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1.
The effect of two specific classroom climates on learning of science process skills and content achievement in college level science classes was studied. Two classroom climates were established and designated as discovery classroom climate (DCC) and nondiscovery classroom climate (NDCC). The term discovery denotes the degree of freedom the teacher established in classroom interactions, both verbal and nonverbal. Verbal interactions were monitored with the Science Laboratory Interaction Categories. These data indicate that students in the two classroom climates achieved equally as well on learning of biological content of the course, but students in the discovery classroom climate achieved significantly higher scores in science process skills as measured by the Welch Science Process Inventory. This study, conducted in a large, suburban community college, offers some useful information to the person who has educational goals beyond, but including, the learning of science information and concepts, and possibly science process. Students in the less directive discovery climate learned as much content as those in a more directive comparison class-they lost nothing of what is traditionally sought in a college science class. In addition, the discovery climate facilitated the development of science process skills which were significantly better than the comparison class. A five-week intensive class using the discovery climate was found to provide as much content acquisition as the ten-week nondiscovery climate.  相似文献   

2.
In this study, a multiple-choice test entitled the Science Process Assessment was developed to measure the science process skills of students in grade four. Based on the Recommended Science Competency Continuum for Grades K to 6 for Pennsylvania Schools, this instrument measured the skills of (1) observing, (2) classifying, (3) inferring, (4) predicting, (5) measuring, (6) communicating, (7) using space/time relations, (8) defining operationally, (9) formulating hypotheses, (10) experimenting, (11) recognizing variables, (12) interpreting data, and (13) formulating models. To prepare the instrument, classroom teachers and science educators were invited to participate in two science education workshops designed to develop an item bank of test questions applicable to measuring process skill learning. Participants formed “writing teams” and generated 65 test items representing the 13 process skills. After a comprehensive group critique of each item, 61 items were identified for inclusion into the Science Process Assessment item bank. To establish content validity, the item bank was submitted to a select panel of science educators for the purpose of judging item acceptability. This analysis yielded 55 acceptable test items and produced the Science Process Assessment, Pilot 1. Pilot 1 was administered to 184 fourth-grade students. Students were given a copy of the test booklet; teachers read each test aloud to the students. Upon completion of this first administration, data from the item analysis yielded a reliability coefficient of 0.73. Subsequently, 40 test items were identified for the Science Process Assessment, Pilot 2. Using the test-retest method, the Science Process Assessment, Pilot 2 (Test 1 and Test 2) was administered to 113 fourth-grade students. Reliability coefficients of 0.80 and 0.82, respectively, were ascertained. The correlation between Test 1 and Test 2 was 0.77. The results of this study indicate that (1) the Science Process Assessment, Pilot 2, is a valid and reliable instrument applicable to measuring the science process skills of students in grade four, (2) using educational workshops as a means of developing item banks of test questions is viable and productive in the test development process, and (3) involving classroom teachers and science educators in the test development process is educationally efficient and effective.  相似文献   

3.
ABSTRACT

The purpose of this study was to examine community college engineering students’ perceptions of their classroom climate and how these perceptions are related to fundamental skills in engineering. The study was guided by the following research question: How are community college engineering students’ perceptions of their fundamental engineering skills related to their perceptions of classroom climate? Data from a 2009 National Science Foundation sponsored project, Prototype to Production: Processes and Conditions for Preparing the Engineer of 2020 (P2P), which contains information from students in 15 pre-engineering community college programs, were examined. Measures of classroom climate and fundamental skills related to engineering were first established through an exploratory factor analysis. In order to explore differences in student perceptions by individual characteristics and by institution, hierarchical linear modeling (HLM) was used. Results indicated that for community college engineering students, a warmer perception of classroom climate was associated with a higher perception of fundamental engineering skills. At community colleges, class sizes are generally smaller, especially compared to introductory courses at universities, and may provide a warmer climate for students considering beginning their engineering degrees. Given the diversity within community colleges, these institutions may provide an important pathway for underrepresented groups in engineering.  相似文献   

4.
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   

5.
Reading is a communication process that is crucial to students in science. Printed text materials are the most widely used teacher aids in the classroom. But reading as a major focus of science instruction has been out of favor with the mainstream of science education since the late 1950s. Despite this, few would deny the value of reading skills in a science class. The purpose of the present investigation was to determine how the use of Newsday's Science Education Series Program affected selected ninth-grade students' comprehension of science reading material. Analysis of covariance showed that students with standardized reading and mathematics scores at least two years above grade level who were taught using newspaper science articles alone had Degrees of Reading Power posttest scores higher at the 0.05 level of significance compared to students taught using Newsday's Science Education Series Program or using only the science article's content as part of class lessons. Students with standardized reading and mathematics scores on grade level taught using Newsday's Science Education Series Program had Degrees of Reading Power posttest scores higher at the 0.01 level of significance compared to students taught by either of the other methods.  相似文献   

6.
This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students’ learning and engagement.  相似文献   

7.
Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment.

Purpose: This study examined the effectiveness of PBL on candidate science teachers’ understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL.

Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey.

Design and methods: A one-group pretest–posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests.

Results: The PBL approach has a positive effect on the students’ learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning.

Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities.  相似文献   

8.
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis‐of‐practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year‐long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi‐level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011  相似文献   

9.
For nearly 50 years, leaders in American industry, military, education, and politics have focused considerable attention on STEM (science, technology, engineering, and mathematics) education. Given the increased societal demand for STEM careers, the relationships among classroom climate, self-efficacy, and achievement in undergraduate mathematics needed to be examined. A purposeful sample of college algebra instructors (n = 15), employed at public 4-year universities in various states (n = 10) across the nation, was administered the Principles of Adult Learning Scale at the beginning of the semester to assess classroom climate. At the end of the course semester, their college algebra students (n = 326) were administered the Mathematics Self-Efficacy Scale-Revised and final college algebra examinations. The results of the multi-level analysis indicated: (a) students having higher mathematics self-efficacy also had higher mathematics achievement, (b) teacher-centered classroom climates had greater mathematics self-efficacy levels, (c) classroom climate was not a significant predictor of mathematics achievement, (c) classroom climate did not moderate the relationship between mathematics self-efficacy and achievement, and (d) although boys reported higher mathematics self-efficacy than girls, gender differences were not found to exist in regard to mathematics achievement.  相似文献   

10.
Undergraduate college “science partners” provided content knowledge and a supportive atmosphere for K–5 teachers in a university–school professional development partnership program in science instruction. The Elementary Science Education Partners program, a Local Systemic Change initiative supported by the National Science Foundation, was composed of four major elements: 1) a cadre of mentor teachers trained to provide district-wide teacher professional development; 2) a recruitment and training effort to place college students in classrooms as science partners in semester-long partnerships with teachers; 3) a teacher empowerment effort termed “participatory reform”; and 4) an inquiry-based curriculum with a kit distribution and refurbishment center. The main goals of the program were to provide college science students with an intensive teaching experience and to enhance teachers'' skills in inquiry-based science instruction. Here, we describe some of the program''s successes and challenges, focusing primarily on the impact on the classroom teachers and their science partners. Qualitative analyses of data collected from participants indicate that 1) teachers expressed greater self-confidence about teaching science than before the program and they spent more class time on the subject; and 2) the college students modified deficit-model negative assumptions about the children''s science learning abilities to express more mature, positive views.  相似文献   

11.
Background: Past studies have shown significant associations between students’ conceptions of learning science and their science learning self-efficacy. However, in most of the studies, students’ science learning self-efficacy has often been measured by a singular scale.

Purpose: Extending the findings of these studies, the present study adopted a multi-dimensional instrument to assess Taiwanese high school students’ science learning self-efficacy and investigate the relationships with their conceptions of learning science.

Sample: A total of 488 Taiwanese high school students (265 male and 223 female) were invited to participate in this survey.

Design and method: All the participants responded to the Conceptions of Learning Science (COLS) questionnaire regarding ‘Memorizing’, ‘Testing’, ‘Calculating and practicing’, ‘Increase of knowledge’, ‘Applying’ and ‘Understanding and seeing in a new way’ and the Science Learning Self-Efficacy (SLSE) instrument, including ‘Conceptual understanding’, ‘Higher-Order cognitive skills’, ‘Practical work’, ‘Everyday application’ and ‘Science communication’.

Results: The path analysis results derived from the structural equation modeling method indicated that, of all five SLSE dimensions, the ‘Understanding and seeing in a new way’ COLS displayed as a positive predictor, while the ‘Testing’ COLS was a significant negative predictor. The ‘Applying’ COLS item can only positively contribute to the SLSE dimensions of ‘Higher-Order thinking skills’, ‘Everyday application’ and ‘Science Communication’.

Conclusions: In general, students in strong agreement with learning science as understanding and seeing in a new way or the application of learned scientific knowledge are prone to possess higher confidence in learning science. However, students who consider learning science in terms of preparing for tests and examinations tend to hold lower science learning self-efficacy.  相似文献   

12.
Differences in classroom climate and science related attitudes were investigated among junior high school science classes and students in Taiwan. The sample consisted of 1,269 students enrolled in 40 science classes distributed equally among ten junior high schools, five metropolitan and five rural. Classes were further classified according to sex (21 boys and 19 girls classes) and ability (19 high and 21 low ability classes). Using the Learning Environment Inventory (Anderson, Walberg, & Fraser, 1982) to measure climate, science classes in metropolitan schools, more than rural, were found to be characterized by Speed, Friction, Favoritism, Difficulty, Cliqueness, and Competitiveness. No differences were found in the classroom climates of classes in which students were grouped according to sex or ability. Using the Test of Science-Related Attitudes (Fraser, 1981), students in science classes in metropolitan schools, in contrast to rural, expressed more positive attitudes toward the Social Implications of Science, Adoption of Scientific Attitudes, and Attitude to Scientific Inquiry. Boys more than girls recorded high scores on Leisure Interest in Science and Career Interest in Science. High ability students were found to have higher scores on Attitude to Scientific Inquiry than did low ability students. When examining the relationship between the 15 subscale scores of the LEI and the seven subscale scores of the TOSRA for the 40 classes, only 9 out of 105 correlations proved to be significant. Most differences in climate, attitude, and their interactions were attributed to school location rather than to student characteristics.  相似文献   

13.
In classrooms from kindergarten to graduate school, researchers have identified target students as students who monopolize material and human resources. Classroom structures that privilege the voice and actions of target students can cause divisive social dynamics that may generate cliques. This study focuses on the emergence of target students, the formation of cliques, and professors' efforts to mediate teacher learning in a Master of Science in Chemistry Education (MSCE) program by structuring the classroom environment to enhance nontarget students' agency. Specifically, we sought to answer the following question: What strategies could help college science professors enact more equitable teaching structures in their classrooms so that target students and cliques become less of an issue in classroom interactions? The implications for professional education programs in science and mathematics include the need for professors to consider the role and contribution of target students to the learning environment, the need to structure an equitable learning environment, and the need to foster critical reflection upon classroom interactions between students and instructors. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 819–851, 2006  相似文献   

14.
ABSTRACT

Students at open-enrollment institutions enter college with a wide range of academic preparedness and are often required to take developmental classes to increase their academic skills to be successful in higher education. Further, few students possess self-regulated learning skills to aid in their learning. Researchers posited that academically at-risk students benefit from gains in self-regulated learning skills when a modeling and scaffolding approach is used to implement self-regulated learning tools. Self-regulated skills coupled with an active learning environment like the flipped classroom provide positive synergistic effects for academically at-risk students. This study compared several iterations of the flipped classroom in a general chemistry class at an open-enrollment college where high school class rank and mathematics placement level varied significantly. The results of the multiple regression analysis indicated that mathematics level and class rank were significant when predicting overall course grade regardless of the learning environment. The results of a paired-samples t test did not reveal a significant difference upon addition of note-taking and exam wrappers in a flipped classroom learning environment. However, students graduating high school in the top third, middle third, and bottom third of their graduating class increased their overall course grades in a flipped classroom using self-regulated tools by 7%, 3%, and 6%, respectively. To enhance the quantitative results, the author provides student comments on note-taking and the use of exam wrappers.  相似文献   

15.
Abstract

This study sought to assess the actual and ideal social climate of an undergraduate social science class for educators, and to utilize this information to structure a subsequent class on the same topic. It was hypothesized that a classroom climate more closely approaching an "ideal^ one would facilitate better course appreciation, involvement, and attendance. Modifications in course social climate as suggested by "Class A" markedly improved the social climate of "Class B" as reported by class members. Improved congruence between real and ideal climates was linked to significantly greater appreciation of class functioning, class content, overall course appreciation, and greater class attendance. As students reported similar amounts of task orientation in each class, it was argued the classroom social climate may contribute an independent and malleable feature of the classroom setting which an instructor can use to his/her advantage.  相似文献   

16.
The Science Co-op is a local systemic change project that connects eight regional clusters of elementary schools in rural Missouri and Iowa in the USA. These clusters are comprised of 38 school districts distributed over 40,000 square miles and include more than 1,400 teachers and 20,000 elementary school students. The project stresses inquiry science in the classroom and involves investigating science ideas using a constructivist approach and cross-curricular connections. Within the frameworks of the Science Co-op project a technology known as Interactive Television (ITV) allows for almost real-time interaction (a 3–5 second delay) within the state boundaries of Missouri and Iowa, respectively. The primary goals of the ITV sessions are to enhance the science content and science pedagogical knowledge among the population of elementary school teachers that they may have lacked in their prior education, and to reinforce and extend instructional strategies emphasized in this local systemic change project. In this study the participants' self-reported learning and reactions to live ITV sessions and videotaped, delayed broadcast of ITV sessions were compared. Regression analysis results show teaching experience's influence on overall satisfaction with ITV (p<0.05) while mode attended, perceived technical difficulty, preferred mode, and perceived new skills or content learned in the session entered the regression equation at p=.000. Further t-tests suggested p>0.05 for perceived new skills and content learned on the different modes of communication.  相似文献   

17.
The study examined the differences in cognitive styles between two comparable groups of students at the Grade 9 (Secondary 3) level, namely the LSS (Lower Secondary Science) group who had been exposed to the practical-based, inquiry-oriented type of science and the non-LSS group of students who had studied the more traditional type of science in the “old” science curriculum. Their differences in science achievement are measured by the common IEA Science Paper-Pencil, Multiple Choice Criterion Test and also, by the Science Process or Practical Test (which measured three levels of process skills, such as the observation/manipulation, reasoning and investigation skills). Variance in science achievement thus measured is examined against the 4 cognitive preference styles of the students, (measured by the Combined Cognitive Preference Inventory) namely the “recall”, “principles”, “applications” and “questioning” modes of thinking. The findings indicated that (a) the attainment of the science process or practical skills was characterised by the type of science curriculum (LSS or non-LSS) and it was significantly associated with the achievement level of students, (b) the cognitive preference pattern covaried according to the students' level of science achievement and the type of curriculum and (c) the weak but significant relationship between performance in the science practical skills and the students' modes of cognitive style have important implications for teachers who are concerned about the intended effects of changes in the science curriculum on the consequent learning behaviour or cognitive outcome of their students.  相似文献   

18.
ABSTRACT

Science education trends promote student engagement in authentic knowledge in practice to tackle personally consequential problems. This study explored how partnering scientists and students on a social media platform supported students’ development of disciplinary practice knowledge through practice-based learning with experts during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. Through the online platform, scientists provided feedback on students' infographics, visual argumentation artifacts that use data to communicate about climate change science. We conceptualize the infographics and professional data sets as boundary objects that supported authentic argumentation practices across classroom and professional contexts, but found that student generated data was not robust enough to cross these boundaries. Analysis of the structure and content of the scientists’ feedback revealed that when critiquing argumentation, scientists initiated engagement in multiple scientific practices, supporting a holistic rather than discrete model of practice-based learning. While traditional classroom inquiry has emphasized student experimentation, we found that engagement with existing professional data sets provided students with a platform for developing expertise in systemic scientific practices during argument construction. We further found that many students increased the complexity and improved the visual presentation of their arguments after feedback.  相似文献   

19.
The development of reasoning skills, higher-level thinking skills, and science process skills are some of the benefits students can realize by participating in inquiry in the science laboratory. We used student responses to the Alternative Assessment of Science Process Skills (AASPS) developed by the Missouri Department of Education and the Department of Educational Assessment to develop the Science Process Skills Inventory (SPSI). The SPSI was then used to analyze student efforts at writing experimental designs. Our goal was to gain insight into factors that may be related to students successfully designing experiments. The instrument guides teachers and researchers in assessing seven main components of experimental designs. Each component consists of elements unique to the specific laboratory exercise. Subsequent to its development, the instrument was used to score 364 student responses to the “design an experiment” portion of an alternative assessment instrument for science process skills. Results indicate that explicit, incremental development of the science process skills of formulating hypotheses and identifying variables, together with model examples, may be a means to facilitate student success in designing science experiments. Implications for the classroom and for research are discussed. © 1996 John Wiley & Sons, Inc.  相似文献   

20.
We discuss Konstantinos Alexakos, Jayson Jones and Victor Rodriguez’s hermeneutic study of formation and function of kinship-like relationships among inner city male students of color in a college physics classroom. From our Critical Complexity Science framework we first discuss the reading erlebnisse of students laughing at and with each other as something that immediately captured our attention in being transformative of the classroom. We continue by exploring their classroom and research experience as an emergent structure modifying their collective as well as their individual experiences. As we analyze both the classroom and the research space as a complex system, we reflect on the instructor/students interactions characterized by an asymmetrical “power” relationship. From our analysis we propose to consider the zone of proximal development as the constantly emerging and transforming person experience (erlebnisse and erfahrung).  相似文献   

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