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Laboratory work educates students about the ＂processes of science＂. But it is suggested that students＇ learning level is low because of limited application of science processes in their laboratory work. Extraction experiment was chosen as the topic since it allows students to apply many of their basic chemistry knowledge, and it can be readily to gain understanding of scientific proceses required for an investigation. This study has been carried out with 40 students who are in the first year of Science Teaching Division at Trakya University, Faculty of Education. These students were divided into two groups of the experimental group and the control group, each group containing 20 students. The students of the experimental group were given knowledge about basic scientific process skills, and a procedure in detail to follow was given. But the students of the control group was given a standard procedure. The students of both groups were asked about what and why they did while they were performing the laboratory investigation. We observed that the experimental group students used the basic process skills, understood the extraction experiment, and realized what and why they did from this activity better than the control group students. The control group students did not know why they did laboratory work and they tended to focus on completing the task rather than learning from it. We considered that the experience would be helpful for students to improve scientific process skills if the students successfully acquired procedural understanding. Students＂ scientific processskills will develop as long as they use the skills. 相似文献
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This article considers the relationship between policy and practice in the early childhood mathematics curriculum for reception-class (RC) children of five years in England. It explores what the policy requires RC teachers to do in terms of curriculum implementation; what RC teachers’ views and understanding of the early childhood mathematics curriculum are; how RC teachers implement early years mathematics policy; and how RC children respond. A case study design included interviews with elite participants who influenced the policy-making process, survey of RC teachers and a detailed investigation of RC classes on three school sites. As elite interviews underlined, international comparison studies have had an important influence on early childhood mathematics policies by creating top-down pressure for standards. Elites and practitioners drew attention to a tension between a play-based pedagogy and a standards agenda. Tensions in policy text were reflected in mixed and ambivalent views and reported practices by elites and practitioners. RC teachers did not merely receive and implement policy expectations but brought their own values and understandings to practice. The study reveals interplay between local and global influences in a context of changing views of early childhood, early learning and early years pedagogy. 相似文献
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