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1.
Research has shown that differences in the prior knowledge of the participants and in the learning indexes adopted can explain why some studies show positive learning effects of analogy enriched text while others do not. In the present studies, these two factors were combined into one through the construction of a learning index that measured incremental positive changes in the participants' prior knowledge after reading an analogy enriched or no analogy text. A second learning index was also used to evaluate whether the participants created well-formed conceptual models after reading the science text. These learning indexes were used in two studies in which the effects of analogy enriched versus no analogy text were compared on the learning of the scientific explanations of the day/night cycle and of the seasons. The participants were 3rd and 5th graders in the first study and 6th graders and college students in the other. Although only few of the participants learned the correct scientific explanation, those who read the analogy enriched text produced more incremental positive changes in their pretest explanations at posttest and delayed test and created more well-formed conceptual models close to the scientific one than those who read the no analogy text. They also recalled more information and created fewer invalid inferences in their recalls. The results indicate that analogies can be used without reservation to facilitate the learning of science and have broader implications about how to evaluate the learning of science in general. 相似文献
2.
Internationally there is concern in relation to the traditional learning environments evident in many science classrooms and
the levels of understanding of science developed by students in such environments. Further, students have generally been found
to be poor in relation to thinking in terms of models or theories and in terms of evidence to support their theories. The
majority of research on classroom environments has focused on characterising the learning environment in classrooms rather
than monitoring changes to a class's or an individual's perceptions to their learning environments as a consequence of interventions.
This study reports an attempt to change the learning environment in a classroom and documents changes in participants' perceptions
of their learning environments and the corresponding changes in a teacher's and her students' perceptions of their reasoning
and understanding that such changes facilitated. A community of learners in which students and teachers began to understand
the processes and the value of reasoning in terms of theories and evidence was developed as a result of the involvement of
the researchers with the teacher and her class of students.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
Russell Tytler Vaughan Prain George Aranda Joseph Ferguson Radhika Gorur 《科学教学研究杂志》2020,57(2):209-231
Despite mixed results in research on student learning from drawing in science, there is growing interest in the potential for this visual mode, in tandem with other modes, to enact and enable student reasoning in this subject. Building on current research in this field, and using a micro-ethnographic approach informed by socio-semiotic perspectives, we aimed to identify how and why student drawing can contribute to student reasoning and learning. In our study, secondary school students were challenged to explore and collaboratively create explanatory representations of phenomena including through drawing. Data were generated using multiple wall- and ceiling-mounted cameras capable of continuously tracking groups of students negotiating these representational challenges. Our analysis proceeded through active and iterative viewing of the extensive video record, and the identification of themes to establish possible relationships between drawing and reasoning. Through this process, we (a) identify multiple necessary conditions and varied opportunities for student drawing to enact and enable reasoning, and (b) extend current understandings of how the particular affordances of this mode interact with these conditions to contribute to student learning in science. 相似文献
4.
Katharina Engelmann Birgit J. Neuhaus Frank Fischer 《Educational Research and Evaluation》2016,22(5-6):333-349
Scientific reasoning skills are not just for researchers, they are also increasingly relevant for making informed decisions in our everyday lives. How can these skills be facilitated? The current state of research on supporting scientific reasoning includes intervention studies but lacks an integrated analysis of the approaches to foster scientific reasoning in primary through secondary education. This meta-analysis evaluates effect sizes taken from 30 interventions in experimental and quasi-experimental studies and shows a medium mean effect of interventions on scientific reasoning. Interventions successfully facilitate scientific discovery, scientific argumentation, or nature of science in all age groups. Moderator analyses show that interventions set in constructive and interactive learning activities yield positive effects but do not differ substantially. Although the meta-analysis is limited by the number of studies included, we can conclude that scientific reasoning can successfully be facilitated and we show which characteristics are beneficial in educational interventions. 相似文献
5.
Scientific Habits of Mind in Virtual Worlds 总被引：8，自引：6，他引：2
In today’s increasingly “flat” world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job
at fostering scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke
may be one viable alternative—not as a substitute for teachers and classrooms, but as an alternative to textbooks and science
labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular,
we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer
online game World of Warcraft. Eighty-six percent of the forum discussions were posts engaged in “social knowledge construction” rather than social banter.
Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an
evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument. 相似文献
6.
This paper explores the scientific reasoning of 14 children across their first two years of primary school. Children's view of experimentation, their approach to exploration, and their negotiation of competing knowledge claims, are interpreted in terms of categories of epistemological reasoning. Children's epistemological reasoning is distinguished from their ability to control variables. While individual children differ substantially, they show a relatively steady growth in their reasoning, with some contextual variation. A number of these children are reasoning at a level well in advance of curriculum expectations, and it is argued that current recommended practice in primary science needs to be rethought. The data is used to explore the relationship between reasoning and knowledge, and to argue that the generation and exploration of ideas must be the key driver of scientific activity in the primary school. 相似文献
7.
Kok-Sing Tang 《International Journal of Science Education》2016,38(9):1415-1440
This paper reports on the design and enactment of an instructional strategy aimed to support students in constructing scientific explanations. Informed by the philosophy of science and linguistic studies of science, a new instructional framework called premise–reasoning–outcome (PRO) was conceptualized, developed, and tested over two years in four upper secondary (9th–10th grade) physics and chemistry classrooms. This strategy was conceptualized based on the understanding of the structure of a scientific explanation, which comprises three primary components: (a) premise – accepted knowledge that provides the basis of the explanation, (b) reasoning – logical sequences that follow from the premise, and (c) outcome – the phenomenon to be explained. A study was carried out to examine how the PRO strategy influenced students’ written explanations using multiple data sources (e.g. students’ writing, lesson observations, focus group discussions). Analysis of students’ writing indicates that explanations with a PRO structure were graded better by the teachers. In addition, students reported that the PRO strategy provided a useful organizational structure for writing scientific explanations, although they had some difficulties in identifying and using the structure. With the PRO as a new instructional tool, comparison with other explanation frameworks as well as implications for educational research and practice are discussed. 相似文献
8.
目的:探讨非言语学习困难青少年二维空间和非空间关系推理策略。方法:从初中二年级选取三组被试:非言语学习困难组(简称NLD)、言语学习困难组(简称VLD)和一般组(简称C)。结果:(1)NLD组空间关系推理成绩显著低于一般组;(2)在空间关系推理中,两类单模题推理成绩显著高于双模题。在非空间关系推理中,有无关前提的题推理成绩显著高于没有无关前提的题;(3)一般组正确运用模型建构策略显著高于NLD和VLD组。结论:NLD青少年通过建构模型解决空间关系推理,但不能有效运用该策略,非空间关系推理则采用逻辑规则策略。 相似文献
9.
10.
Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past 总被引：1，自引：0，他引：1
This article explores historical reasoning, an important activity in history learning. Based upon an extensive review of empirical
literature on students’ thinking and reasoning about history, a theoretical framework of historical reasoning is proposed.
The framework consists of six components: asking historical questions, using sources, contextualization, argumentation, using
substantive concepts, and using meta-concepts. Each component is discussed and illustrated by examples from our own research.
The article concludes with suggestions on how to use the framework both in future research and in educational practice. 相似文献
11.
贝叶斯网络研究综述 总被引：1，自引：0，他引：1
胡春玲 《合肥联合大学学报》2013,(1):33-40
贝叶斯网络将概率理论和图论相结合,为解决不确定性问题提供了一种自然而直观的方法．近年来,贝叶斯网络已成为国内外智能数据处理的研究热点之一,被广泛应用于专家系统、决策支持、模式识别,机器学习和数据挖掘等领域．综述了贝叶斯网络的典型推理和学习算法,并对其进一步的研究方向进行了展望． 相似文献
12.
Fassoulopoulos Georgios Kariotoglou Petros Koumaras Panagiotis 《Research in Science Education》2003,33(1):71-87
In this research we investigate whether the categorisation of physical quantities into intensive and extensive, according to scientific knowledge, is perceivable and understood by pupils aged 12–15 years. For this purpose we administered written questionnaires to 300 pupils, comprising four tasks for each intensive quantity: density and pressure. The tasks investigate whether pupils realise that intensive quantities do not depend on the amount of the system they refer to and the factors affecting pupils' reasoning and their consistency when studying phenomena involving fluids at rest or in transition. The analysis of responses led us to identify three models of consistent pupils' reasoning. It was also observed that a significant percentage of the pupils provide inconsistent answers, that is, they change their reasoning across tasks and use alternatives to scientific reasoning, influenced by phenomenological features of the tasks. According to our results we propose a number of recommendations, such as the introduction of intermediate teaching/learning steps to be followed as well as suitable experiments to be used towards the acquisition of the scientific model for density and pressure. 相似文献
13.
AbstractPeirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce’s later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science classroom. We focus on (a) his rationale for abduction, (b) conditions he recognised as necessary to support this speculative reasoning, (c) pragmatic strategies to guide inquiry and test conjectural hypotheses, and (d) his growing recognition of creative dimensions to reasoning beyond abductive inference-making. We illustrate this case through examples of a guided inquiry approach to student claim-making in the science classroom. 相似文献
14.
15.
A research framework for creative and imitative reasoning 总被引：1，自引：0，他引：1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
| Johan LithnerEmail: |
16.
Anne Collard France Mélot Jean-Pierre Bourguignon 《Assessment & Evaluation in Higher Education》2015,40(1):74-88
The aim of the study was to investigate progress in reasoning capacity and knowledge base appraisal in a longitudinal analysis of data from summative evaluation throughout a medical problem-based learning curriculum. The scores in multidisciplinary discussion of a clinical case and multiple choice questionnaires (MCQs) were studied longitudinally for 213 students from years 2 to 5. The capacity of core knowledge delimitation was calculated as the difference between the levels of average ascertainment degrees given for correct and incorrect answers at MCQ. For both multidisciplinary discussion of a clinical case evaluation and self-estimation of core knowledge, the capacity increases throughout the curriculum. The reasoning capacity assessed through multidisciplinary discussion of a clinical case is positively correlated with MCQ scores and the capacity to discriminate the mastered core knowledge. In conclusion, this study indicates that self-estimation of core knowledge is associated with an increase in reasoning performance through a well-organised knowledge base. Since that ability is related to success or failure, it is suggested that student awareness about delimitation of mastered core knowledge is considered as part of learning. 相似文献
17.
18.
An inquiry-type laboratory has been implemented into the chemistry curriculum in high schools in Israel. In this study, we
investigated the idea that generally the science laboratory provides a unique learning environment that differs from the learning
environment that exists in classrooms in which other instructional techniques are used. Moreover, the inquiry laboratory provides
students with a learning situation in which they are involved in activities that might influence some of the variables that
are influencing the learning environment of such laboratories. In this study, the Science Laboratory Environment Inventory
(SLEI) was used to assess the students' perceptions of their chemistry laboratory learning environment. Statistical comparison
of two groups (control and inquiry) revealed significant differences between the groups regarding their actual perceptions.
Moreover, it was found that the differences between the actual and preferred laboratory learning environment were significantly
smaller for the inquiry group than for the control group.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
19.
论高级学习素质的养成 总被引：2，自引：0，他引：2
郑延才 《教学研究(河北)》2002,25(2):109-110,175
依据马克思主义的认识观与方法论,从教育科学和学习科学理论的视角出发,论述了高级学习素质的内涵;重点讨论了高级学习素质的养成的诸要素;并从高级人才市场争夺战的角度论述了学习素质的重要性,在阐述学习科学属性的基础上,提出了“社会每个单元（包括个人）都应成为学习社会的一个学习细胞”的理念。 相似文献
20.
Alfred Bork 《Journal of Science Education and Technology》1993,2(1):335-348
In this paper I report on a set of ten programs, the Scientific Reasoning Series. These programs take an area difficult to deal with in conventional science courses, the nature of scientific reasoning, and make it accessible to a much wider group of students. The aim of this material is to make improvements in scientific reasoning for all students over about 10 years old. The programs are highly interactive, adapting to the needs of the individual user. They are also motivationally strong, because of formative evaluation within public library environments. About 20 hours of student material is available. We argue that this material has important suggestions for the future of science education. 相似文献