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1.
The study examined the differences in cognitive styles between two comparable groups of students at the Grade 9 (Secondary 3) level, namely the LSS (Lower Secondary Science) group who had been exposed to the practical-based, inquiry-oriented type of science and the non-LSS group of students who had studied the more traditional type of science in the “old” science curriculum. Their differences in science achievement are measured by the common IEA Science Paper-Pencil, Multiple Choice Criterion Test and also, by the Science Process or Practical Test (which measured three levels of process skills, such as the observation/manipulation, reasoning and investigation skills). Variance in science achievement thus measured is examined against the 4 cognitive preference styles of the students, (measured by the Combined Cognitive Preference Inventory) namely the “recall”, “principles”, “applications” and “questioning” modes of thinking. The findings indicated that (a) the attainment of the science process or practical skills was characterised by the type of science curriculum (LSS or non-LSS) and it was significantly associated with the achievement level of students, (b) the cognitive preference pattern covaried according to the students' level of science achievement and the type of curriculum and (c) the weak but significant relationship between performance in the science practical skills and the students' modes of cognitive style have important implications for teachers who are concerned about the intended effects of changes in the science curriculum on the consequent learning behaviour or cognitive outcome of their students.  相似文献   

2.
This study compares the effects of two methods of teaching—teacher-centered and cooperative learning—on students’ science achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes who were assigned to 2 instructional methods and were taught an identical science unit by 4 classroom teachers. The students’ science achievement was measured by a researcher-designed achievement test given to students as a pretest and a posttest. Students’ social skills were determined by a researcher-designed survey administered as a pretest and posttest. Analysis of the achievement test scores and the social skills survey responses revealed that cooperative learning strategies have significantly (p > 0.05) more positive effects on both students’ achievement and social skills than teacher-centered strategies. These results provide an evidential base to inform policy decisions and encourage and persuade teachers to implement cooperative learning methods in Kuwaiti classrooms.  相似文献   

3.
The effect of two specific classroom climates on learning of science process skills and content achievement in college level science classes was studied. Two classroom climates were established and designated as discovery classroom climate (DCC) and nondiscovery classroom climate (NDCC). The term discovery denotes the degree of freedom the teacher established in classroom interactions, both verbal and nonverbal. Verbal interactions were monitored with the Science Laboratory Interaction Categories. These data indicate that students in the two classroom climates achieved equally as well on learning of biological content of the course, but students in the discovery classroom climate achieved significantly higher scores in science process skills as measured by the Welch Science Process Inventory. This study, conducted in a large, suburban community college, offers some useful information to the person who has educational goals beyond, but including, the learning of science information and concepts, and possibly science process. Students in the less directive discovery climate learned as much content as those in a more directive comparison class-they lost nothing of what is traditionally sought in a college science class. In addition, the discovery climate facilitated the development of science process skills which were significantly better than the comparison class. A five-week intensive class using the discovery climate was found to provide as much content acquisition as the ten-week nondiscovery climate.  相似文献   

4.
Path analysis techniques were used to test a hypothesized structural model of direct and indirect causal effects of student variables on science process skills. The model was tested twice using data collected at the beginning and end of the school year from 67 9th- and 10th-grade biology students who lived in a rural Franco-American community in New England. Each student variable was found to have significant effects, accounting for approximately 80% of the variance in science process skills achievement. Academic ability, biology knowledge, and language preference had significant direct effects. There were significant mediated effects by cognitive development, parents' education, and attitude toward science in school. The variables of cognitive development and academic ability had the greatest total effects on science process skills. Implications for practitioners and researchers are discussed.  相似文献   

5.

Computer-assisted learning, including simulated experiments, has great potential to address the problem solving process which is a complex activity. It requires a highly structured approach in order to understand the use of simulations as an instructional device. This study is based on a computer simulation program, 'The Growth Curve of Microorganisms', which required tenth grade biology students to use problem solving skills whilst simultaneously manipulating three independent variables in one simulated experiment. The aims were to investigate the computer simulation's impact on students' academic achievement and on their mastery of science process skills in relation to their cognitive stages. The results indicate that the concrete and transition operational students in the experimental group achieved significantly higher academic achievement than their counterparts in the control group. The higher the cognitive operational stage, the higher students' achievement was, except in the control group where students in the concrete and transition operational stages did not differ. Girls achieved equally with the boys in the experimental group. Students' academic achievement may indicate the potential impact a computer simulation program can have, enabling students with low reasoning abilities to cope successfully with learning concepts and principles in science which require high cognitive skills.  相似文献   

6.
The purpose of this study is to investigate the effects of the cooperative learning approach based on conceptual change conditions over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts. The subjects of this study consisted of 87 tenth grade students from two intact classes of a Chemistry Course instructed by the same teacher. One of the classes was randomly assigned as the experimental group, which was instructed with cooperative learning approach based on conceptual change conditions and the other class was assigned as the control group, which was instructed with traditional instruction. Chemical Equilibrium Concept Test (CECT) was administered to the experimental and the control groups as pre- and post-tests to measure the students' conceptual understanding, and Chemical Equilibrium Achievement Test (CEAT) was administered to the experimental and the control groups as a post-test to measure the students' achievements related to computational problems. Science Process Skills Test was used at the beginning of the study to determine the students' science process skills. Multivariate Analysis of Covariate (MANCOVA) was used to analyze the data. The results showed that students in the experimental group had better conceptual understanding, and achievement of computational problems related to the chemical equilibrium concepts. Furthermore, students' science process skills were accounted for a significant portion of variations in conceptual understanding and achievements related to the computational problems.  相似文献   

7.
This replication studied the effect of two specific classroom climates on learning of science process skills and content achievement in college science classes. Two classroom climates were established and designated as discovery classroom climate (DCC) and nondiscovery classroom climate (NDCC). The term discovery denotes the degree of freedom the teacher established in classroom interactions, both verbal and nonverbal. Verbal interactions were monitored with the Science Laboratory Interaction Categories. These data indicate that students in the two classroom climates achieved equally as well on learning of biological content of the course and on scores in science process skills as measured by the Welch Science Process Inventory. This study indicates students in the less directive discovery climate learned as much content as a more directive comparison class—they lost nothing of what is traditionally sought in a college science class. Differences between the original and the replication study on the Science Process Inventory were noted.  相似文献   

8.
Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students’ confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants.  相似文献   

9.
This study examined the relationship between students' out‐of‐school experiences and various factors associated with science learning. Participants were 1,014 students from two urban high schools (secondary schools). They completed a survey questionnaire and science assessment describing their science learning experiences across contexts and science understanding. Using multilevel statistical modelling, accounting for the multilevel structure of the data with students (Level 1) assigned to teachers (Level 2), the results indicated that controlling for student and classroom factors, students' ability to make connections between in‐school and out‐of‐school science experiences was associated with positive learning outcomes such as achievement, interest in science, careers in science, self‐efficacy, perseverance, and effort in learning science. Teacher practice connecting to students' out‐of‐school experiences was negatively associated with student achievement but has no association with other outcome measures. The mixed results found in this study alert us to issues and opportunities concerning the integration of students' out‐of‐school experiences to classroom instruction, and ultimately improving our understanding of science learning across contexts.  相似文献   

10.
The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer attitudes of tenth grade students. One-hundred and fifty students from four classes at one private senior high school in Taoyuan Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental group and a control group. The pre-test results indicated that the students’ entry-level physics academic achievement, science process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer attitudes between the groups. We concluded that the IVPL had potential to help tenth graders improve their physics academic achievement and science process skills.  相似文献   

11.
This study assessed the effectiveness of the systematic modeling teaching strategy on integrated science process skills and formal reasoning ability. Urban middle school students received a three-month process skill intervention treatment from teachers trained in either the use of systematic modeling or the learning-cycle model. A third, control group received traditional science instruction. The analysis of data revealed that (a) students receiving modeled instruction demonstrated a significant difference in their achievement of process skills when compared to either of the control groups. (b) Students taught by teachers who had received special process skill and strategy training demonstrated a significant difference in their process skill achievement when compared with the control group. (c) Students at different cognitive reasoning levels demonstrated significantly different process skill ability.  相似文献   

12.
The purpose of this correlational study was to examine the possible relationships among children's extracurricular toy-playing habits, sex-role orientations, spatial abilities, and science achievement. Data were gathered from 282 midwestern, suburban, fifth-grade students. It was found that boys had significantly higher spatial skills than girls. No significant differences in spatial ability were found among students with different sex-role orientations. No significant differences in science achievement were found between girls and boys, or among students with the four different sex-role orientations. Students who had high spatial ability also had significantly higher science achievement scores than students with low spatial ability. Femininely oriented boys who reported low playing in the two-dimensional, gross-body-movement, and proportional-arrangement toy categories scored significantly higher on the test of science achievement than girls with the same sex-role and toy-playing behavior.  相似文献   

13.
The purpose of this study was to examine the effectiveness of traditional versus guided inquiry (with problem-solving process and cognitive function training) on high school chemistry knowledge, science process skills, scientific attitudes, and problem-solving competency. Two classes of students were recruited from three classes of Grade 11 students at one school in North-eastern Thailand. Using a split-plot design, students were assigned to an experimental (N = 34) and a control group (N = 31), and were administered (a) learning achievement tests (chemistry knowledge, science process skills, and scientific attitude), (b) a problem-solving competency test, and c) tests of cognitive functioning. The findings showed that students’ learning achievement and problem-solving competency in the guided inquiry group were significantly higher than in the traditional group. The effect of the new teaching method does not seem to stem solely from improvement in cognitive functioning. We attributed the improvement to greater flexibility in the amount of information provided by the teachers, more effortful processing by the students, and greater collaboration amongst the students.  相似文献   

14.
Using 1025 junior secondary class three (ninth grade) students and twelve science teachers, this study investigated the effects of cooperative, competitive, and individualistic science laboratory interaction patterns on students' achievement in science and the level of acquisition of practical skills. A 3 × 3 (interaction pattern by ability) factorial model was employed for data gathering. Significant main and interaction effects were found for both dependent measures. The cooperative group was found to be superior on the achievement measure with no difference between the competitive and individualistic groups. The competitive group, however, outperformed the others in practical skills. Additional data indicated that the mixed ability cooperative group did significantly better than the mixed ability competitive group in achievement but not in practical skills. In sum these data are supportive of the differential effects of cooperative, competitive, and individualistic goal structures on cognitive and psychomotor tasks. Results are discussed in terms of their implications for more productive science laboratory work.  相似文献   

15.
A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study. The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students. Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to provide specific assignments and individual contributions from each group member. Cognitive as well as social benefits are expected, as students clarify their own understanding and share their insights and ideas with each other as they interact within the group (Deutsch, 1949). Experiments in the science laboratory have always required students to work in groups of two to four, due to the constraints of experimental processes and limited equipment and sup- plies. Thus, science courses are a natural curriculum area for examining cooperative learning practices. Now that cooperative methods are being refined to develop particular capabilities in the students, science teachers need to examine ways of structuring specific tasks to achieve the academic, affective, and socialization goals for their students. Although most of the studies of cooperative learning in the high school science classroom have centered around the cognitive outcomes of achievement testing and process skills, affective and social outcomes are also significant with students of this age. But few studies in science classes have attempted to assess such aspects of students' progress. As part of a previous revision, the science faculty at the high school where this study was conducted developed an exemplary individualized mastery learning (1ML) program for teaching science. This program seemed to alleviate the severe motivational problems and the extreme individual differences among the students in this rural/bhe-collar community. Students learned to work independently on their science studies. They had almost no lectures and few large group activities. As they worked through their assignments, however, they were free to interdct with other students. Looking in on a typical class, one would see several clusters of two or three students working together, sometimes tutoring each other, sometimes just talking through an assignment. Yet at least half of the class members would be working all alone. The importance of the overall social setting in the classroom as it relates to learning (Bruner, 1986, p. 86) and the central function of social interaction as learning occurs (Vygotsky, 1978, p. 106) seemed to have been ignored. Therefore, group mastery learning (GML), a cooperative learning tech- nique, was suggested as an antithesis to IML for teaching science over short periods. The cooperative mode of instruction considers learning as a cognitive as well as a social process, where students interact with each other as well as the teacher. To bring the social dimension back to science classrooms, the researchers chose to imple- ment GML in Grades 1 I and 12. The goal of the study was to investigate the GML's impact of the method on the individual student's academic achievement, creativity, self-esteem, and number of friends and on the overall learning environment of the classrooms. The researchers were also concerned with the students' attitudes toward earth science, the course being taught at the time of the experiment. Both cognitive and affective outcomes for students who participated in the cooperative GML approach were compared with outcomes for students who studied the same topic in an IML approach. The study addressed a number of questions related to academic and nonacademic outcomes of the two methods of study. First, it sought to determine whether academic achievement of the students taught in the cooperative GML mode would be different from the achievement of students who learned in an individualized method. Second, it sought to determine whether gains or losses would be seen in nonacademic outcomes, such as classroom learning environment, social relations, and students' self-esteem experienced by the students. The results of this study may support more use of cooperative learning in high school science.  相似文献   

16.
针对赣南师范学院普通理科专业《C语言程序设计》课程教学过程中存在的问题,结合教学实际介绍如何在实际教学中运用知识可视化技术将真实问题与程序学习结合起来,加强C语言符号的表征能力,再造学生的算法想象力,从而真正使学生掌握C语言程序开发的技能,提高教学质量,并利用SPSS软件分析知识可视化技术对学生学习成绩的影响.  相似文献   

17.
Learning environment,motivation, and achievement in high school science   总被引：1，自引：0，他引：1  
In a study of the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement, 377 students in 22 introductory science classrooms completed surveys in the fall and spring of their ninth‐grade year. Hierarchical linear regression was used to model the effects of variables at both the classroom and individual level simultaneously. High intraclass agreement (indicated by high parameter reliability) on all classroom environment measures indicated that students shared perceptions of the classroom learning environment. Controlling for other factors, shared perceptions that only the most able could succeed in science classrooms and that instruction was fast‐paced and focused on correct answers negatively predicted science achievement, as measured on a districtwide curriculum‐linked test. Shared perceptions that classrooms focused on understanding and independent thinking positively predicted students' self‐reported satisfaction with learning. Implications of these results for both teaching and research into classroom environments are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 347–368, 2003  相似文献   

18.
ABSTRACT

Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed.  相似文献   

19.
The directed-inquiry approach to learning science process skills and scientific problem solving [DIAL(SPS)2] was developed to help high-school students gain the critical thinking skills required to solve problems in the biology lab. This curriculum integrated several learning strategies into a single approach: advance organizers, the learning cycle, concept maps, Vee diagrams, a focusing strategy, and writing. Two general questions were addressed. First, was the DIAL(SPS)2 treatment more effective than a conventional treatment? Second, was there evidence of an aptitude-treatment interaction? Four high-school biology classes taught by this investigator were used to test the DIAL(SPS)2 curriculum. Scheduling of students involved ability grouping. To test the curriculum in the most rigorous way, the experimental group consisted of average ability students and the comparison group consisted of above-average students. Both the groups were pretested in August and posttested in May. In the intervening time, the experimental group received the DIAL(SPS)2 treatment while the comparison group received a more traditional approach. Analysis of covariance revealed that the DIAL(SPS)2 curriculum had no significant effect on the learning of science process skills or on cognitive development. Aptitude-treatment interaction analyses revealed an interaction of DIAL(SPS)2 treatment and cognitive development.  相似文献   

20.

The role of soft skills at school is still debated, but they have emerged as important factors for students’ academic achievement and life satisfaction. This study focuses on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities, achievement emotions, self-regulated learning, motivation, and cognitive abilities on academic achievement and life satisfaction. A sample of 603 students (5th to 12th graders) participated in the study. The results of a Bayesian path analysis based on meta-analytical priors show that soft skills were (i) directly positively associated with students’ achievement emotions, self-regulated learning, motivation, and life satisfaction and (ii) indirectly related with academic achievement through the mediation of self-regulated learning and motivation. On the other hand, only soft skills and achievement emotions were directly related to life satisfaction. Extracurricular activities showed a positive association with both soft skills and cognitive abilities. These results are the first to demonstrate the importance of soft skills and extracurricular activities when integrating all the above-mentioned factors in a model of students’ academic achievement and life satisfaction.

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