共查询到20条相似文献，搜索用时 46 毫秒
1.
Joseph Snir Carol Smith Lorraine Grosslight 《Journal of Science Education and Technology》1993,2(2):373-388
In this paper, we consider a way computer simulations can be used to address the problem of teaching for conceptual change and understanding. After identifying three levels of understanding of a natural phenomenon (concrete, conceptual, and metaconceptual) that need to be addressed in school science, and classifying computer model systems and simulations more generally in terms of the design choices facing the programmer, we argue that there are ways to design computer simulations that can make them more powerful than laboratory models. In particular, computer simulations that provide an explicit representation for a set of interrelated concepts allow students to perceive what cannot be directly observed in laboratory experiments: representations for the concepts and ideas used for interpreting the experiment. Further, by embedding the relevant physical laws directly into the program code, these simulations allow for genuine discoveries. We describe how we applied these ideas in developing a computer simulation for a particular set of purposes: to help students grasp the distinction between mass and density and to understand the phenomenon of flotation in terms of these concepts. Finally, we reflect on the kinds of activities such conceptually enhanced simulations allow that may be important in bringing about the desired conceptual change. 相似文献
2.
A study was conducted to determine the effectiveness of in-depth, conceptually integrated instruction delivered via a videodisc program in eliminating children's alternative frameworks in science. Prior to instruction, pupils in two eighth-grade science classes, one of higher ability and one of lower ability, were interviewed to document their alternative frameworks (informal knowledge) for explaining two science phenomena. Interviews after instruction showed that students of both ability groups did not retain their alternative frameworks. This contradicts other research findings that children's alternative frameworks are extremely resistant to change and must be directly addressed during instruction for conceptual change to occur. A well-designed science curriculum that was intelligible, plausible, and fruitful, but did not directly address alternative frameworks during instruction, changed 92% of the alternative frameworks held by students to scientific understandings. 相似文献
3.
Dr Peter Searle 《Research in Science Education》1993,23(1):266-275
This paper reports on the application of a constructivist-based teaching strategy with a small group of first-year physics
students. Data collection and analysis procedures are discussed, and the responses of three students to three situations involving
force concepts are presented. A number of issues relevant to conceptual change teaching strategies are identified. In addition
to an emphasis on alternative conceptions, issues identified that require consideration when developing teaching strategies
for conceptual change include an emphasis on understanding physics terminology, the development of a supportive learning environment
and the use of a wide range of problem contexts.
Specializations: physics education, alternative conceptions, conceptual change. 相似文献
4.
One of the factors affecting students' learning in science is their existing knowledge prior to instruction. The students' prior knowledge provides an indication of the alternative conceptions as well as the scientific conceptions possessed by the students. This study is concerned primarily with students' alternative conceptions and with instructional strategies to effect the learning of scientific conceptions; i.e., to effect conceptual change from alternative to scientific conceptions. The conceptual change model used here suggests conditions under which alternative conceptions can be replaced by or differentiated into scientific conceptions and new conceptions can be integrated with existing conceptions. The instructional strategy and materials were developed for a particular student population, namely, black high school students in South Africa, using their previously identified prior knowledge (conceptions and alternative conceptions) and incorporate the principles for conceptual change. The conceptions involved were mass, volume, and density. An experimental group of students was taught these concepts using the special instructional strategy and materials. A control group was taught the same concepts using a traditional strategy and materials. Pre- and posttests were used to assess the conceptual change that occurred in the experimental and control groups. The results showed a significantly larger improvement in the acquisition of scientific conceptions as a result of the instructional strategy and materials which explicitly dealt with student alternative conceptions. 相似文献
5.
Maher Z. Hashweh 《International Journal of Science Education》2013,35(3):229-249
In this paper, an alternative ‘explanation’ of conceptual change is offered. It is argued that the problem of explaining conceptual stability and change can be divided into three parts; accounting for conceptual change entails specifying some factors affecting each of the following: old conceptions’ persistence, new conceptions’ acquisition, and cognitive restructuring. Some factors affecting each sub‐problem are discussed, and the literature is reviewed to support the significance of these factors. 相似文献
6.
Mansoor Niaz 《Interchange》2006,37(1-2):129-150
Historians and philosophers of science have recognized the importance of controversies in the progress of science. The objective
of this study was to facilitate in-service chemistry teachers’ understanding of conceptual change based on alternative philosophical
interpretations (controversies). Selected controversies formed part of the chemistry curriculum both at secondary and university
freshman level. The study is based on 17 in-service teachers who had registered for all week course on “Investigation in the
Teaching of Chemistry” as part of their Master’s degree program. The course is based on 17 readings drawing on a history and
philosophy of science perspective with special reference to controversial episodes. Course activities included written reports,
class room discussions based on participants’ presentations, and written exams. A major finding of this study is that most
teachers went through an experience that involved: inconsistencies, conflicts, contradictions, and finally some degree of
conceptual change. A few of the participants resisted any change, but still raised important issues with respect to conceptual
change. Some of the educational implications are: a) Similar to a scientist, a student can live with two rival theories simultaneously
and as the student enriches his cognitive repertoire the conflict can perhaps be resolved; b) Resolution of a conflict may
not follow a logical pattern of reasoning but rather a slow process (based on motivational, intuitive, and affective factors)
in which the hardcore of beliefs slowly crumbles; c) In science there is no absolute truth, nor a scientific method and consequently
there cannot be rules, methods, algorithms, or pre-determined steps for introducing conceptual change; d) Teachers’ epistemological
outlook is crucial in order to facilitate conceptual change. 相似文献
7.
Muammer ?alik Ali Kolomu? Zafer Karag?lge 《Journal of Science Education and Technology》2010,19(5):422-433
This paper reports on an investigation of the effect of conceptual change pedagogy on students’ conceptions of ‘rate of reaction’
concepts. The study used a pre-test/post-test non-equivalent comparison group design approach and the sample consisted of
72 Turkish grade-11 students (aged 16–18 years) selected from two intact classrooms. The ‘Rate of Reaction’ Concept Test comprising
9 lead and 10 sub-questions (total 19 items) was employed. The results suggest that the teaching intervention helped the students
to overcome their alternative conceptions and to store their newly structured knowledge in their long-term memories. It is
suggested that combining different conceptual change methods such conceptual change text/refutation text, argumentation with
the intervention used here may be more effective in reducing student alternative conceptions. 相似文献
8.
Basri Atasoy Huseyin Akkus Hakki Kadayifci 《Research in Science & Technological Education》2013,31(3):267-282
The purpose of this study was to compare the effects of a conceptual change approach over traditional instruction on tenth‐grade students’ conceptual achievement in understanding chemical equilibrium. The study was conducted in two classes of the same teacher with participation of a total of 44 tenth‐grade students. In this study, a pre‐test/post‐test control group semi‐experimental design pattern was used. During teaching the topic of chemical equilibrium concepts in the chemistry curriculum, a conceptual change approach was applied in the experimental group whereas traditional instruction was followed in the control group. Data were analysed with an independent samples t‐test, and an analysis of covariance using the pre‐test scores as the covariate. The results showed that the conceptual change approach was statistically more effective than traditional instruction in terms of students’ conceptual understanding. After the six‐week intervention, interviews were conducted with 18 selected students in the study. In the interviews a prevailing alternative conception was detected beside many alternative conceptions. When they were asked to compare equilibrium constants of two different reactions they mostly responded to mean that ‘the bigger the mol number of the products, the bigger the equilibrium constant’ without considering what proportions the reactants were transformed into products in a reaction. Also, in this study a two‐tier multiple choice test was developed related to chemical equilibrium to detect students’ concepts and alternative concepts. 相似文献
9.
Keith S. Taber 《International Journal of Science Education》2013,35(7):731-753
Conceptual change may be considered as a process of coming to view one theory or model as having more explanatory power than others. Various theorists have described how an individual's understanding of a concept may be multifaceted; how conceptual frameworks develop in a cognitive ecology, and are subject to selection pressures; and how alternative frameworks compete in terms of their explanatory coherence. The present paper applies these ideas to a case study of learning in science. It is argued that conceptual development may be described in terms of a gradual shift in which of several alternative explanatory principles is the learners' preferred choice. The case study illustrates the long-term nature of conceptual change, as a learner comes to see the limitations of one explanatory framework, and the scope for exploring and developing another. 相似文献
10.
The process of students' conceptual change was investigated during a computer‐supported physics unit in a Grade 10 science class. Computer simulation programs were developed to confront students' alternative conceptions in mechanics. A conceptual test was administered as a pre‐, post‐, and delayed posttest to determine students' conceptual change. Students worked collaboratively in pairs on the programs carrying out predict–observe–explain tasks according to worksheets. While the pairs worked on the tasks, their conversational interactions were recorded. A range of other data was collected at various junctures during instruction. At each juncture, the data for each of 12 students were analyzed to provide a conceptual snapshot at that juncture. All the conceptual snapshots together provided a delineation of the students' conceptual development. It was found that many students vacillated between alternative and scientific conceptions from one context to another during instruction, i.e., their conceptual change was context dependent and unstable. The few students who achieved context independent and stable conceptual change appeared to be able to perceive the commonalities and accept the generality of scientific conceptions across contexts. These findings led to a pattern of conceptual change which has implications for instructional practices. The article concludes with consequent implications for classsrooms. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 859–882, 1999 相似文献
11.
Research has shown that students’ alternative conceptions in science are quite resistent to change, which indicates that the teaching strategies used are not appropriate and that new strategies should be implemented in order to promote conceptual change. This pilot study was carried out with 100 Portuguese 5th grade students and aims: (a) to investigate a teaching strategy geared to the students’ conceptual change, taking into account their misconceptions about scientific ideas; (b) to promote a better attitude towards science. The results of this study indicate that the teaching approach based on the pupils’ alternative ideas and that makes them reflect on their own work and ideas, seemed to increase learning of scientific concepts related to the topic ‘properties and corpuscular model of the air’ and consequently favoured conceptual change better than a ‘traditional’ approach. 相似文献
12.
David Jonassen Johannes Strobel Joshua Gottdenker 《Interactive Learning Environments》2013,21(1-2):15-37
Conceptual change is a popular, contemporary conception of meaningful learning. Conceptual change describes changes in conceptual frameworks (mental models or personal theories) that learners construct to comprehend phenomena. Different theories of conceptual change describe the reorganization of conceptual frameworks that results from different forms of activity. We argue that learners' conceptual frameworks (mental models or personal theories) resulting from conceptual change are most acutely affected by model-based reasoning. Model-based reasoning is engaged and fostered by learner construction of qualitative and quantitative models of the content or phenomena they are studying using technology-based modelling tools. Model building is a powerful strategy for engaging, supporting, and assessing conceptual change in learners because these models scaffold and externalize internal, mental models by providing multiple formalisms for representing conceptual understanding and change. We demonstrate the processes and products of building models of domain content, problems, systems, experiences, and thinking processes using different technology-based modelling tools. Each tool provides alternative representational formalisms that enable learners to qualitatively and quantitatively model their conceptual frameworks. 相似文献
13.
The purpose of this study was to investigate the patterns of students' conceptual restructuring within the theoretical framework of biologic evolution. The study draws on conceptual change theory in an effort to define the limits of the theory and suggest other models of restructuring. Through a series of 17 structured and open-ended interviews with each of 4 participants, the students' changing conceptions about facets of evolutionary theory were documented throughout the school year. Interview questions were developed from the wealth of alternative conceptions documented in the literature, and many interview techniques were employed to assure the mode validity of all research findings. The conceptual change documented demonstrates that many conceptions in this content area are closely interwoven, so that a change in one conception requires a change in many others. Four patterns of conceptual change were seen: (a) cascade, (b) wholesale, (c) incremental, and (d) dual constructions. Of these 4, only 2 conform to the changes described by conceptual change theory. The other two patterns suggest that different models of conceptual restructuring are required for further science education research. © 1996 John Wiley & Sons, Inc. 相似文献
14.
15.
Mustafa Baser 《Journal of Science Education and Technology》2006,15(5-6):367-381
The objective of this research is to investigate the effects of simulations based on conceptual change conditions (CCS) and traditional confirmatory simulations (TCS) on pre-service elementary school teachers’ understanding of direct current electric circuits. The data was collected from a sample consisting of 89 students; 48 students in the experimental group who were taught simulations based on CCS, and 41 students in control group who followed the TCS. Subjects in both groups used open source software (Qucs) to simulate electric circuits. All students were administered Electric Circuits Concepts Test (DIRECT), Science Process Skills Test, Physics Attitude Scale, and Computer Attitude Scale before the treatment. Pre-test analyses revealed that there is no significant difference between experimental and control groups in terms of understanding of direct current electricity. After completing 3 weeks treatment, all students received the DIRECT again as a post-test. Analysis of covariance was used. Science process skills and attitudes toward computers were taken as covariates. The results showed that the conceptual change based simulations caused significantly better acquisition of conceptual change of direct current electricity concepts than the confirmatory simulation. While science process skills and attitudes towards computer made significant contributions to the variations in achievement, gender differences and interactions between gender and treatment did not. Eleven weeks later, the DIRECT was reapplied to the students in both groups. Eleven weeks delayed post-test results showed that the experimental group outperformed the control group in understanding of direct current electric concepts. 相似文献
16.
Eduardo F. Mortimer 《Science & Education》1995,4(3):267-285
In this paper I draw an overview of a new model to analyse conceptual evolution in the classroom, based on the notion of Conceptual Profile. This model differs from conceptual change models in suggesting that it is possible to use different ways of thinking in different domains and that a new concept does not necessarily replace previous and alternative ideas. According to this model, learning science is to change a conceptual profile and become conscious of the different zones of the profile, which includes commonsense and scientific ideas.To exemplify how the Conceptual Profile notion can help to understand the evolution of conceptions in the classroom I shall determine the different zones that constitute the epistemological and ontological profile of the concepts of the atom and of physical states of matter. 相似文献
17.
林声雷 《温州职业技术学院学报》2002,2(2):36-39,42
对5103S单片机实验仪提供的机器码程序进行反汇编，并经深入分析、研究、实验、修正的成功用于单片机教学。本文提供的原理图及音乐程序设计方法，有一定实用价值。 相似文献
18.
Over the past three decades, the literature in science education has accumulated a tremendous amount of research on students’ conceptions—one bibliography currently lists 7000 entries concerning students’ and teachers’ conceptions and science education. Yet despite all of this research and all the advances in the associated conceptual change theory, there is evidence that students’ conceptual talk remains virtually unchanged by instruction even under the best conditions. In this article, I describe and exemplify discursive psychology as a theoretical alternative, which ultimately allows me to understand the solid nature of student talk about scientific phenomena and why science instruction faces such challenges in bringing about conceptual change. To exemplify the presentation of the theory, I draw on videotaped interviews that covered ground similar to the one featured in A Private Universe. This theoretical alternative questions some of the fundamental presuppositions and assumptions made in the constructivist and conceptual change literature—including the locus of the misconceptions, the relation of individual and collective, and the situated and constitutive nature of the talk eliciting (mis-, alternative, pre-, naïve) conceptions. I conclude with some sobering suggestions and recommendations for the praxis of science teaching and the possibility to bring about scientists’ science for and in all students any time in the near future. 相似文献
19.
PC机与AT89C51单片机的串行通信接口设计 总被引：1，自引：0，他引：1
本文介绍了PC机与单片机采用RS-232C进行串行通信的接口方法。对于硬件接口电路中常用的一些方法进行了简要的比较,并介绍了电平转换芯片MAX232及其应用方法。在通信程序的设计中,PC机采用查询方式收发数据,单片机采用中断方式收发数据。本文给出了完整的PC机与单片机点对点双机通信程序。 相似文献
20.
Muammer Çalik Alipaşa Ayas Richard Kevin Coll 《International Journal of Science and Mathematics Education》2007,5(1):1-28
This paper reports on the use of a constructivist-based pedagogy to enhance understanding of some features of solution chemistry.
Pre-service science teacher trainees' prior knowledge about the dissolution of salts and sugar in water were elicited by the
use of a simple diagnostic tool. The test revealed widespread alternative conceptions. These evaluation data were used to
produce two segments of ‘conceptual change text’: concise summaries that present alternative and scientific conceptualizations
for the concepts under study. The texts were administered to 21 pre-service elementary trainee teachers whose understandings
of number of conceptions were subsequently re-evaluated employing a pre-test post-test approach in which their answers and
reasons for their answers were solicited. The findings suggest that these pre-service elementary trainees' alternative conceptions
are changed to become more in accord with the scientific view, with more participants providing correct answers along with
correct reasons than before the intervention. This work suggests that the use of conceptual change text may provide a simple
and cost and resource-effective way to aid conceptual understanding for the dissolution of ionic solids in water including
the effect of solute surface on the dissolution process. 相似文献