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1.
This paper is a reflection on a three-year longitudinal study that explored the development of children’s concept of a substance, for which detailed results concerning children’s understandings have been reported elsewhere. The attention in this paper is on the methodological features related to the longitudinal nature of the study and the insights into pupils’ learning that were afforded by its design. There is, of course, an extensive literature on children’s understandings of scientific ideas, and the nature of conceptual change involved in learning is a contested area. I argue in the paper that longitudinal studies are uniquely placed to inform the debate, and by focusing on this particular study the aim is to demonstrate the kind of contribution that can be made. 相似文献
2.
The growth in science understanding and reasoning of 12 children is being traced through their primary school years. The paper reports findings concerning children’s growing understandings of evaporation, and their changing responses to exploration activities, that show the complexity and coherence of learning pathways. Children’s responses to identical explorations of flight, separated by two years, are used to explore the interactions between conceptual knowledge and scientific reasoning, and the manner in which they change over this time. The paper discusses the particular insights afforded by a longitudinal study design, and some attendant methodological issues. 相似文献
3.
In this study, I, the first author as a Thai teacher educator employed self-study as a research methodology to investigate my own understandings, questions, and curiosities about pedagogical content knowledge (PCK) for teaching science student teachers and the ways I engaged student teachers in a field-based science methods course designed to help them to develop their PCK. Qualitative data gathered included: the syllabi, handouts, work submitted by student teachers, student teachers’ journal entries, my journal entries, and video recordings of my classroom teaching. Data were analysed using an inductive process to identify ways in which I attempted to enhance student teachers’ PCK. The contributions of this study are insights generated to help teacher educators think about how to support and develop student teachers’ PCK. Some of these contributions are enhancing teacher educators’ PCK for teaching science teachers, developing PCK for teaching science, and designing a science methods course in science teacher preparation programmes. 相似文献
4.
5.
Research apprenticeships for secondary students provide authentic contexts for learning science in which students engage in
scientific investigations with practicing scientists in working laboratory groups. Student experiences in these research apprenticeships
vary depending on the individual nature of the laboratory in which students have been placed. This study explores potential
relationships among student experiences in apprenticeship contexts and desired student outcomes (e.g. science content knowledge,
understandings of nature of science, and aspirations for science oriented career plans). The following two research questions
guided the study: How do participant experiences in and outcomes resulting from an authentic research program for high school
students vary? How does variation in participant experiences in an authentic research program relate to participant outcomes?
Primary data sources were student and mentor interviews in addition to student generated concept maps. Results indicated that
the greatest variance in student experiences existed in the categories of collaboration, epistemic involvement, and understandings
of the significance of research results. The greatest variation in desired student outcomes was observed in student understandings
of nature of science and in students’ future science plans. Results suggested that collaboration and interest in the project
were experience aspects most likely to be related to desired outcomes. Implications for the design of research apprenticeships
for secondary students are discussed. 相似文献
6.
This study was designed to investigate the relationship between students' views of the nature of scientific knowledge and
their own learning of physics, and the evolution of this relationship over time. Twenty-three students enrolled in a physics
course that emphasised laboratory work and discussions about the nature of science. Over a 15-month period, an extensive data
base was established including student essays and interviews regarding their views of the nature of science and teaching and
learning of physics. As part of an extensive data generation, students read a book on the epistemology of physics, wrote reflective
essays, and subsequently discussed the epistemology of physics in class. Two intensive case studies are used to illustrate
our understanding of students' views over time. Changes in students' views concerning the nature of scientific knowledge and
of the science teaching and learning process, which were not always complementary, are described with the aid of a model.
The findings of this research have direct relevance to the planning and implementation of science courses in which the development
of understandings of the nature of science is an objective. 相似文献
7.
Yvonne J. Meichtry 《科学教学研究杂志》1993,30(5):429-443
This review of the literature focused on three decades of research related to precollege student understandings about the nature of science. Various interpretations of what aspects characterize the nature of science were examined, revealing an agreement among scientists, science educators, and those involved in policy-making arenas that the nature of science is multifaceted and an important component of scientific literacy. A summary of the research regarding the adequacies of student conceptions about the nature of science revealed inconsistent results. Although the majority of studies show that student understandings are less than desirable, there is research that indicates that student conceptions are acceptable. Research on the impact of instructional materials and techniques on student understandings was also reviewed. The effects of language in science instruction, the content emphasis of instructional materials, integrated science curricula, and instruction in general were curricular variables found to have a negative impact on student understandings about the nature of science. Empirical evidence about the success of innovative instructional materials and techniques designed to facilitate more adequate understandings of the nature of science is needed. 相似文献
8.
Over the last two decades, science educators and science education researchers have grown increasingly interested in utilising insights from the sociology of scientific knowledge (SSK) to inform their work and research. To date, researchers in science education have focused on two applications: results of sociological studies of science have been used to define new areas of content, generally referred to as Nature of Science (NOS). This has included research into students’ understanding of the NOS, teachers’ understanding of the NOS, and inclusion (or exclusion) of NOS themes in curricula. A second vein of inquiry has been investigations that consider the classroom as a microcosm of scientific discourse and inquiry. Such research has included investigations of student‐to‐student and student‐to‐teacher interactions. In this paper, we present a third application for educational research – the investigation of teacher knowledge and practice as sociological phenomena. In addition to supporting scholarly research, we believe it can be a useful tool for illuminating the complexities of teaching that needs to be taken into account by policy makers and practitioners. In this paper, we provide a thematic review of concepts from the sociology of scientific knowledge, and their application to a case of teacher work. 相似文献
9.
This paper reports on an investigation into students' understanding of the concept of plant growth. There are three aspects
to the research. First, responses of Australian primary students to questions concerning plant growth are compared with those
identified in British research (Russell & Watt, 1990). Second, the answers of secondary students, Year 7-Year 12, to questions
concerning plant growth were analysed and common categories of responses were identified. Finally, the response categories
were considered within the framework offered by the SOLO Taxonomy of Biggs and Collis (1982, 1991). In particular, interest
was focused on whether the findings of an earlier study (Levins, 1992) in which cycles of development in the understandings
of the concept of evaporation were established, might be observed in the concept of plant growth.
Specializations secondary science curriculum, biology and chemistry teacher education.
Specializations secondary mathematics curriculum topics, the SOLO Taxonomy, student cognitive growth. 相似文献
10.
Using Educative Assessments to Support Science Teaching for Middle School English-language Learners 总被引：1，自引：0，他引：1
Cory A. Buxton Martha Allexsaht-Snider Regina Suriel Shakhnoza Kayumova Youn-jeng Choi Bobette Bouton Melissa Baker 《Journal of Science Teacher Education》2013,24(2):347-366
Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students’ emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers’ instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students’ emergent understandings, and how teacher–researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers’ instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice. 相似文献
11.
In this first editorial paper we scope the terrain on which the JEAH is located and consider the knowledge production process that will shape the journal and, in turn, enable the journal to shape what is known and what is worth knowing. We begin by making a case for productive pluralism where we assert that the JEAH is not directly connected to a particular society or epistemic group, and so the opportunity exists for a range of work that focuses on historical understandings of educational administration to be published. We make the argument that educational administration is a field of study and practice, and that it can draw on historical perspectives and research designs to enable new insights and theoretical explanations to be developed. 相似文献
12.
This paper reports multi-layered analyses of student learning in a science classroom using the theoretical lens of Distributed
Cognition (Hollan et al. 1999; Hutchins 1995). Building on the insights generated from previous research employing Distributed Cognition, the particular focus of this
study has been placed on the “public space of interaction” (Alac and Hutchins 2004, p. 639) that includes both participants’ interaction with each other and their interaction with artefacts in their environment.
In this paper, a lesson from an Australian science classroom was examined in detail, in which a class of grade-seven students
were investigating the scientific theme of gravity by designing pendulums. The video-stimulated post-lesson interviews with
both the teacher and the student groups offered complementary accounts (Clarke 2001a) that assisted the interpretation of the classroom data. The findings of this study provide supporting evidence to demonstrate
the capacity of Distributed Cognition for advancing our understanding of the nature of learning in science classrooms. 相似文献
13.
This study involved collaborative classroom-based observation of student communication and cognition in small groups after
the implementation of two management strategies in science departments in several schools. The paper presents the data and
provides insights into the conduct of research and teacher development in the midst of educational change.
Specialization: science teacher education.
Specializations: studies in twentieth century science education in Australia, student learning in classroom groups, teachers' working knowledge. 相似文献
14.
This paper describes responses from 28 first-year university physics students to one question of a written test which was
followed up by an interview. The study has two main research aims. Firstly, it characterises the conceptual structures of
students regarding the phenomenon in question. As well as being interesting in their own right, these student understandings
cast light on some broader issues regarding understanding of field representations. While students' understandings of circuit
electricity are well described in the existing science education literature, their understandings of field phenomena are not.
Secondly, it throws light on theoretical questions about the SOLO Taxonomy, which is the framework used to study the students'
conceptual structures. Of particular interest is the nature of student thinking that marks transition from the Concrete Symbolic
to the Formal SOLO mode in this area.
Specializations: physics education, electricity and magnetism, conceptual structures, SOLO Taxonomy.
Specializations: SOLO Taxonomy, conceptual structures, mathematics education. 相似文献
15.
María del Carmen Gomez 《Cultural Studies of Science Education》2018,13(1):1-20
The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers’ assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences. 相似文献
16.
Coteaching provides opportunities for teachers to collectively share responsibility for student learning. This paper reports on findings from a longitudinal study in which cooperating teachers cotaught science classes with student teachers. Through coteaching with student teachers, teachers expanded their teaching practice and developed new insights about their teaching. Coteaching served as professional development for the cooperating teachers. The experience provided them with renewed energy toward practice, opportunities to develop and implement curriculum, reflection as a catalyst for changing practice, and an expansion of professional roles into new arenas. 相似文献
17.
Towards a theoretical basis for students' alternative frameworks in science and for science teaching 总被引：1，自引：0，他引：1
Dr Brian L. Jones Professor Kevin F. Collis Dr Jane M. Watson 《Research in Science Education》1993,23(1):126-135
As there is nothing as practical as a good theory, there is a continuing need in the field of science education enquiry to
look for theories which help to interpret the findings about students' alternative frameworks and to inform the design of
teaching strategies which relate to a research focus on ‘how the student learns’. The developmental model of cognitive functioning
based on the SOLO Taxonomy (Biggs & Collis, 1982) as updated in 1991 (Biggs & Collis, 1991; Collis & Biggs, 1991) is being
applied in this way. Questionnaire data from two large studies of science learning of Australian students (conducted by ACER
and NBEET) are being re-analysed in terms of the current theory. This paper illustrates the theory and describes a plan of
further research.
Specializations: science education, students' understandings of phenomena in science.
Specializations: cognitive development, evaluation, mathematics and science education.
Specializations: mathematics education, students' understanding of chance and data concepts. 相似文献
18.
Pernilla Nilsson 《欧洲师范教育杂志》2009,32(3):239-258
The research reported in this paper is based on an exploration of the ways in which student teachers learn about the issues and concerns that shape their own professional learning. Shulman’s process of pedagogical reasoning and action was used as a conceptual framework to systematically elucidate different critical incidents that student teachers experienced and to then apply it as an analytic framework for developing deeper understandings of the complex task of learning to teach primary science. Primary science student teacher participants (n = 22) were stimulated to reflect upon critical incidents in order to facilitate identifying their teaching concerns and teaching needs. The results indicate that by helping student teachers to focus on critical incidents in their learning to teach, they come to question their practice more deeply and, through such reflection, gain new insights into teaching as being problematic. 相似文献
19.
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
20.
Dr Lynda J. Creedy 《Research in Science Education》1993,23(1):34-41
This paper examines the continuation of a study investigating senior secondary students' understanding of concepts in biology.
In this study, year 11 student understandings of natural selection were examined by questionnaire using different question
formats. The SOLO taxonomy of Biggs and Collis (1982) was used as the theoretical framework with which the quality of student
learning was assessed.
This paper puts forward the usefulness of the SOLO taxonomy in assessing student understanding in biology in general and in
examining student understanding of the concept of natural selection in particular. The paper goes on to examine the implications
of these results and raises issues which have applicability to criterion-based assessment in secondary science.
Specializations: science and technology education, biology teacher education, applications of multimedia to science education 相似文献