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Science & Education - Scientific knowledge is advanced because scientists manage uncertainty. Although managing uncertainty is an essential practice of science, transferring it from expert... 相似文献
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Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students’ practices of oral and written argumentation from one unit to another over 16 weeks utilizing the science writing heuristic approach. Data sources included five rounds of whole-class discussion focused on group presentations of arguments that occurred over eleven class periods; students’ group writings; interviews with six target students and the teacher; and the researcher’s field notes. The results revealed five salient trends in students’ development of oral and written argumentative practices over time: (1) Students came to use more critique components as they participated in more rounds of whole-class discussion focused on group presentations of arguments; (2) by challenging each other’s arguments, students came to focus on the coherence of the argument and the quality of evidence; (3) students came to use evidence to defend, support, and reject arguments; (4) the quality of students’ writing continuously improved over time; and (5) students connected oral argument skills to written argument skills as they had opportunities to revise their writing after debating and developed awareness of the usefulness of critique from peers. Given the development in oral argumentative practices and the quality of written arguments over time, this study indicates that students’ development of oral and written argumentative practices is positively related to each other. This study suggests that argumentative practices should be framed through both a social and epistemic understanding of argument-utilizing talk and writing as vehicles to create norms of these complex practices. 相似文献
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We developed a new method for releasing viable cells from affinity-based microfluidic devices. The lumen of a microchannel with a U-shape and user-designed microstructures was coated with supported lipid bilayers functionalized by epithelial cell adhesion molecule antibodies to capture circulating epithelial cells of influx solution. After the capturing process, air foam was introduced into channels for releasing target cells and then carrying them to a small area of membrane. The results show that when the air foam is driven at linear velocity of 4.2 mm/s for more than 20 min or at linear velocity of 8.4 mm/s for more than 10 min, the cell releasing efficiency approaches 100%. This flow-induced shear stress is much less than the physiological level (15 dyn/cm2), which is necessary to maintain the intactness of released cells. Combining the design of microstructures of the microfluidic system, the cell recovery on the membrane exceeds 90%. Importantly, we demonstrate that the cells released by air foam are viable and could be cultured in vitro. This novel method for releasing cells could power the microfluidic platform for isolating and identifying circulating tumor cells. 相似文献
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Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study 总被引：2，自引：0，他引：2
Soonhye Park Jeong-Yoon Jang Ying-Chih Chen Jinhong Jung 《Research in Science Education》2011,41(2):245-260
This study tested a hypothesis that focused on whether or not teachers’ pedagogical content knowledge (PCK) is a necessary
body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation
between a teacher’s PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers.
Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score
is significantly related to RTOP score in terms of both total score (r = .831, p < .01) and sub-component scores (ranging from r = .616 to .805, p < .01). Implications for science teacher education and future research are discussed. 相似文献
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The purpose of this study was to investigate the various roles that early elementary teachers adopt when questioning, to scaffold dialogic interaction and students’ cognitive responses for argumentative practices over time. Teacher questioning is a pivotal contributing factor that shapes the role teachers play in promoting dialogic interaction in argumentative practice and that different roles serve different functions for promoting students’ conceptual understanding. The multiple-case study was designed as a follow-up study after a 4-year professional development program that emphasized an argument-based inquiry approach. Data sources included 30 lessons focusing on whole class discussion from three early elementary teachers’ classes. Data were analyzed through two approaches: (1) constant comparative method and (2) enumerative approach. This study conceptualized four critical roles of teacher questioning—dispenser, moderator, coach, and participant—in light of the ownership of ideas and activities. The findings revealed two salient changes in teachers’ use of questions and the relationships between teachers’ question-asking and students’ cognitive responses: (1) teachers increasingly used multiple roles in establishing argumentative discourse as they persistently implemented an argument-based inquiry approach, and (2) as teachers used multiple roles in establishing patterns of questioning and framing classroom interactions, higher levels of student cognitive responses were promoted. This study suggests that an essential component of teacher professional development should include the study of the various roles that teachers can play when questioning for establishing dialogic interaction in argumentation and that this development should consist of ongoing training with systematic support. 相似文献
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Educational Psychology Review - The shifting emphases of new national curricula have placed more attention on knowledge generation approaches to learning. Such approaches are centered on the... 相似文献
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