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1.
The research outlined in this paper investigated how student teachers perceived the development of their knowledge and attitudes towards physics through video recorded practical workshops based on experiments and subsequent group discussions. During an 8-week physics course, 40 primary science student teachers worked in groups of 13–14 on practical experiments and problem-solving skills in physics. The student teachers were video recorded in order to follow their activities and discussions during the experiments. In connection with every workshop, the student teachers participated in a seminar conducted by their physics teachers and a primary science teacher; they watched the video recording in order to reflect on their activities and how they communicated their conceptions in their group. After the 8 weeks of coursework a questionnaire including a storyline was used to elicit the student teachers’ perceptions of their development of subject matter knowledge from the beginning to the end of the course. Finally, five participants were interviewed after the course. The results provided insight into how aspects such as self-confidence and the meaningfulness of knowledge for primary teaching were perceived as important factors for the primary science student teachers’ development of subject matter knowledge as well as a positive attitude towards physics.  相似文献   

2.
This paper reports some of the findings of a case study investigation of undergraduate student learning in online discussions within a campus-based business course in New Zealand. The project explored predominantly Net Gener students’ perceptions of the differences between face-to-face and online discussions and the role of these differences in their learning. The study found that the students regarded the two environments as different but complementary for their learning and identified the features of each discussion environment that supported their learning. A complementary framework, based on these student perspectives is presented. These findings and the framework provide teachers and course designers with a new evidence-based approach for including effective face-to-face and online discussions for Net Gener and other students within their courses.  相似文献   

3.
The aims of this study were considered under three headings. The first was to elicit misconception that science and physics student teachers (pre-service teachers) had about the terms, ‘‘inertial mass’’, ‘‘gravitational mass’’, ‘‘gravity’’, ‘‘gravitational force’’ and “weight”. The second was to understand how prior learning affected their misconceptions, and whether teachers’ misconceptions affected their students’ learning. The third was to determine the differences between science and physics student teachers’ understanding levels related to mass and gravity, and between their logical thinking ability levels and their attitudes toward physics lessons. A total of 267 science and physics student teachers participated in the study. Data collection instruments included the physics concept test, the logical thinking ability test and physics attitude scale. All instruments were administered to the participants at the end of the 3rd semester of their university years. The physics test consisting of paper and pencil test involving 16 questions was designed, but only four questions were related to mass and gravity; the second test consisted of 10 questions with two stages. The third test however, consisted of 15 likert type items. As a result of the analysis undertaken, it was found that student teachers had serious misconceptions about inertia, gravity, gravitational acceleration, gravitational force and weight concepts. The results also revealed that student teachers generally had positive attitudes toward physics lessons, and their logical thinking level was fairly good.  相似文献   

4.
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5.
The aim of this study was to examine metacognition in computer-supported collaborative problem solving. The subjects of the study were 13-year-old Finnish secondary school students (N = 16). The Knowledge Forum learning environment was used to support student pairs’ problem-solving task involving polygons in a geometry course. The data consist of the student pairs’ posted computer notes (n = 95). To examine metacognition in a social context in the networked discussions, the features and patterns of networked interaction, the metacognitive content of the computer notes and their relations were examined. To examine the features of networked interaction, the social network analysis measures were used. The patterns of networked interaction were displayed with the multidimensional scaling technique. In the analysis, metacognitive contents of the computer notes were categorized as metacognitive knowledge, metacognitive skills, and not metacognitive. Further, with the correspondence analysis, we examined how the student pairs’ metacognitive activity was distributed. The results of the study revealed that the metacognitive activity varied among participants, although some aspects of metacognition such as planning were never encountered. It was found that there is a relation between metacognitive activity and the features of interaction. The student pairs who monitored and evaluated the ongoing discussions had a strategically optimal position in the communication network.  相似文献   

6.
The effects of two types of two well-established microcomputer-based teaching methods were examined for their effect teaching high school students kinetics. The use of data acquisition probeware and digital video analysis were studied for their impact on students’conceptions and ability to interpret graphical relationships to real world events. The abilities of high school physics students to accurately graph kinetics using distance, velocity and acceleration in one dimensional motion varied between and among the groups. Using a split category random assignment analysis students investigated these motions with both. In a quasi experimental fashion students received similar instruction on each but in a different sequence. Students received the similar teaching in reverse order and both strategies were found to be successful and complementary. There were indications student achievement was higher for velocity–time and acceleration-time graphs using the digital video analysis method. Implications for this study on teaching tools, methodologies, curriculum development, program implementation, and assessment are discussed.  相似文献   

7.
This paper aims to investigate students’ likes and dislikes of the teaching that they have experienced and its effects on students’ perceptions of the learning environment, student learning and academic performance. The study compares a lecture-based setting to a student-activating learning/teaching environment, considering both instructional and assessment practices. Data (N=578) were collected using the Course Experience Questionnaire (Ramsden, 1991) and by means of a standardised test. While lecture-taught students’ evaluations of the experienced teaching were generally focused and positive, students’ perceptions of the activating methods varied widely and both extremely positive and negative opinions were present. Also the consequences of these (dis)likes in instruction for student learning become clear. Moreover, a significant positive linear effect of students’ (dis)likes in instruction on students’ perceptions of the learning environment (except for appropriate assessment), their learning and their performance was found. This way, the results pinpoint the central role of teaching methods for students’ learning and caution against detrimental consequences of students’ negative appraisal of the teaching methods that they experience. A matching strategy between a student’s teaching tastes and the teacher’s instructional interventions provides the best educational prospects.  相似文献   

8.
This article reports on the influence of learning strategy instruction on student teachers’ physics achievement, attitude towards physics, and achievement motivation. A pre-test/post-test quasi-experimental design with matching control group was used in the study. Two groups of student teachers (n = 75) who were enrolled in an introductory physics course participated in the study. In the experimental group, questioning, summarizing, and graphic organizers were taught. The control group did not receive any presentation on strategy learning. Data were collected via the pre- and post-administration of the Physics Course Achievement Test, the Scale of Attitudes towards Physics, and the Achievement Motivation Scale. Univariate and multivariate analyses of variance on the data revealed no significant differences in the attitude and achievement motivation between the strategy and control groups. However, the strategy group students were observed to have a tendency of more positive attitude and motivation than the control group students. Results also showed that explicit learning strategy instruction was more effective than traditional instruction in improving physics achievement of the participating students. The implications of these results for physics education are discussed.  相似文献   

9.
The theoretical framework student ownership of learning is developed both theoretically and with qualitative research. The metaphor “ownership” is related to the process towards meaning making and understanding and is seen as relevant especially to improve physics instruction. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task; how the task is determined, performed and finally reported. The other dimension, the individual student ownership of learning, refers to an individual student’s own question/idea that comes from own experiences, interests or anomalies of understanding; an idea/question that comes back several times and leads to new insights. From literature and from our own data, we have developed categories for group and individual student ownership of learning, which were iteratively sharpened in order to identify ownership in the two dimensions. As a consequence, we argue for use of the framework student ownership of learning as a way to identify an optimal level of ownership for better learning and higher motivation in physics teaching.  相似文献   

10.
This paper reports a 4-month study that investigated the effectiveness of curriculum materials incorporating the history of science (HOS) on learning science, understanding the nature of science (NOS), and students’ interest in science. With regards to these objectives, three different class contexts were developed with three main types of information in history of science. In the first class context, the similarities between students’ alternative ideas and scientific concepts from the HOS were considered in developing teaching materials. In the second class context, the teacher developed discussion sessions on the ways scientists produce scientific knowledge. In the third class context, short stories about scientists’ personal lives were used without connection to the concepts of science or NOS. Ninety-one eighth-grade students were randomly assigned to four classes taught by the same science teacher. The concepts in the motion unit and in the force unit were taught. Three of the four classrooms were taught using the contexts provided by the HOS while the fourth class was taught in the same way that the teacher had used in previous years. The effects on student meaningful learning, perceptions of the NOS, and interest in science were evaluated at the beginning, at the middle, and at the end of the study to compare differences between historical class contexts and the Traditional Class. Results of analysis showed that the changes in meaningful learning scores for the first class context were higher than other classes but the differences between classes were not significant. The HOS affected student perceptions of the scientific methods and the role of inference in the process of science. Stories from scientists’ personal lives consistently stimulated student interest in science, while discussions of scientific methods without these stories decreased student interest. The positive effects of stories relating scientist’ personal life on student interest in science has major importance for the teaching of science. This research also helps to clarify different class contexts which can be provided with different types and uses of historical information.  相似文献   

11.
This study investigated the effects of problem-based learning on students’ beliefs about physics and physics learning and conceptual understanding of Newtonian mechanics. The study further examines the relationship between students’ beliefs about physics and their conceptual understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55, traditional = 69) enrolled in a calculus-based introductory physics class. Students’ beliefs about physics and physics learning and their physics conceptual understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS) and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and conceptual understanding were performed. The PBL group showed significantly higher conceptual learning gains in FCI than the traditional group. PBL approach showed no influence on students’ beliefs about physics; both groups displayed similar beliefs. A significant positive correlation was found between beliefs and conceptual understanding. Students with more expert-like beliefs at the beginning of the semester were more likely to obtain higher conceptual understanding scores at the end of the semester. Suggestions are presented regarding the implementation of the PBL approach.  相似文献   

12.
This paper describes the ways that students’ problem-solving behaviors evolve when solving multi-faceted, context-rich problems within a web-based learning environment. During the semester, groups of two or three students worked on five physics problems that required drawing on more than one concept and, hence, could not be readily solved with simple “plug-and-chug” strategies. The problems were presented to students in a data-rich, online problem-based learning environment that tracked which information items were selected by students as they attempted to solve the problem. The students also completed a variety of tasks, like entering an initial qualitative analysis of the problem into an online form. Students were not constrained to complete these tasks in any specific order. As they gained more experience in solving context-rich physics problems, student groups showed some progression towards expert-like behavior as they completed qualitative analysis earlier and were more selective in their perusal of informational resources. However, there was room for more improvement as approximately half of the groups still completed the qualitative analysis task towards the end of the problem-solving process rather than at the beginning of the task when it would have been most useful to their work.  相似文献   

13.
The current study sought to understand the relationship between peer discussions and self-regulated learning. Eighty-eight first year high school students answered questions from the Motivated Strategies for Learning Questionnaire and reported the perceived frequency of discussions with peers both inside and outside of the classroom regarding self-regulated learning. Results suggest that differences exist between the frequency of self-regulation discussions with peers from inside and outside of the classroom, especially for discussions concerning motivation. Discussions with peers outside of class were related more closely to students’ reported self-regulated learning than discussion with peers inside of class. In addition, peer groups with higher average levels of self-regulated learning discussions had individual members with high reported self-regulated learning. The study’s results also highlight the need for further research on the mechanisms by which peer discussions may relate to students’ self-regulated learning.  相似文献   

14.
Weight is one of the basic concepts of physics. Its gravitational definition accommodates difficulties for students to understand the state of weightlessness. The aim of this study is to investigate the effect of materials based on 5E teaching model and related to weightlessness on science student teachers’ learning. The sample of the study was 9 volunteer student teachers who were in their first grade in Science Teaching Program in Fatih Faculty of Education, Karadeniz Technical University. Both qualitative and quantitative data were gathered to find answers to the research questions. Findings revealed that all physics textbooks reviewed gave gravitational definition of weight. Also the concept of weightlessness hasn’t been covered in high school and some university textbooks. It was determined that before the implementation student teachers had non-scientific explanations about weightlessness. The implementation of the 5E teaching model and materials developed are effective on learning the weightlessness. It is suggested that similar applications can also be used in other physics subjects or in other fields of science.  相似文献   

15.
Teaching and Learning Physics in a 1:1 Laptop School   总被引：1，自引：1，他引：0  
1:1 laptop programs, in which every student is provided with a personal computer to use during the school year, permit increased and routine use of powerful, user-friendly computer-based tools. Growing numbers of 1:1 programs are reshaping the roles of teachers and learners in science classrooms. At the Denver School of Science and Technology, a public charter high school where a large percentage of students come from low-income families, 1:1 laptops are used often by teachers and students. This article describes the school’s use of laptops, the Internet, and related digital tools, especially for teaching and learning physics. The data are from teacher and student surveys, interviews, classroom observations, and document analyses. Physics students and teachers use an interactive digital textbook; Internet-based simulations (some developed by a Nobel Prize winner); word processors; digital drop boxes; email; formative electronic assessments; computer-based and stand-alone graphing calculators; probes and associated software; and digital video cameras to explore hypotheses, collaborate, engage in scientific inquiry, and to identify strengths and weaknesses of students’ understanding of physics. Technology provides students at DSST with high-quality tools to explore scientific concepts and the experiences of teachers and students illustrate effective uses of digital technology for high school physics.  相似文献   

16.
Conclusions It is clear that in this particular educational system teachers' and lecturers' subjective assessments of each student on the cirteria given, were based primarily on two subjective impressions of the student; the students ‘academic ability’ and his, or her “motivation for academic work”. A major proportion of the variance on the physics subjective scales could be explained in terms of these two factors. However the factor scores did little to increase the prediction of success in University physics examinations over and above prediction based on school physics examination results. There was some indication that subjective assessments may have a potential use in predicting non-examination ‘attributes’ of importance, for example drop-outs and future career intentions. Undoubtedly much greater reliability and validity of student scores related to objectives needs to be obtained both via examinations and subjective assessments if future studies are to yield really useful student profiles.  相似文献   

17.
Recent research on principles of best practice for designing effective multimedia instruction has rarely taken into account students’ alternative conceptions, which are known to strongly influence learning. The goal of this study was to determine how well students of quantum mechanics could learn ‘vicariously’ by watching a student-tutor dialogue based on alternative conceptions. Two video treatments were created to summarize key aspects of quantum tunneling, a fundamental quantum mechanical phenomenon. One video depicted a student-tutor dialogue, incorporating many of the common alternative conceptions on the topic, and resolving inconsistencies in reasoning through discussion. The other presented the same correct physics material in an expository style without alternative conceptions. Second year physics students were randomly assigned to one of the two treatments and were tested before and after watching the video during a lecture. Results show a statistically significant (p < .01) advantage for the learners in the dialogue treatment (d = 0.71). Follow-up interviews of students yielded insight into the affective and cognitive benefits of the dialogue video.  相似文献   

18.
This paper focuses on the use of multimedia-based predict–observe–explain (POE) tasks to facilitate small group learning conversations. Although the tasks were given to pairs of students as a diagnostic tool to elicit their pre-instructional physics conceptions, they also provided a peer learning opportunity for students. The study adopted a social constructivist perspective to analyse and interpret the students conversations, focussing on students articulation and justification of their own science conceptions, clarification of and critical reflection on their partners views, and negotiation of new, shared meanings. Two senior science classes participated in this interpretive study. Data sources were mainly qualitative and included audio and video recordings of students small group discussions at the computer, interviews with selected students and their teachers, classroom observations, and student surveys. Findings indicate that the computer-based POE tasks supported students peer learning conversations, particularly during the prediction, reasoning and observation stages of the POE strategy. The increased level of student control of the POE tasks, combined with the multimedia nature of the program, initiated quality peer discussions. The findings have implications for authentic, technology-mediated learning in science.  相似文献   

19.
This study was designed to theoretically articulate and empirically assess the role of computer scaffolds. In this project, several examples of educational software were developed to scaffold the learning of students performing high level cognitive activities. The software used in this study, Artemis, focused on scaffolding the learning of students as they performed information seeking activities. As 5th grade students traveled through a project-based science unit on photosynthesis, researchers used a pre-post design to test for both student motivation and student conceptual understanding of photosynthesis. To measure both variables, a motivation survey and three methods of concept map analysis were used. The student use of the scaffolding features was determined using a database that tracked students’ movement between scaffolding tools. The gain scores of each dependent variable was then correlated to the students’ feature use (time and hits) embedded in the Artemis Interface. This provided the researchers with significant relationships between the scaffolding features represented in the software and student motivation and conceptual understanding of photosynthesis. There were a total of three significant correlations in comparing the scaffolding use by hits (clicked on) with the dependent variables and only one significant correlation when comparing the scaffold use in time. The first significant correlation (r = .499, p < .05) was between the saving/viewing features hits and the students’ task value. This correlation supports the assumption that there is a positive relationship between the student use of the saving/viewing features and the students’ perception of how interesting, how important, and how useful the task is. The second significant correlation (r = 0.553, p < 0.01) was between the searching features hits and the students’ self-efficacy for learning and performance. This correlation supports the assumption that there is a positive relationship between the student use of the searching features and the students’ perception of their ability to accomplish a task as well as their confidence in their skills to perform that task. The third significant correlation (r = 0.519, p < 0.05) was between the collaborative features hits and the students’ essay performance scores. This correlation supports the assumption that there is a positive relationship between the student use of the collaborative features and the students’ ability to perform high cognitive tasks. Finally, the last significant correlation (r = 0.576, p < 0.01) was between the maintenance features time and the qualitative analysis of the concept maps. This correlation supports the assumption that there is a positive relationship between the student use of the maintenance features and student conceptual understanding of photosynthesis. This material is based upon work supported by the National Science Foundation (REC9980055). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.  相似文献   

20.
This study explores the affordances of a video-based professional development workshop for supporting physics teachers' content-specific judgments about evidence of student thinking. We rated both the quality of teachers' discussions and the judgments that resulted as they discussed video clips highlighting student thinking. We found that teachers' judgments were related to the quality of their discussions. Quantitative and qualitative analyses suggest that elaborated focus questions and interactions with colleagues may support teachers with relatively little physics teaching experience in using their collective wisdom to engage in a situation-specific skill necessary for responsive teaching.  相似文献   

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