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1.
The F-Sort of Biology Concepts was used to assess understanding of the relationships among 37 biology concepts by five groups: Preservice secondary science teachers, in-service biology teachers with 1–3 years of teaching experience, in-service biology teachers with 5 or more years of experience, scientists in any biological science field, and college seniors majoring in biology. Data collected from the F-sort were analyzed using latent partition analysis and alpha factor analysis with additional interpretation from multidimensional scaling. The subjects were asked to think aloud as they performed the F-sort and each session was audiotaped for later analysis. These analyses indicated that the biology major and experienced secondary science teachers were separated from the scientists by a dimension based on a deep-versus-surface structure understanding of the concepts. A second axis shows that scientists are separated from other groups by a fluid-versus-fixed cognitive structure dimension. That is, both experienced teachers and scientists were found to have well-constructed and ordered cognitive structures, but scientists were much more likely to see an item having a place in two or more categories, whereas experienced teachers tended to focus on only one aspect of an item, and therefore understanding that it rightfully belonged in only one category. It appears that teachers restructure their science knowledge as they become more experienced. There is an apparent transition from poorly organized to highly organized cognitive structures for biology concepts when comparing preservice, novice, and experienced teachers, respectively. The transition does not seem to be one achieving a deeper understanding of the biology concepts or to a greater degree of integration of the concepts, but rather a transition from a fairly large, loosely organized pool of biology concepts to one which is highly structured but limited to the expectations of the established curriculum. The results have implications for the well-known conjecture that teaching helps one better understand the content being taught. 相似文献
2.
David D. Kumar Stanley L. Helgeson Arthur L. White 《Educational technology research and development : ETR & D》1994,42(4):6-16
The emerging interface between computer technology and cognitive psychology for performance assessment in science education
is explored. Cognitive theories of learning offer promises to transform computer technology from a test administration tool
into a process assessment tool, and computer technology offers a medium for studying the cognitive processes of learning.
Interface theories and interface technologies are briefly discussed. The technology-psychology interface may be a base for
building an alternative assessment technology. Some prototype projects in this line of inquiry are presented. As in any other
novel approaches to testing, there are several questions that need to be answered in establishing the role of the technology-psychology
interface in performance assessment. 相似文献
3.
Jan Garrard 《Research in Science Education》1986,16(1):1-10
Conclusion Making sense of the world-including the world of school learning-involves making connections between new and existing experiences.
Whether this process is called the construction (Piaget, 1929), the generation (Osborne & Wittrock, 1985) or the creation
of meaning, the relation of new experiences to existing understandings, images, experiences, and feelings are essential to
the process of learning with understanding.
For many years cognitive psychology has focused on the making of logical, sequential, highly structured connections. However,
the computer metaphor for human information processing and storage is now being questioned and cognitive psychologists are
beginning to explore the new ‘unexplorable’-parallel, holistic, divergent, creative mental processes.
In addition, this paper proposes a model of the learning process in terms of reciprocally interactive cognitive, affective,
and social variables. 相似文献
4.
Tønnessen FE 《Journal of learning disabilities》1999,32(5):386-393
If the field of cognitive psychology is to avoid the use of introspective methods, it must focus on the objective norms or rules for correct performance of cognitive tasks and not on subjective processes. In this manner, the cognitive approach will be more logical than empirical. Cognitive psychology alone is not able to answer the question "Why is it that some people have difficulty following some of the cognitive norms or rules?" Behaviorism and connectionism can make more important contributions here. In the treatment of dyslexia, emphasis must be placed on the fact that reading is a skill that requires both automatization and awareness. To have a flexible and functional combination of these, we must borrow from cognitive psychology, connectionism, and behaviorism. 相似文献
5.
Trevor Norris 《Educational theory》2021,71(1):129-148
This article explores two questions: (1) Is education a unique and distinct discipline? (2) Is education anything other than the achievement of noneducational aims or objectives? In it, Trevor Norris examines how these two questions are interconnected, specifically analyzing how what we think about education as a distinct field of study informs what we ask of it as a practice. When we study education, we should be educational about it, because if we render education as the object of study, it is never endowed with agency or distinctiveness. Norris inquires into the distinctiveness of education as a way of thinking and a way of impacting the world, asking what are the conditions that make it possible for us to identify something as “educational”? To investigate this question, Norris draws from Hannah Arendt's account of politics, and he concludes by describing a case study assignment that requires educational foundations students to draw from philosophy of education in order to show what exactly is educational about education by contrasting education with business and psychology. 相似文献
6.
Dr. Walter Saunders Nick Eastmond Kay Camperell 《Journal of Science Teacher Education》1994,5(4):146-151
Conclusion There are strong indications that the courses developed under the Teacher Preparation Project at Utah State University are
providing new dimensions to the education of prospective science teachers and liberal art students who select a science emphasis
at the undergraduate level. To date, the courses have institutional support in both staffing and funding that should keep
them in place in the coming years. Clearly, the project made adjustments along the way, learning from early mistakes, and
building team rapport and commitment required to bring about the completion of the project.
Certain issues have been raised and resolved to some extent. Mixing liberal arts majors with secondary science teaching majors
appears to be good for the integrative course, bringing diversity of background and viewpoint into the class. The kinds of
teaching behaviors in evidence in these classes require high expectations for student performance but also a willingness on
the part of the professor to stand back and let the student explore or to allow a discussion to run. This is clearly a more
facilitative and less directive teaching role than is expected for most undergraduate courses. Finally, one can expect to
get mixed reactions from students, positive about their newfound independence but, for some at least, a lack of tolerance
for ambiguity and some discomfort at having a new (and sometimes threatening) set of grading procedures thrust upon them.
In the USU Teacher Preparation Project, these decisions have charted a course of action for the future-a course derived from
cognitive psychology principles requiring growth on the part of both faculty and students.
This material is based upon work supported in part by a grant from the National Science Foundation (Grant No. TPE-8850642).
Any opinions, findings, and conclusions or recommendations exprtessed in this article are those of the authors and do not
necessarily reflect the views of the National Science Foundation. 相似文献
7.
张海育 《青海师范大学学报(哲学社会科学版)》2010,33(2):134-137
认知心理学在实证主义方法论的影响下走向了自然科学的发展道路,但在其发展中并未真正解决心理学的根本性问题。随着西方后现代主义思潮兴起,认知心理学吸收了它的某些思想,阐发了一种后现代认知心理学的新范式和发展取向。 相似文献
8.
Peter W. Hewson 《International Journal of Science Education》2013,35(2):163-172
An observation schedule was developed to find out if girls have less interaction with teachers than boys in physics lessons. The schedule was intended to be used by a single observer with pencil and paper. It was also intended that the analysis of the data collected should be as straightforward as possible, without the need for video or audio playback, as all interpretation of the classroom interaction takes place during the live observation. It was found that boys received more ‘public’ interactions concerning the cognitive content of their physics lessons than girls. This seemed to be related to the higher incidence of boys calling out answers, rather than the teachers initiating more interactions with the boys. 相似文献
9.
Research in mathematics education usually attempts to look into students’ learning and other mental processes. It could therefore
be expected to build on knowledge acquired within the academic discipline of cognitive psychology. Our aim in this paper is
to show how some recent developments in cognitive psychology can help interpret empirical results from mathematics education.
In particular, we will be looking into the heuristics-and-biases research by Kahneman and Tversky, the alternative views by
Gigerenzer et al., and the more recent dual-process theory that has come to play a central role in interpreting this research.
We first introduce the relevant background from cognitive psychology and survey its connections to previous work in mathematics
education; then we apply this theoretical framework for re-interpreting previously-published empirical data from mathematics
education research. We conclude with a discussion of potential theoretical and practical benefits of such synthesis. 相似文献
10.
Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks
Larry D. Yore 《科学教学研究杂志》1991,28(1):55-72
Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents. 相似文献
11.
Summary This study is of interest for a number of reasons. The first relates to the measures used to assess teacher behaviour and
the comprehensive procedures followed to establish reliability. The second is associated with the large sample size which
represents nearly the entire population. The third is concerned with the overall lack of relationship between teacher behaviours
and growth in science achievement that is apparent from this secondary analysis. Although the first two of these features
are relatively uncommon to research studies in the field of teacher effectiveness using observers, the last is far from unique.
The lack of relationships between observed low inference teacher behaviour and student gain in achievement on cognitive outcomes
has been noted frequently in reviews of the literature (one of the latest being, Rosenshine, 1978). It is, of course, possible
to discuss the overall lack of relationship between teacher and student behaviour and science achievement gain as a consequence
of unreliabilities of measurement of the independent and dependent variables. It is possible to take a more optimistic view
and observe that the data reported here were collected in Canberra in 1969. The prevalence of streaming would have resulted
in certain teaching behaviour being more highly correlated with both pre-test and post-test scores than would be found if
streaming had not been present. In addition, the homogeneity of teaching behaviour imposed by an inspectorial system would
have reduced the variance in the independent variables. Hopefully, a replication today would be more likely to identify effective
teaching behaviour. However, one thing appears evident. Any investigation that does not exceed the one reported above in establishing
the reliability and stability of its measures, or in the extent and scope of the study, is not likely to produce findings
of greater strength than have been presented in this paper. 相似文献
12.
Observations were made of the progressive change in the cognitive development of 141 students over the course of their secondary
education in an Australian private school. Cognitive development was measured in years 8, 10 and 12 usingBond's Logical Orerations Test. Rasch analysis of each of the data sets provided ability estimates for students in the year groups of 1993 (year 8), 1995
(year 10) and 1997 (year 12). Twenty-nine students from the year group of 1993 were tested on all three occasions. We analysed
data from these 29 students in order to investigate the children's cognitive development across years 8, 10 and 12. We also
examined the influence of the Cognitive Acceleration through Science Education (CASE)Thinking Science program on the cognitive development and scholastic achievement of these students. We found increased mental growth between
years 8 and 10 for most students in theThinking Science cohort, which could not be predicted from their starting levels. There was a significant correlation between cognitive development
and the scholastic achievement of these students. Although boys as a group were more advanced in cognitive development than
girls in years 8 and 10, no difference was found in the rate of cognitive change based on sex up to year 10. However girls
showed cognitive gains across years 10–12 which were not found in boys. The students who were new to the school also showed
increased cognitive development in years 11 and 12. Students who had experienced theThinking Science course were more cognitively developed than students who joined the school after the intervention had taken place. This study
supports the claim of Adey and Shayer that there is a relationship between cognitive development and scholastic achievement,
even though we used different measures of cognitive development and scholastic achievement. 相似文献
13.
F. Reif 《Instructional Science》1978,7(1):1-14
Recent developments suggest the possibility that education might be developed into an effective applied science. In this paper I try to identify and discuss some of the key questions which should be addressed to achieve this goal: (1) Education should be approached by the same intellectual standards as those prevalent in all other successful applied sciences. (2) It would be both intellectually challenging and practically useful to address systematically the teaching of higher-level cognitive skills. Such efforts should be based on analyses of the underlying human information processing and could profit from recent work in cognitive psychology and artificial intelligence. (3) Major improvements in educational delivery could be achieved by exploiting present technological means to provide most students with excellent private nonhuman tutors who can be supplemented by human teachers where these are most uniquely useful. Such an approach can be effective and practical by investing first-rate talent and substantial efforts in initial development work. (4) Universities could contribute significantly to the advancement of education by transcending their present limited educational role and striving in education for the kind of excellence and innovative leadership pursued by them in other applied sciences.This paper is a slightly revised version of a talk given at a symposium held in Boston, in February 1976, at the annual meeting of the American Association for the Advancement of Science. 相似文献
14.
李振 《洛阳师范学院学报》2009,28(4):123-126
关联理论认为支配交际的原则为最佳关联,在交际过程中听话人倾向以最小的努力获得最佳语境效果,从信息加工论来看就是人们倾向于在长期记忆系统中以最小的努力找到与外界信息的最佳对应。从信息加工心理学(认知心理学)角度剖析关联理论交际观的认知操作过程,并以此指导翻译实践。 相似文献
15.
基于管理理论构建的案例教学策略 总被引：1，自引：0，他引：1
基于管理理论构建过程的案例教学模式可以把理论研究和教学有机结合起来,使学生成为教师的研究伙伴,参与到理论构建过程中,在教学中实现师生共赢。结合教学实例,文章从归纳和推论这两种不同的理论构建情形给出了实施基于管理理论构建过程的案例教学的具体策略。 相似文献
16.
文章将对院校研究理论构建的诸多前提性问题进行初步探讨,结合高等教育理论体系构建、中国特色院校研究实践,论述了院校研究理论构建的必要性,将院校研究实践与理论构建结合起来,有助于在中国文化传统和高校治理环境下,进一步推动院校研究的开展,为高校管理科学化提供决策支持。 相似文献
17.
The purpose of this study was to determine associations between science students' perceptions of their interactions with their
teachers, the cultural background of students and their attitudinal and cognitive achievement outcomes. A sample of 3,215
students from 158 secondary school science classes in 43 schools completed a survey including the Questionnaire on Teacher
Interaction (QTI), an attitude to calss scale, an enquiry skills scale and questions relating to cultural background. The
sample was chosen in order tobe representative, though only coeducational classes were used in order to permit an unconfounded
test of sex differences. Statistical analyses confirmed the reliability and validity of the QTI for secondary school science
students. Generally, the dimensions of the QTI were found to besignificantly associated with student attitude scores. In particular,
students' attitude scores were higher in classrooms in which students perceived greater leadership, helping/friendly, and
understanding behaviours in their teachers. Correlations between cognitive achievement and interpersonal behaviour were not
as strong, but there were positive associations with cooperative behaviours and negative associations with oppositional behaviours.
Females perceived their teachers in a more positive way than did males and students from an Asian background tended to perceive
their teachers more positively than those from the other cultural groups identified in the study. 相似文献
18.
Dr Philip Adey 《Research in Science Education》1995,25(1):101-113
Cognitive science has the potential for offering explanatory models for many of the findings of empirical research in science
education. In this paper, I use recent editions of international journals of science education to produce a categorisation
of types of science education research, and what possible contributions each might make to cognitive science or the potential
of results from cognitive science for enriching the science education research accounts. In a short, final section, the relationship
of our own cognitive work to cognitive science is explored. 相似文献
19.
Sadanand Nanjundiah 《Journal of Science Education and Technology》1996,5(2):161-165
Students from Asian societies have generally done well in the sciences in Western universities. Many factors have been invoked to explain their success. This paper is a study of one possible factor—the training of teachers for schools, specifically as investigated from first-hand observation by the author from Northwest Normal University in Lanzhou, China, and its affiliated primary and secondary schools. 相似文献
20.
Taking as a basis a conceptualisation of personal challenge having both cognitive/metacognitive (thinking) and affective (feeling)
components, the nature and extent of perceived challenge in learning and teaching science were explored for seven teachers
and thirty-seven students in five secondary schools over a period of five months. Findings suggest that many secondary students
are not challenged by the science they learn in school. Similary, many secondary science teachers are insufficiently challenged
by the task of teaching. There are indications, however, that science teaching and learning attitudes and practices can be
improved if teachers work to diagnose and change key classroom factors that influence level of perceived challenge in learning. 相似文献