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When evaluating equity, researchers often look at the “achievement gap.” Privileging knowledge and skills as primary outcomes of science education misses other, more subtle, but critical, outcomes indexing inequitable science education. In this comparative ethnography, we examined what it meant to “be scientific” in two fourth‐grade classes taught by teachers similarly committed to reform‐based science (RBS) practices in the service of equity. In both classrooms, students developed similar levels of scientific understanding and expressed positive attitudes about learning science. However, in one classroom, a group of African American and Latina girls expressed outright disaffiliation with promoted meanings of “smart science person” (“They are the science people. We aren't like them”), despite the fact that most of them knew the science equally well or, in one case, better than, their classmates. To make sense of these findings, we examine the normative practice of “sharing scientific ideas” in each classroom, a comparison that provided a robust account of the differently accessible meanings of scientific knowledge, scientific investigation, and scientific person in each setting. The findings illustrate that research with equity aims demands attention to culture (everyday classroom practices that promote particular meanings of “science”) and normative identities (culturally produced meanings of “science person” and the accessibility of those meanings). The study: (1) encourages researchers to question taken‐for‐granted assumptions and complexities of RBS and (2) demonstrates to practitioners that enacting what might look like RBS and producing students who know and can do science are but pieces of what it takes to achieve equitable science education. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 459–485, 2011 相似文献
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Rola Khishfe 《科学教学研究杂志》2008,45(4):470-496
This study investigated the development in students' nature of science (NOS) views in the context of an explicit inquiry‐oriented instructional approach. Participants were 18 seventh‐grade students who were taught by a teacher with “appropriate” knowledge about NOS. The intervention spanned about 3 months. During this time, students were engaged in three inquiry‐oriented activities that were followed by reflective discussions of NOS. The study emphasized the tentative, empirical, inferential, and creative aspects of NOS. An open‐ended questionnaire, in conjunction with semi‐structured interviews, was used to assess students' views before, during, and after the intervention. Before instruction, the majority of students held naïve views of the four NOS aspects. During instruction, the students acquired more informed and “intermediary” views of the NOS aspects. By the end of the intervention, the students' views of the NOS aspects had developed further still into informed and “intermediary.” These findings suggest a developmental model in which students' views develop along a continuum during which they pass through intermediary views to reach more informed views. Implications for teaching and learning of NOS are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 470–496, 2008 相似文献
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This study investigated the impact of the use of computer technology on the enactment of “inquiry” in a sixth grade science classroom. Participants were 42 students (38% female) enrolled in two sections of the classroom and taught by a technology‐enthusiast instructor. Data were collected over the course of 4 months during which several “inquiry” activities were completed, some of which were supported with the use of technology. Non‐participant observation, classroom videotaping, and semi‐structured and critical‐incident interviews were used to collect data. The results indicated that the technology in use worked to restrict rather than promote “inquiry” in the participant classroom. In the presence of computers, group activities became more structured with a focus on sharing tasks and accounting for individual responsibility, and less time was dedicated to group discourse with a marked decrease in critical, meaning‐making discourse. The views and beliefs of teachers and students in relation to their specific contexts moderate the potential of technology in supporting inquiry teaching and learning and should be factored both in teacher training and attempts to integrate technology in science teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 相似文献
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This study investigated the influence of two different explicit instructional approaches in promoting more informed understandings of nature of science (NOS) among students. Participants, a total of 42 students, comprised two groups in two intact sections of ninth grade. Participants in the two groups were taught environmental science by their regular classroom teacher, with the difference being the context in which NOS was explicitly taught. For the “integrated” group, NOS instruction was related to the science content about global warming. For the “nonintegrated” group, NOS was taught through a set of activities that specifically addressed NOS issues and were dispersed across the content about global warming. The treatment for both groups spanned 6 weeks and addressed a unit about global warming and NOS. An open‐ended questionnaire, in conjunction with semistructured interviews, was used to assess students' views before and after instruction. Results showed improvements in participants' views of NOS regardless of whether NOS was integrated within the regular content about global warming. Comparison of differences between the two groups showed “slightly” greater improvement in the informed views of the integrated group participants. On the other hand, there was greater improvement in the transitional views of the nonintegrated group participants. Therefore, the overall results did not provide any conclusive evidence in favor of one approach over the other. Implications on the teaching and learning of NOS are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 395–418, 2006 相似文献
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Recent curriculum design projects have attempted to engage students in authentic science learning experiences in which students engage in inquiry‐based research projects about questions of interest to them. Such a pedagogical and curricular approach seems an ideal space in which to construct what Lee and Fradd referred to as instructional congruence. It is, however, also a space in which the everyday language and literacy practices of young people intersect with the learning of scientific and classroom practices, thus suggesting that project‐based pedagogy has the potential for conflict or confusion. In this article, we explore the discursive demands of project‐based pedagogy for seventh‐grade students from non‐mainstream backgrounds as they enact established project curricula. We document competing Discourses in one project‐based classroom and illustrate how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum. Possibilities are offered for reconstructing this classroom practice to build congruent third spaces in which the different Discourses and knowledges of the discipline, classroom, and students' lives are brought together to enhance science learning and scientific literacy. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 469–498, 2001 相似文献
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Jazlin Ebenezer Sheela Chacko Osman Nafiz Kaya Satya Kiran Koya Devairakkam Luke Ebenezer 《科学教学研究杂志》2010,47(1):25-46
The purpose of this study was to investigate the effects of the Common Knowledge Construction Model (CKCM) lesson sequence, an intervention based both in conceptual change theory and in Phenomenography, a subset of conceptual change theory. A mixed approach was used to investigate whether this model had a significant effect on 7th grade students' science achievement and conceptual change. The Excretion Unit Achievement Test (EUAT) indicated that students (N = 33) in the experimental group achieved significantly higher scores (p < 0.001) than students in the control group (N = 35) taught by traditional teaching methods. Qualitative analysis of students' pre‐ and post‐teaching conceptions of excretion revealed (1) the addition and deletion of ideas from pre‐ to post‐teaching; (2) the change in the number of students within categories of ideas; (3) the replacement of everyday language with scientific labels; and (4) the difference in the complexity of students' responses from pre‐ to post‐teaching. These findings contribute to the literature on teaching that incorporates students' conceptions and conceptual change. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 25–46, 2010 相似文献
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Doris Ash 《科学教学研究杂志》2008,45(1):1-30
In this study I rely on sociocultural views of learning and teaching to describe how fifth–sixth‐grade students in a Fostering a Community of Learners (FCL) classroom gradually adopted scientific ideas and language in a socially complex classroom. Students practiced talking science together, using everyday, scientific, and hybrid discourses as they studied endangered species. Students' overarching content themes, or “thematic continuities,” acted as generative scaffolds for developing complex lines of inquiry, leading ultimately to the appropriation of aspects of the biological principle of adaptation. Thematic continuities provided an organizing framework for thinking and talking about previously disconnected science facts, and set the stage for the adaptationist stance. Mixed method data analyses relied on written assessments, in‐depth guided clinical interviews, video and audiotaping of small and large group participant structures, in‐class student work, and ethnographic notes. Data analysis included two discrete levels, the macro (whole and half class) and the intermediate (case study of one small group) to capture both holistic and detailed aspects of dialogue. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 1–30, 2008 相似文献
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In recent years, a number of curriculum reform projects have championed the notion of having students do science in ways that move beyond hands‐on work with authentic materials and methods, or developing a conceptual grasp of current theories. These reformers have argued that students should come to an understanding of science through doing the discipline and taking a high degree of agency over investigations from start to finish. This stance has occasionally been mocked by its critics as an attempt to create “little scientists”—a mission, it is implied, that is either romantic or without purpose. Here, we make the strong case for a practice‐based scientific literacy, arguing through three related empirical studies that taking the notion of “little scientists” seriously might be more productive in achieving current standards for scientific literacy than continuing to refine ideas and techniques based on the coverage of conceptual content. Study 1 is a classroom case study that illustrates how project‐based instruction can be carried out when teachers develop guidance and support strategies to bootstrap students' participation in forms of inquiry they are still in the process of mastering. Study 2 shows how sustained on‐line work with volunteer scientists appears to influence students' success in formulating credible scientific arguments in written project reports following an authentic genre. Study 3, using data from three suburban high school classes, suggests that involving students in the formulation of research questions and data analysis strategies results in better spontaneous use of empirical data collection and analysis strategies on a transfer task. The study also suggests that failing to involve students in the formulation of research can result in a loss of agency. The implications of these findings for future research and practice are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 234–266, 2004 相似文献
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Bryan A. Brown Kihyun Ryoo Jamie Rodriguez 《International Journal of Science Education》2013,35(11):1465-1493
This study examines the impact of Disaggregate Instruction on students’ science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth‐grade students received web‐based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students’ performance on pre‐ and post‐test questions (multiple choice and short answer) with a qualitative analysis of students’ post‐test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations. 相似文献
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Eun-Jung Park Kyunghee Choi 《International Journal of Science and Mathematics Education》2013,11(3):683-706
In general, mathematical representations such as formulae, numbers, and graphs are the inseparable components in science used to better describe or explain scientific phenomena or knowledge. Regardless of their necessity and benefit, science seems to be difficult for some students, as a result of the mathematical representations and problem solving used in scientific inquiry. In this regard, several studies have attributed students’ decreasing interest in science to the presence of these mathematical representations. In order to better understand student learning difficulties caused by mathematical components, the current study investigates student understanding of a familiar science concept and its mathematical component (pH value and logarithms). Student responses to a questionnaire and a follow-up interview were examined in detail. “Measure” and “concentration” were key criteria for students’ understanding of pH values. In addition, only a few students understood logarithms on a meaningful level. According to students’ understanding of scientific phenomena and mathematical structures, five different student models and the critical features of each type were identified. Further analysis revealed the existence of three domains that characterize these five types: object, operation, and function. By suggesting the importance of understanding scientific phenomena as a “function,” the current study reveals what needs to be taught and emphasized in order to help students obtain a level of scientific meaning that is appropriate for their grade. 相似文献
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We conducted two studies of beliefs about laboratory and everyday thermal phenomena. The first study identified concepts of heat energy and temperature held by adolescents, adults, and scientists. We found a classic separation of “school” and “everyday” knowledge in each population. We conducted clinical interviews with 37 middle school students, 9 adults, and 8 chemists and physicists to obtain their predictions and explanations of real-world phenomena. Many students believed that metals “conduct,” “absorb,” “trap,” or “hold” cold better than other materials and that aluminum foil would be better than wool or cotton as a wrapping material to keep cold objects cold. Respondents in each group held many intuitive ideas that were well established. Although scientists made more accurate predictions than students and gave theoretical definitions of terms, they too had difficulty explaining everyday phenomena. The second study investigated the impact of a middle school science curriculum designed to help students understand everyday thermal events. We found marked improvements in posttest scores and clinical interview responses as a result of instruction that built on students' intuitions. 相似文献
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A controversy rages over the question of how should controversial topics be taught. Recent work has advanced the “epistemic criterion” as the resolution to this controversy. According to the epistemic criterion, a matter should be taught as controversial when contrary views can be entertained on the matter without the views being contrary to reason. When an issue is noncontroversial, according to the epistemic criterion, the correct position can be taught “directively,” with the teacher endorsing that position. When there is a legitimate controversy, the view should be taught “nondirectively,” with the teacher remaining neutral. In response, Bryan Warnick and Spencer Smith argue that the proponents of the epistemic criterion fail to recognize the multidimensional nature of what it means to learn to be rational. Recognizing this complexity undermines the link between the epistemic status of the controversy and directiveness of one's teaching, suggesting more flexibility in how teachers approach controversial issues. It also implies the need for a new category of teaching, which Warnick and Smith call “soft‐directive” teaching. 相似文献
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Jerome Pine Pamela Aschbacher Ellen Roth Melanie Jones Cameron McPhee Catherine Martin Scott Phelps Tara Kyle Brian Foley 《科学教学研究杂志》2006,43(5):467-484
A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006 相似文献
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Glenn Dolphin 《Science & Education》2009,18(3-4):425-441
Current high school Earth Science curricula and textbooks organize scientific content into isolated “units” of knowledge. Within this structure, content is taught, but in the absence of the context of fundamental understandings or the process of how the science was actually done to reach the conclusions. These are two key facets of scientific literacy. I have developed curriculum from a historical perspective that addresses two particular units of study in Earth Science (“geologic time” and “plate tectonics”). The curriculum traces the evolution of the theory of plate tectonics. It includes contextualized experiences for students such as telling stories, utilizing original historical texts, narratives, and essential questions, to name a few. All of the strategies are utilized with the goal of building understanding around a small set of common themes. Exploring the historical models in this way allows students to analyze the models, while looking for limitations and misconceptions. This methodology is used to encourage students to develop more scientifically accurate understandings about the way in which the world and the process of scientific discovery work. Observations of high student engagement during the utilization of this contextualized approach has demonstrated that a positive effect on student understanding is promising. 相似文献
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We examined curricular orientations that graduate students in science and mathematics fields held as they experienced urban high‐school science and mathematics classrooms. We analyzed how these educators (called Fellows) saw themselves, students, teachers, schools, education, and the sense they made of mathematics and science education in urban, challenging settings in the light of experiences they brought with them into the project and experiences they designed and engaged in as they worked in classrooms for 1 or 2 years. We used Schubert's (Schubert (1997) Curriculum: Perspective, paradigm, and possibility. New Jersey: Prentice‐Hall, Inc.) four curricular orientations—intellectual traditionalism, social behaviorism, experientialism, and critical reconstructionism—to analyze the Fellows' journals, and to explore ways in which the positions they portrayed relative to curriculum, instruction, assessment, social justice, discipline, student involvement, teacher's role, subject‐matter nature, etc., shaped and were shaped by who they were before and during their classroom work. Our qualitative analysis revealed various relationships including: experientialists engaged in more open‐ended projects, relevant to students, with explicit connections to everyday‐life experiences; social behaviorists paid more attention to designing “good” labs and activities that taught students appropriate content, led them through various steps, and modeled good science and mathematics; and critical reconstructionists hyped up student knowledge and awareness of science issues that affect students' lives, such as asthma and HIV epidemic. Categorizing orientations and identifying relationships between experiences, actions, and orientations may help us articulate and explicate goals, priorities, and commitments that we have, or ought to have, when we work in urban classrooms. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 1–26, 2009 相似文献
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An assessment‐oriented design‐based research model was applied to existing inquiry‐oriented multimedia programs in astronomy, biology, and ecology. Building on emerging situative theories of assessment, the model extends prevailing views of formative assessment for learning by embedding “discursive” formative assessment more directly into the curriculum. Three twenty‐hour curricula were designed and aligned to content standards, and three levels of assessments were developed and used to assess and enhance learning for each curriculum. These assessments included three or four informal “activity‐oriented” quizzes and discursive formative feedback rubrics supporting collective discourse, a “curriculum‐oriented” examination of individual conceptual understanding, and a “standards‐oriented” test measuring aggregated achievement of targeted standards. After two design‐research cycles, worthwhile scientific argumentation and statistically significant gains were attained for two of the three packages on the exam and test. Achievement gains were comparable to or larger than those of students in comparison classrooms. Many existing innovations could be enhanced and evaluated in this fashion; designing these strategies directly into innovations could have an even greater impact on discourse, understanding, and achievement. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1240–1270, 2012 相似文献
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Jarkko Hautala Doris Luft Baker Aleksi Keurulainen Miia Ronimus Ulla Richardson Ronald Cole 《Educational technology research and development : ETR & D》2018,66(2):403-428
The purpose of this pilot study with a within-subject design was to gain a deeper understanding about the promise and restrictions of a virtual tutoring system designed to teach science to first grade students in Finland. Participants were 61 students who received six tutoring science sessions of approximately 20 min each. Sessions consisted of a sequence of narrated multimedia science presentations during which a virtual tutor explained science phenomena displayed in pictures. Narrated science explanations were followed by one or more multiple choice questions with immediate feedback about students’ choices and a possible second attempt, during which students reached 97% accuracy. A pretest and posttest was administered to assess students’ ability to reason about the science and to transfer knowledge to new contexts. Results indicated significantly greater improvement in the understanding of the science concepts taught during the tutoring sessions, relative to the concepts that were not taught. Results from the surveys administered to teachers and students indicated that the program was well received. Detailed analysis of student error responses provided a deeper understanding about the complex interplay between students’ prior knowledge, the way topics were taught in the multimedia lessons, and the way learning was assessed. Findings from the quantitative and qualitative analyses are discussed in the context of designing high quality lessons delivered through a virtual tutoring system. 相似文献
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《Early childhood research quarterly》2005,20(3):276-305
There are few research studies on the effects of teaching comprehension strategies to young children in the primary grades. Using a Dominant–Less Dominant Mixed Model design employing both qualitative and quantitative data collection, we evaluated two approaches for teaching comprehension strategies to 7- and 8-year-old children in four second-grade classrooms using science information texts. The first approach focused upon explicitly teaching a series of single comprehension strategies, one-at-a-time (SSI). The second approach focused on teaching a “set” or “family” of transacted comprehension strategies within a collaborative, interactive and engaging routine (TSI). Results showed no difference between teaching young children a “set” of comprehension strategies and teaching comprehension strategies explicitly, one-at-a-time on their reading comprehension performance as measured by a standardized test of reading comprehension, recall of main ideas from reading two 200 word passages from information texts, a reading motivation survey and a strategy use survey. Results showed significant differences between students taught a set of comprehension strategies on measures of elaborated knowledge acquisition from reading science books (detail idea units recalled), retention of science content knowledge, and significantly improved criterion or curriculum-based reading comprehension test scores. These benefits favoring TSI over SSI are important because the learning curve is relatively steep for teachers to develop the ability to teach and for young children to develop the ability to coordinate a “set” of transacted comprehension strategies. 相似文献