planetary
emergency.
This paper has been conceived as a contribution to the Decade of Education for Sustainable Development, established by the
UN General Assembly for the period 2005–2014. 相似文献
6.
We want physics specialized high school and college students to think like physicists, and this involves an understanding of the scientific methods of inquiry and the ability to use these methods in their own investigations. In order to do that, students have to be made aware that no experimental result has any physical meaning unless an estimate of the uncertainty or precision is assigned to it. In this paper, we describe two simple experiments in which high school and college students measure physical constants, and make an easy analysis of their experimental data by applying the tools offered by microcomputers. 相似文献
7.
This article reports on a two-part study designed (a) to find the relation, if any, between junior high school students' alternative frameworks on energy held prior to instruction and their cognitive level of operations, either preformal or formal, and (b) to determine the relation, if any, between junior and senior high school students' success or failure in learning about energy and their alternative frameworks, their levels of cognitive operations, and their tendencies toward open- or closed-mindedness. In Part 1, we found no significant relation between junior high school students' prior alternative frameworks on energy and their cognitive levels of operations. In Part 2, we found that significantly better learning outcomes were achieved by students who had higher cognitive level scores. We also found that the extent to which students succeeded in learning the energy concept was a function of their prior knowledge. That is, certain alternative frameworks held prior to instruction may have facilitated the learning process. Finally, we found that the two groups (i.e., those who succeeded in learning about energy and those who did not) could not be distinguished according to scores in open- or closed-mindedness. These finding reinforce the assumption that learning is more domain specific than earlier theorists believed. 相似文献
8.
Ricardo Trumper 《International Journal of Science Education》2013,35(11):1111-1123
Junior high school students' astronomy conceptions were analysed by means of a written questionnaire presented to them during the beginning of the first semester. The main findings were as follows: almost half of the students indicated that the cause of the day-night cycle is the Earth spinning on its axis; most students chose as their best account for changes in the Moon's phases the Moon moving around the Earth. Despite that, most students thought that the Moon must be in its Full phase for there to be a total solar eclipse; most students underestimated the distances in the Universe and overestimated the Earth's diameter. A great proportion of students indicated that the reason for the different seasons is the tilt of the Earth's axis relative to the plane of its orbit as it revolves around the Sun. But almost the same number of students chose the varying distance between Sun and Earth or between the Earth, Moon and Sun, as a reason for the seasons. Only a third of the students answered correctly that in Israel's latitude, north of the Tropic of Cancer, the Sun is never directly overhead at noon; most students chose the correct estimate of a month for the Moon revolving around the Earth and a year for the Moon going around the Sun; about a third of the students chose the correct answer that when it is noon in Haifa, it would be about sunset in Beijing (90° east of Haifa). Few students indicated that the fact that we always see the same side of the Moon from the Earth implies that the Moon rotates on its axis once a month. 相似文献
9.
Journal of Science Education and Technology - How physics students teachers' understanding of energy develops during their pre-service high school teacher university program? How do their... 相似文献
10.
Ricardo Trumper 《Interchange》1997,28(2-3):205-218
This paper study analyzes differences in motivation towards science subjects among kibbutz and urban high school students in Israel. Students' motivational traits in science were explored by a questionnaire whose items corresponded to four motivational patterns: achievement, curiosity, conscientiousness and sociability. The major findings of this study are that a) Kibbutz students were mostly sociability oriented in the learning of science, b) city students were mostly sociability and achievement oriented in the learning of science, c) city students were better achievers than kibbutz students in junior high school, while in senior high school the difference between them was nonsignificant, d) there was a significant increase in kibbutz students' achievement motivation in learning science when passing from junior to senior high school. 相似文献