共查询到20条相似文献，搜索用时 31 毫秒
1.
This study investigated students' achievement regarding photosynthesis and respiration in plants in relation to reasoning ability, prior knowledge and gender. A total of 117 eighth‐grade students participated in the study. Test of logical thinking and the two‐tier multiple choice tests were administered to determine students' reasoning ability and achievement, respectively. An analysis of covariance (ANCOVA) was conducted to assess the effect of reasoning ability on students' achievement. The independent variable was the reasoning ability (low, medium, high), the dependent variable was the scores on the two‐tier test. Students' grades in science in previous year were used as a covariate. Analysis revealed a statistically significant mean difference between students at high and low formal levels with respect to achievement. Stepwise multiple regression analysis revealed that reasoning ability, prior knowledge and gender were significant predictors of students' achievement in photosynthesis and respiration in plants, explaining 42% of the variance. 相似文献
2.
Anna Uitto Kalle Juuti Jari Lavonen Reijo Byman Veijo Meisalo 《Environmental Education Research》2011,17(2):167-186
This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the international ROSE questionnaire with ninth‐grade students (N = 3626) from 68 schools. Likert‐type items were categorised with explorative factor analysis, and multivariate analysis of variance was used to study the importance of the moderators. There were significant correlations between the attitude and value factors. Interest and attitude were also significantly correlated, but the correlation between interest and value was negligible. Girls' attitude was significantly more positive and their biocentric value stronger than those of the boys, while in terms of interest, the gender difference was small. The effect of residential area was negligible, but there were significant differences between schools in all the factors studied. A school's own environmental projects and participation in programmes linked to environmental education or education for sustainable development was suggested to enhance students' interest in environmental issues. The role of interests, attitudes and values in teaching environmental issues are important fields for future research in science, environmental and sustainability education. 相似文献
3.
4.
The purpose of this study was to construct and study the impact of a research‐based sequence for teaching the concept of modelling to seventh‐grade science students. We identified students' notions of models and the aspects of school science to be addressed regarding the model concept, which were then taken into account when we planned the learning sequence. The idea of modelling in science was taught while the students were learning about the change of states of matter in seventh‐grade physics. A pre‐interview revealed that the students' notions of models were very limited, while a post‐interview showed that this improved in the course of the series of lessons. There was also a statistically significant difference in the students' understanding of modelling between our target group and a control group consisting of ninth‐grade students who had received only the normal teaching. However, a delayed post‐questionnaire completed a few months after the teaching sequence showed that the stability of learning results were dependent on whether models and modelling were used in the normal teaching conducted after the teaching sequence. Implications for teaching, teacher education and research are also addressed in this paper. 相似文献
5.
Developing an audiovisual notebook as a self‐learning tool in histology: Perceptions of teachers and students 
下载免费PDF全文
下载免费PDF全文 Antonio Campos‐Sánchez Juan‐Antonio López‐Núñez Giuseppe Scionti Ingrid Garzón Miguel González‐Andrades Miguel Alaminos Tomás Sola 《Anatomical sciences education》2014,7(3):209-218
Videos can be used as didactic tools for self‐learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self‐learning processes. Anat Sci Educ 7: 209–218. © 2013 American Association of Anatomists. 相似文献
6.
This study explored the understandings of data and measurement that school students draw upon, and the ways that they reason from data, when carrying out a practical science inquiry task. The two practical tasks used in the study each involved investigations of the relationships between two independent variables (IVs) and a dependent variable (DV); in both tasks, one IV covaried with the DV, whereas the other did not. Each was undertaken by 10 students, aged 10, 12, and 14 years (total n = 60 students), working individually. Their actions were video‐recorded for analysis. In a subsequent interview, each student was asked to discuss and interpret data collected by two other students, undertaking a similar (but different) practical task, shown on a video‐recording. An analysis of the sample students' performance on the practical tasks and their interview responses showed few differences across task contexts, or with age, in students' reasoning, but significant differences in performance when investigating situations of covariation and non‐covariation. Few students in the sample displayed sufficient understanding of measurement error to deal effectively with the latter. Investigations of non‐covariation cases revealed, much more clearly than investigations of covariation cases, the students' ideas about data and measurement, and their ways of reasoning from data. Such investigations therefore provide particularly valuable contexts for teaching and research. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 748–769, 2004 相似文献
7.
The aim of this experimental study was to compare learning outcomes of students using a simulation alone (simulation environment) with outcomes of those using a simulation in parallel with real circuits (combination environment) in the domain of electricity, and to explore how learning outcomes in these environments are mediated by implicit (only procedural guidance) and explicit (more structure and guidance for the discovery process) instruction. Matched‐quartets were created based on the pre‐test results of 50 elementary school students and divided randomly into a simulation implicit (SI), simulation explicit (SE), combination implicit (CI) and combination explicit (CE) conditions. The results demonstrated that the instructional support had an expected effect on students' understanding of electric circuits when they used the simulation alone; pure procedural guidance (SI) was insufficient to promote conceptual understanding, but when the students were given more guidance for the discovery process (SE) they were able to gain significant amount of subject knowledge. A surprising finding was that when the students used the simulation and the real circuits in parallel, the explicit instruction (CE) did not seem to elicit much additional gain for their understanding of electric circuits compared to the implicit instruction (CI). Instead, the explicit instruction slowed down the inquiry process substantially in the combination environment (CE). Although the explicit instruction was able to improve students' conceptual understanding of electrical circuits considerably in the simulation environment, their understanding did not reach the level of the students in the combination environment. These results suggest that when teaching students about electricity, the students can gain better understanding when they have an opportunity to use the simulation and the real circuits in parallel than if they have only a computer simulation available, even when the use of the simulation is supported with the explicit instruction. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 71–93, 2011 相似文献
8.
António Monteiro Clévio Nóbrega Isabel Abrantes Celeste Gomes 《International Journal of Science Education》2013,35(17):2705-2726
Educational researchers and teachers are well aware that misconceptions—erroneous ideas that differ from the scientifically accepted ones—are very common amongst students. Daily experiences, creative and perceptive thinking and science textbooks give rise to students' misconceptions which lead them to draw erroneous conclusions that become strongly attached to their views and somehow affect subsequent learning. The main scope of this study was to understand what students consider a mineral to be and why. Therefore, the goals were (1) to identify eleventh-grade students' misconceptions about the mineral concept; (2) to understand which variables (gender, parents' education level and attitude towards science) influenced students' conceptions; and (3) to create teaching tools for the prevention of misconceptions. In order to achieve these goals, a diagnostic instrument (DI), constituted of a two-tier diagnostic test and a Science Attitude Questionnaire, was developed to be used with a sample of 89 twelfth-grade students from five schools located in central Portugal. As far as we know, this is the first DI developed for the analysis of misconceptions about the mineral concept. Data analysis allows us to conclude that students had serious difficulties in understanding the mineral concept, having easily formed misconceptions. The variables gender and parents' education level influence certain students' conceptions. This study provides a valuable basis for reflection on teaching and learning strategies, especially on this particular theme. 相似文献
9.
Curriculum‐Based Measurement silent reading (CBM‐SR) items have been found to be reliable and valid for measuring reading comprehension skills This generalizability study reports the findings from administration of three CBM‐SR passages to fifth through eighth grade students in one school district. Using Repeated Measures Analyses of Variance (RMANOVA) procedures, the statistical probability of performance on the CBM‐SR task as a differential indicator of reading comprehension skill was found to be significant among students in different grade levels and between students who did and did not receive special education services. Follow‐up analyses were conducted using generalizability theory to estimate the amount of variance in CBM‐SR scores from individual score differences, grade levels, and special education status. The results indicated that on two of the passages, variability in CBM‐SR scores came primarily from grade level differences in scores on the tasks, while on the third passage, the differences were most attributable to individual differences in scores, regardless of grade level or special education services. Implications for the use of CBM‐SR items for routine assessment of students' reading skills are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 363–377, 2003. 相似文献
10.
The study examined into the relationship between gender and students' misconceptions in science. Two different groups were treated with two different teaching strategies, namely, teaching strategy 1, which is basically didactic in nature, and teaching strategy 11, which incorporates students' misconceptions and applies the Generative Learning Model. Two groups of secondary three students (N=26,27; randomly sampled), underwent 6 weeks of instruction, with the respective strategies mentioned above. Each group consisted of male and female students, the numbers of which resulted from the grouping based on their academic achievements. A constructed and validated diagnostic instrument was used as a means to measure the effectiveness of these two teaching strategies. The findings showed that gender differences did not relate well to students' misconceptions in science. The implications of this finding are discussed. 相似文献
11.
Steve Masson Patrice Potvin Martin Riopel Lorie‐Marlène Brault Foisy 《Mind, Brain, and Education》2014,8(1):44-55
Science education studies have revealed that students often have misconceptions about how nature works, but what happens to misconceptions after a conceptual change remains poorly understood. Are misconceptions rejected and replaced by scientific conceptions, or are they still present in students' minds, coexisting with newly acquired scientific conceptions? In this study, we use functional magnetic resonance imaging (fMRI) to compare brain activation between novices and experts in science when they evaluate the correctness of simple electric circuits. Results show that experts, more than novices, activate brain areas involved in inhibition when they evaluate electric circuits in which a bulb lights up, even though there is only one wire connecting it to the battery. These findings suggest that experts may still have a misconception encoded in the neural networks of their brains that must be inhibited in order to answer scientifically. 相似文献
12.
Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also investigated the gender and grade differences as well as the types of potential clusters of flow experiences and performance. Thirty-four elementary school students participated in this study. This study conducted correction analysis, difference analysis and a two-stage cluster analysis. The findings suggested that the students with higher flow experiences tended to have higher learning performances. The results of gender differences showed that female students had high performance scores and great flow experiences in the mini-educational game in this study. Moreover, the results revealed that the students of higher grade had significantly higher scores in both performance and flow experience than the students of lower grade. The result of cluster analysis fell into three categories: low performance/low flow experience students, high flow experience students and high performance/high flow experience students. On the basis of our findings, we also proposed suggestions for future game-based learning research. 相似文献
13.
Suzanne E. Mol Jelle Jolles Tamara Van Batenburg‐Eddes Maureen K. Bult 《Journal of Research in Reading》2016,39(3):253-267
This cross‐sectional survey study examined the relation between mental imagery (i.e., seeing images of a story ‘in the mind's eye’) and perceived self‐competence in reading. The study was conducted with a group of seventh‐grade to ninth‐grade students in the prevocational educational track of secondary schools in the Netherlands and their parents. Results showed a moderate relation between mental imagery and self‐competence beliefs, also after controlling for the quality of students' home literacy environment. Examination of gender differences revealed that girls outperformed boys in self‐competence beliefs. Furthermore, boys perceived themselves as better readers when their parents had higher mental imagery skills. No direct relation was found between parents' and adolescents' mental imagery skills. These findings imply that parents and teachers may need to be made aware of the importance of mental imagery strategies as it may enhance the reading experiences of boys as well as girls. 相似文献
14.
This study examined 7th-grade life science students, 10th-grade biology students, and college zoology students for understanding of the concept of diffusion. Responses from 100 students from each grade level were randomly selected for data analysis. Each student responded to a test packet consisting of a biographical questionnaire, two Piagetian-like developmental tasks, and a Concept Evaluation Statement (CES). The CESs were used to measure the students' understandings of the concept of diffusion. None of the 300 students across the three grade levels exhibited complete understanding of the diffusion concept. There was no appreciable difference among the grade levels in sound or partial understanding, misconceptions, or “no understanding.” An analysis of the misconceptions exhibited by the college sample showed that many of the misconceptions could be traced to a misapplication of scientific terminology. 相似文献
15.
Kit‐Ling Lau 《Journal of Research in Reading》2009,32(4):366-382
This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The study's findings indicated that students' intrinsic motivation was most strongly related to their reading amount. Students' perceptions of the reading instruction they received in their Chinese language class were significantly related to their reading motivation, but were only indirectly related to their reading amount, being mediated through reading motivation. Consistent with previous studies, significant grade differences were found in all types of reading motivation, students' perceptions of reading instruction and students' reading amount. The findings indicated that junior secondary students had better self‐efficacy, intrinsic motivation, extrinsic motivation and social motivation than senior secondary students. The largest grade difference was in students' self‐efficacy. Junior secondary students also perceived the reading instruction in their Chinese language class as more mastery‐oriented and read more frequently than senior secondary students. The implications of these findings for understanding Chinese students' reading motivation and for planning effective reading instruction to enhance their motivation are discussed. 相似文献
16.
For the past two decades, a growing amount of research has shown that the use of analogies in science teaching and learning promotes meaningful understanding of complex scientific concepts (Gentner, 1983 ; Glynn, 1989 ; Harrison & Treagust, 1993 ; Wong, 1993 ). This article presents a study in which multiple analogies were used as scaffolding to link students' prior understanding of daily life events to knowledge of the scientific domain. The study was designed to investigate how multiple analogies influence student learning of a complex scientific concept: the electric circuit. We used several analogies in a set of learning materials to present the concepts of parallel and series circuits. Thirty‐two fourth graders participated in this study and were randomly assigned to four groups. The four groups were named nonanalogy (control), single analogy, similar analogies, and complementary analogies, according to the materials they used in this study. The results demonstrated that using analogies not only promoted profound understanding of complex scientific concepts (such as electricity), but it also helped students overcome their misconceptions of these concepts. In particular, we found that the reason the students had difficulty understanding the concept of electricity was because of their ontological presupposition of the concept. Implications for teaching and learning are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 429–464, 2005 相似文献
17.
The purpose of this mixed‐method study was to investigate the changes in high school students' perceptions of fluency with innovative technologies (IT) and the levels of students' scientific inquiry abilities as a result of engaging students in long‐term scientific research projects focusing on community‐based environmental issues. Over a span of 3 years, a total of 125 ninth‐ through twelfth‐grade students participated in this study. A project‐specific Likert‐scale survey consisting of three parts (fluency with All Technologies, GPS/GIS, and CBL2/EasyData) was administered to all students as a pre‐ and post‐test. At the end of the study, 45 students were randomly interviewed and asked to elaborate on the changes in their perceptions of fluency with IT. The results indicated statistically significant increases (p < 0.001) in students' perceptions of their fluency with IT. Qualitative analysis of students' interview results corroborated the statistical findings of students' changes in perceptions of their fluency with IT. Students' research papers based on the environmental studies conducted at the interface of classroom and community were analyzed using the Scientific Inquiry Rubrics, which consist of 11 criteria developed by the researchers. Results indicated the students' abilities to conduct scientific inquiry for 7 out of 11 criteria were at the proficient level. This study clearly points to the correlation between the development of IT fluency and ability levels to engage in scientific inquiry based on respective competencies. Ultimately, this research study recommends that students' IT fluency ought to be developed and assessed concurrently with an emphasis on contemporary higher order scientific inquiry abilities. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 94–116, 2011 相似文献
18.
Croatian 1st‐year and 3rd‐year high‐school students (N = 170) completed a conceptual physics test. Students were evaluated with regard to two physics topics: Newtonian dynamics and simple DC circuits. Students answered test items and also indicated their confidence in each answer. Rasch analysis facilitated the calculation of three linear measures: (a) an item‐difficulty measure based upon all responses, (b) an item‐confidence measure based upon correct student answers, and (c) an item‐confidence measure based upon incorrect student answers. Comparisons were made with regard to item difficulty and item confidence. The results suggest that Newtonian dynamics is a topic with stronger students' alternative conceptions than the topic of DC circuits, which is characterized by much lower students' confidence on both correct and incorrect answers. A systematic and significant difference between mean student confidence on Newtonian dynamics and DC circuits items was found in both student groups. Findings suggest some steps for physics instruction in Croatia as well as areas of further research for those in science education interested in additional techniques of exploring alternative conceptions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 150–171, 2006 相似文献
19.
Wai Ming Cheung Shek Kam Tse Joseph W.I. Lam Elizabeth Ka Yee Loh 《Journal of Research in Reading》2009,32(3):293-308
Reading literacy of fourth‐grade students in Hong Kong showed a remarkable improvement from 2001 to 2006 as shown by international PIRLS studies. This study identified various aspects of the teacher factor contributing to the significant improvement among students. A total of 4,712 students and 144 teachers from 144 schools were randomly selected using probability proportional‐to‐size technique to receive the Reading Assessment Test and complete the Teacher's Questionnaire, respectively. A number of items pertaining to teachers' instructional strategies and activities, opportunities for students to read various types of materials, practices on assessment, and professional preparation and perception, were found to be significantly correlated with the outcome of students' reading literacy. Stepwise regression procedure revealed four significant predictors for students' overall reading achievement. The most powerful predictor was the use of materials from other subjects as reading resources. Suggestions to improve quality of teaching of reading and further studies are made. 相似文献