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小学科学课程中蕴含着诸多科学概念,教学中需要整体把握科学课程核心概念。建构凸显"层级结构"符合学生认知水平的科学课程核心概念体系,可从具体科学概念入手,以科学事实作为载体,自下而上逐级建构核心概念,使学生在不同课程内容中不断加深对科学核心概念的理解,强化各领域间联系。通过核心概念建构教学,能培养学生建构式学习思维,促进学生对科学本质的理解;能激发学生对科学的学习兴趣,增强知识的迁移与应用。 相似文献
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《普通高中生物学课程标准(2017年版)》强调要加强学生对重要概念的理解。概念的形成就是科学思维的过程,基于科学思维的高中生物学概念教学,有助于培养学生的生物学学科核心素养,帮助学生形成科学的态度,促进学生创新思维的发展。 相似文献
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《教育研究与评论(中学教育教学版)》2016,(7)
在《对数概念》的新授教学中,基于"以问题引导自主探究","以自主促进学生发展"的主导思想,安排"设置问题,产生矛盾,引发思考""追溯历史,寻求智慧,产生概念""应用概念,体会联系,深化理解""归纳类比,发展思维,提升能力"四个环节,创设合理有效的问题,激活学生自主探究的欲望,促进学生主动地思维,从而使得学生真正通过自己实质性的思维活动获取知识,理解知识产生的方法,提升自己的自主发展能力。 相似文献
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掌握概念往往是学生获得成功的第一步。要促进这种成功则应与能力培养结合起来 ,学生学习概念既可获得能力 ,又可进一步学习新概念及其它知识 ,学生真正成为学习的主体 ,学习成功的体验会增强学生能动学习的内驱力。1 得出概念的能力科学离不开概念 ,但体现科学的不仅仅是有关概念或专业术语 ,更重要的是探索和理解科学的方法 ,如科学思维、观察、假设、实验、归纳、应用、发掘等。因此概念教学必须体现科学的探索过程。应引导学生通过观察、实验和思维等过程和能力得出概念。1.1 观察得出概念 学生通过观察获得生物的形态、结构、生理、… 相似文献
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夏繁军 《中国数学教育(高中版)》2014,(18)
"概念理解"是学生对所学概念不断加深认识、逐步完善、永无止境的累积过程.学生第一次接触数学概念时对概念的理解程度直接影响他的最终理解.结合案例说明,在新授课"做足"学生对概念的理解要有整体的教学设计,要对概念的形成追根溯源,要关注学生的思维发展. 相似文献
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学生总是以已有的知识经验为基础来建构对新知识的理解，不同的学生对同一概念可能会有不同的理解。在学习中学生可能记住了科学概念的定义，但并没有真正理解科学概念的实质，存在着一些模糊甚至是错误的认识。我们把学生头脑中存在的与科学概念不一致的认识叫做“迷思概念（M 相似文献
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The purpose of this study was to explore how Year 8 students answered Third International Mathematics and Science Study (TIMSS) questions and whether the test questions represented the scientific understanding of these students. One hundred and seventy-seven students were tested using written test questions taken from the science test used in the Third International Mathematics and Science Study. The degree to which a sample of 38 children represented their understanding of the topics in a written test compared to the level of understanding that could be elicited by an interview is presented in this paper. In exploring student responses in the interview situation this study hoped to gain some insight into the science knowledge that students held and whether or not the test items had been able to elicit this knowledge successfully. We question the usefulness and quality of data from large-scale summative assessments on their own to represent student scientific understanding and conclude that large scale written test items, such as TIMSS, on their own are not a valid way of exploring students' understanding of scientific concepts. Considerable caution is therefore needed in exploiting the outcomes of international achievement testing when considering educational policy changes or using TIMSS data on their own to represent student understanding. 相似文献
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A large scale study involving 1786 year 7–10 Korean students from three school districts in Seoul was undertaken to evaluate their understanding of basic optics concepts using a two‐tier multiple‐choice diagnostic instrument consisting of four pairs of items, each of which evaluated the same concept in two different contexts. The instrument, which proved to be reliable, helped identify several context‐dependent alternative conceptions that were held by about 25% of students. At the same time, students’ performance on the diagnostic test correlated with the location of the schools, students’ achievement in school science and their attitudes to science learning. However, students’ grade levels had limited influence on their understanding of basic concepts in optics as measured by the instrument. 相似文献
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Jaime L. Sabel Cory T. Forbes Leslie Flynn 《International Journal of Science Education》2016,38(7):1077-1099
Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students’ sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown that teachers may not understand FA, how to implement it, or have sufficient content knowledge to use it effectively. Few studies have investigated how teachers gather information to evaluate students’ ideas or how content knowledge factors into those decisions, particularly within the life science discipline. We designed a study embedded in a multi-year professional development program that supported elementary teachers’ development of disciplinary knowledge and FA practices within science instruction. Study findings illustrate how elementary teachers’ life science content knowledge influences their evaluation of students’ ideas. Teachers with higher levels of life science content knowledge more effectively evaluated students’ ideas than teachers with lower levels of content knowledge. Teachers with higher content exam scores discussed both content and student understanding to a greater extent, and their analyses of students’ ideas were more scientifically accurate compared to teachers with lower scores. These findings contribute to theory and practice around science teacher education, professional development, and curriculum development. 相似文献
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科学探究教学模式的反思与批判 总被引：1，自引：0，他引：1
目前由于人们对探究教学模式的认识存在着简单化倾向,对科学教学产生了负面的影响。主要表现在以下几个方面:囿于经验主义科学观,不能反映科学的本质;把科学教学过程简单等同于科学研究过程,不能反映科学教学过程的本质;强调做科学,忽视学科学,不利于对概念的深层理解;教学操作方法单一化与模式化,不利于学生理解科学的本质。 相似文献
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CAI Qi-yong 《课程.教材.教法》2008,(9)
开展科学的本质教育是培养学生科学素养的核心内容。正确的科学本质观建立在科学知识、科学方法以及科学情感态度与价值观的形成基础之上。通过实施新的科学教育理念,改革科学课程的教学内容,转变教师教学策略,使学习科学成为学生主动探究的过程,必将进一步引导学生加深对科学本质的认识和理解,促进学生科学本质观的形成与发展。 相似文献
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Michael Barnett Heather Wagner Anne Gatling Janice Anderson Meredith Houle Alan Kafka 《Journal of Science Education and Technology》2006,15(2):179-191
Researchers who have investigated the public understanding of science have argued that fictional cinema and television has proven to be particularly effective at blurring the distinction between fact and fiction. The rationale for this study lies in the notion that to teach science effectively, educators need to understand how popular culture influences their students’ perception and understanding of science. Using naturalistic research methods in a diverse middle school we found that students who watched a popular science fiction film, The Core, had a number of misunderstandings of earth science concepts when compared to students who did not watch the movie. We found that a single viewing of a science fiction film can negatively impact student ideas regarding scientific phenomena. Specifically, we found that the film leveraged the scientific authority of the main character, coupled with scientifically correct explanations of some basic earth science, to create a series of plausible, albeit unscientific, ideas that made sense to students. 相似文献
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Rachel Sheffield Eva Dobozy David Gibson Jim Mullaney Chris Campbell 《Educational Media International》2015,52(3):227-238
Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today’s information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the “right information” at the “right time” for the “right purpose”. Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students’ knowledge and confidence in the skills and processes associated with inquiry and in science concepts. 相似文献
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Alexis Patterson Diego Roman Michelle Friend Jonathan Osborne Brian Donovan 《International Journal of Science Education》2018,40(3):291-307
Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students’ reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here. 相似文献
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ABSTRACTResearch suggests that it is challenging for elementary students to develop conceptual understanding of trait variation, inheritance of traits, and life cycles. In this study, we report on an effort to promote elementary students’ learning of hereditary-related concepts through scientific modelling, which affords opportunities for elementary students to generate visual representations of structure and function associated with heredity. This study is part of a four-year design-based research project aimed at supporting students’ learning about life science concepts using corn as a model organism. Study data were collected during the implementation of a project-developed, multi-week, model-based curriculum module in eight third-grade classrooms located in the Midwestern United States. Through mixed methods research, we analysed video recorded observations of curriculum implementation, student artefacts, and student interviews. Results illustrate epistemic dimensions of model-based explanations (MBEs) for heredity that students prioritised, as well as significant variation in students’ MBEs in 2 of the 8 classrooms. While findings show neither students’ content knowledge nor model-based instruction associated with their MBEs, qualitative differences in teachers’ curriculum enactment, and more general approaches to science instruction, may help explain observed differences. Implications are discussed for curriculum and instruction in support of students’ MBE for heredity-related concepts. 相似文献