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1.
Integrating History of Science in Science Education through Historical Microworlds to Promote Conceptual Change 总被引：1，自引：0，他引：1
This paper proposes a new way to integrate history of science in science education to promote conceptual change by introducing the notion of historical microworld, which is a computer-based interactive learning environment respecting historic conceptions. In this definition, “interactive” means that the user can act upon the virtual environment by changing some parameters to see what ensues. “Environment respecting historic conceptions” means that the “world” has been programmed to respect the conceptions of past scientists or philosophers. Three historical microworlds in the field of mechanics are presented in this article: an Aristotelian microworld respecting Aristotle’s conceptions about movement, a Buridanian microworld respecting the theory of impetus and, finally, a Newtonian microworld respecting Galileo’s conceptions and Newton’s laws of movement. 相似文献
2.
Fostering High School Students’ Conceptual Understandings About Seasons: The Design of a Technology-enhanced Learning Environment 总被引：1，自引：0，他引：1
The purpose of this study is to understand in what ways a technology-enhanced learning (TEL) environment supports learning
about the causes of the seasons. The environment was designed to engage students in five cognitive phases: Contextualisation,
Sense making, Exploration, Modeling, and Application. Seventy-five high school students participated in this study and multiple
sources of data were collected to investigate students’ conceptual understandings and the interactions between the design
of the environment and students’ alternative conceptions. The findings show that the number of alternative conceptions held
by students were reduced except for the incorrect concepts of “the length of sunshine” and “the distance between the sun and
the earth.” The percentage of partial explanations held by students was also reduced from 60.5 to 55.3% and the percentage
of students holding complete scientific explanations after using Lesson Seasons rose from 2.6 to 15.8%. While some students
succeeded in modeling their science concepts closely to the expert’s concepts, some failed to do so after the invention. The
unsuccessful students could not remediate their alternative conceptions without explicit guidance and scaffolding. Future
research can then be focused on understanding how to provide proper scaffoldings for removing some alternative concepts which
are highly resistant to change.
相似文献
| Fu-Kwun HwangEmail: |
3.
Min-hui Qian 《Frontiers of Education in China》2006,1(4):549-566
Within the sphere of contemporary social sciences, the terms “modernity,” “post-modernity” and “globalization” have penetrated,
as the core concepts, into various fields of social sciences in a logical way. In constituting the concept of “modernity,”
sociology of education develops the educational theory, as sociological theory does, into a “grand narrative” and “foundationalist”
theory; the contribution of post-modernity is pluralism and self-examination in an attempt to transcend modernity. Globalization,
a kind of expanded modernity, makes education sociologists broaden their perspective from single and traditional “nationality,”
“society” and “nation” to an international society and even to the global society, which has broken through the research paradigm
of modernity with ethnocentrism, anthropocentrism and Euro-centrism. These changes have required urgent constitution of the
conceptions and theoretical frameworks of sociology of education to be applied on a global level.
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Translated from Peking University Education Review, 2006 (1) 相似文献
4.
Orit Ben-Zvi Assaraf Haim Eshach Nir Orion Yousif Alamour 《Cultural Studies of Science Education》2012,7(2):451-477
The present research aims at pinpointing differences in spontaneous and non-spontaneous mental models of water cycle conceptions
of two 4th grade student groups: the Jewish residents of a small provincial town and a group of students from an indigenous
Bedouin community. Students’ conceptions were elicited using the Repertory Grid technique as well by being asked to draw “what
happens to water in nature?” In later interviews, in addition to answering specially designed open-ended interview questions,
the students were also requested to elaborate on their drawings and responses to the Repertory Grid technique. The Bedouin
students were found to have richer mental models of water cycle phenomena; their models included more components of the water
cycle and were more authentic and connected to other natural phenomena. On the other hand, Bedouin students also employed
theological explanations to make sense of water cycle phenomena. These findings, as well as methodological issues relating
to spontaneous and non-spontaneous models elicitation are discussed and implications for instruction are offered. 相似文献
5.
The acceptance of new chemical ideas, before the Chemical Revolution of Lavoisier, in Greek-speaking communities in the 17th
and 18th centuries did not create a discourse of chemical philosophy, as it did in Europe, but rather a “philosophy” of chemistry
as it was formed through the evolution of didactic traditions of Chemistry. This “philosophical” chemistry was not based on
the existence of any academic institutions, it was focused on the ontology of principles and forces governing the analysis/synthesis
of matter and formulated two didactic traditions. The one, named “the system of chymists”, close to the Boylean/Cartesian
tradition, accepted, contrary to Aristotelianism, the five “chymical” principles and also the analytical ideal, but the “chymical”
principles were not under a conceptual and experimental investigation, as they were in Europe. Also, a crucial issue for this
tradition remained the “mechanical” principles which were under the influence of the metaphysical nature of the Aristotelian
principles. The other, close to the Boylean/Newtonian tradition, was the integrated presentation of the Newtonian “dream”,
which maintained a discursive attitude with reference to the “chemical attractions”–“chemical affinities” and actualised the
mathematical atomism of Boscovich, according to which the elementary texture of matter could be causally explained within
this complex architecture of mathematical “punkta”. In this tradition also coexisted, in a discursive synthesis, the “chemical element” of Lavoisier and the arguments of the
new theory and its opposition to the phlogiston theory, but the “chemical affinities” were under the realm of the “physical
element” as “metaphysical point”. 相似文献
6.
Keith Skamp 《Research in Science Education》1987,17(1):76-86
Conclusions This group of preservice teachers entered their education programme with conceptions about teaching primary science which
are biased towards science content and preparation for secondary science. However, although process skills are not mentioned
specifically by the vast majority of students, about a third of the intake considered “problem solving/discovering” things
to be a purpose for teaching primary science. There would appear to be a ‘base’ for change towards a balanced process-product
so favourably to the structured questionnaire on choice of teaching strategies tends to support this opinion.
Process skill competency and orientation must be addressed in the preservice science units but with an appropriate emphasis
on their interdependence with concept development. Some input ensuring an understanding of the processes within the overall
scientific framework would seem to be required.
The next stage of this study will be to compare the pre- and post-unit data to determine a measure of the changes (if any)
that have occurred. As the unit focusses on student led discussions related to the interdependence of science process skill
and concept development [Harlen (1985), Chapters 1 to 7]; includes practical investigations which emphasise learner preconceptions
and investigation planning, data collecting and processing; and requires students to prepare lesson sequences revolving around
Harlen's “shapes”, e.g. hypothesis generation (p.p. 166–172), then significant changes are anticipated. 相似文献
7.
Gregory P. Thomas 《Research in Science Education》1999,29(1):89-109
Considerable research has been published on students' alternative conceptions of science concepts and the means of addressing
those alternative conceptions. However, few studies have been reported on students' conceptions of learning and consequent
learning processes and attempts to change such conceptions and processes. Recent research has shown that students' beliefs
can act as barriers to the implementation of educational reforms that aim to alter students' learning processes. In this study
an interpretive methodology was employed by a teacher participant-observer to investigate barriers to students' adoption of
an alternative referent for learning and its consequent learning strategies in a Grade 11 chemistry class. Student narratives
suggest that both “cold” and “hot” contextual factors influenced students' willingness to adopt an alternative referent. The
consideration of “hot” factors, including students' beliefs, trust of the teacher, and ownership of the change process, is
necessary if such change is to be understood more fully. The value and difficulties of a teacher adopting this researcher's
perspective are also explored. 相似文献
8.
This paper summarizes our analysis of the complexity of ratio problems at Grades 6 and 7, and reports a two-year experiment
related to the teaching and learning of rational numbers and proportionality in these grades. Two classes were followed and
observed. Part of the teaching material was common to both classes, mainly the objectives and the corpus of ratio problems
in a physical context. But in one class, here called “Partial-experiment”, the learning environment was exclusively a paper-pencil
one and the teacher followed his usual method in designing and conducting teaching sequences. In the other class, here called
“Full-experiment”, the teaching was based on a framework, emerging from our analysis of complexity of ratio problems, involving
precise guidelines and a specific computer environment. Using a pre-test and a post-test, we observed clear progress in both
classes compared to a sample of “standard” pupils. Our comparative pupil-oriented study indicates more complete improvement
in the “full-experiment” class, i.e., a better acquisition of fractions and their use for solving usual proportionality problems.
The average pupil’s progress is greater in the “full experiment”, with the pupils who were initially high- or low-level attainers
benefiting the most from the “full-experiment”. 相似文献
9.
Chung-Yuan Hsu Chin-Chung Tsai Jyh-Chong Liang 《Journal of Science Education and Technology》2011,20(5):482-493
Educational researchers have suggested that computer games have a profound influence on students’ motivation, knowledge construction,
and learning performance, but little empirical research has targeted preschoolers. Thus, the purpose of the present study
was to investigate the effects of implementing a computer game that integrates the prediction-observation-explanation (POE)
strategy (White and Gunstone in Probing understanding. Routledge, New York, 1992) on facilitating preschoolers’ acquisition of scientific concepts regarding light and shadow. The children’s alternative
conceptions were explored as well. Fifty participants were randomly assigned into either an experimental group that played
a computer game integrating the POE model or a control group that played a non-POE computer game. By assessing the students’
conceptual understanding through interviews, this study revealed that the students in the experimental group significantly
outperformed their counterparts in the concepts regarding “shadow formation in daylight” and “shadow orientation.” However,
children in both groups, after playing the games, still expressed some alternative conceptions such as “Shadows always appear
behind a person” and “Shadows should be on the same side as the sun.” 相似文献
10.
Wanhai Liu 《Frontiers of Education in China》2008,3(1):149-161
Reflecting on nearly half a century’s research on “effective teaching”, this essay attempts to arouse a lot of suspicion,
including ambiguous definition of connotation, a false antithesis and the imbalance between teachers and students. Accordingly,
this study further reveals hidden thinking obstacles, such as over-reliance on technical rationality, wrong inference and
the separation of the dialectical relationship between teaching and learning. As a future research direction, the ideal teaching
should focus on virtue rather than efficiency, giving consideration to effectiveness and responsibility.
__________
Translated from Quanqiu Jiaoyu Zhanwang 全球教育展望 (Global Education), 2007, 36(7): 17–22 相似文献
11.
12.
Gert Schubring 《Educational Studies in Mathematics》2011,77(1):79-104
There is an over-arching consensus that the use of the history of mathematics should decidedly improve the quality of mathematics
teaching. Mathematicians and mathematics educators show here a rare unanimity. One deplores, however, and in a likewise general
manner, the scarcity of positive examples of such a use. This paper analyses whether there are shortcomings in the—implicit
or explicit—conceptual bases, which might cause the expectations not to be fulfilled. A largely common denominator of various
approaches is some connection with the term “genetic.” The author discusses such conceptions from the point of view of a historian
of mathematics who is keen to contribute to progress in mathematics education. For this aim, he explores methodological aspects
of research into the history of mathematics, based on—as one of the reviewers appreciated—his “life long research.” 相似文献
13.
Shirley Walters Linda Cooper 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,9(1):27-38
CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation.
This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between
“core” and “periphery”, between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated
levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater
inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action
implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts.
The authors of this article draw substantially on research from around the world and argue for the re-insertion of “politics
and power” into both the theory and practice of “lifelong learning” and “work”. 相似文献
14.
When we consider the gap between mathematics at elementary and secondary levels, and given the logical nature of mathematics
at the latter level, it can be seen as important that the aspects of children's logical development in the upper grades in
elementary school be clarified. In this study we focus on the teaching and learning of “division with decimals” in a 5th grade
classroom, because it is well known to be difficult for children to understand the meaning of division with decimals, caused
by certain conceptions which children have implicitly or explicitly. In this paper we discuss how children develop their logical
reasoning beyond such difficulties/misconceptions in the process of making sense of division with decimals in the classroom
setting. We then suggest that children's explanations based on two kinds of reversibility (inversion and reciprocity) are
effective in overcoming the difficulties/misconceptions related to division with decimals, and that they enable children to
conceive multiplication and division as a system of operations. 相似文献
15.
The most recent science and technology curriculum for junior high school in Israel contains a new guideline stating that the
cell topic is to be taught “longitudinally in conjunction with other study contents.” This guideline confers a change in teaching
the cell topic and provides an opportunity to form meaningful relationships between biological phenomena at the macro level
and their cellular explanations. Here, we examined the extent to which six textbooks, available for junior high schools in
Israel, support this teaching approach. We found that the textbooks differ in how they express the guideline and that most
of them do not support the new teaching approach to any significant extent. Moreover, the textbooks generally emphasize cells’
structure and pay less attention to the processes occurring in them. Our findings could shed light on students’ difficulties
in comprehending the living cell and in correlating macroscopic phenomena with their cellular explanations. 相似文献
16.
Dr. Keith Skamp 《Research in Science Education》1995,25(4):395-429
Several studies have suggested that preservice teacher education has little impact on student teacher conceptions about various
facets of teaching and learning. Most of these studies refer to generic teaching and learning, and very few have related to
primary science in particular. To explore this area eight primary student teachers were interviewed on six occasions during
the first two years of their Bachelor of Teaching degree. This paper reports the findings from part of these interviews. It
describes the (sometimes changing) conceptions which these eight students held about how they would recognise a “good” teacher
of science and the people and experiences they believed influenced the formation of these views. The differential impact of
past and present teachers and the teacher education program revealed possible implications for practica and science curriculum
units in particular, if teacher education is going to have an influence on preservice teachers' conceptions about teaching
and learning. 相似文献
17.
Patrice Potvin Julien Mercier Patrick Charland Martin Riopel 《Research in Science Education》2012,42(3):401-414
This research investigates the effect of classroom explicitation of initial conceptions (CEIC) on conceptual change in the
context of learning electricity. Eight hundred and seventy five thirteen year-olds were tested in laboratory conditions to
see if CEIC is or is not a productive step toward conceptual change. All students experienced a problem-based pedagogical
treatment called “the electronic challenge.” The randomly determined experimental group was also exposed to CEIC. Data shows
a significant beneficial effect of CEIC and no unwanted “contamination effect”, particularly for female subjects. 相似文献
18.
Mahmood Khalil Reuven Lazarowitz Rachel Hertz-Lazarowitz 《Journal of Science Education and Technology》2009,18(1):85-100
In this paper a conceptual model of instruction “the six mirrors of the classroom” used as a frame for teaching a learning
topic, the microorganisms are depicted. The paper consists of four sections: (a) the six mirrors of the classroom model (SMC);
(b) the SMC as implemented in the expository and cooperative modes of instruction in classrooms and results; (c) a “Journey
of Inquiry into the Wonderful World of Microorganisms” (JIWWM), developed according to the Science–Technology–Environment–Peace–Society
(STEPS) approach; and (d) teaching and learning the JIWWM, in ninth-grade classes, within the SMC model. The results show
that science topic can be taught in the frame of the mirrors of the classroom. When the instructional goals of the teachers
used the mirror “1, classroom organization” and mirror “6, pupils’ social behavior” and the third ring around the all six
mirrors cooperative skills were practiced, academic outcomes were achieved, and attitudes toward environmental preservation
and peace improved. The SMC model can serve as a valuable tool for teachers, since it can design their teaching and learning
settings in a more controlled environment, in terms of objectives, teachers’ and students’ social behaviors, and academic
outcomes. 相似文献
19.
Xiaoli Du 《Frontiers of Education in China》2007,2(2):273-285
With the content analysis method, this paper uses statistic evidence and analysis of the discourses in Harvard Educational Review (HER) from 1931 to 2000 to discuss the transformation of educational research, which has turned from “teaching object” to
“teaching subject”. What is more, education research is not only aimed at pursuing the efficiency of teaching, but also showing
more concern for the individuals in the process of teaching.
Translated from Jiaoyu Fazhan Yanjiu 教育发展研究 (Exploring Education Development), 2005, (12): 53–56 相似文献
20.
Mathematics teaching in Burkina Faso is faced with major challenges (high illiteracy rates, students’ difficulties, and high
failure rates in mathematics, which is a central topic in the curriculum). As evidenced in many of these studies, mathematics
is reputed to be tough, inaccessible, and far from what students live daily. Students here look as though they are living
in two seemingly distant worlds, school and everyday life. In order to better understand these difficulties and to contribute
in the long run to a more adapted teaching of mathematics, we tried to document and elicit the “mathematical resources” mobilized
in various daily life social practices. In this paper, we focus on one of them, the counting and selling of mangoes by unschooled
peasants. An ethnographic approach draws on the observation of the situated activity of counting and selling mangoes (during
harvesting) and on “eliciting interviews” of the involved actors. The analysis of results highlights a richness of structuring
resources mobilized and distributed through this practice, related to what Lave (1988) call “the experienced lived-in-world” and “constitutive order.” The mathematical resources take the form of “knowledge in
action” and “theorems in action” (Vergnaud, Rech Didact Math 10(23):133–170, 1990), embedded in the social, economic, and even cultural structures of actors. 相似文献