首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
An instrument was developed to assess the logical reasoning capacity of adolescents in the content area of environmental science. Characterized as a group test, the instrument consisted of five concrete experiences related to environmental concepts, to which pencil-and-paper responses were made. The instrument was validated through (1) logical analysis of items from the standpoint of Piagetian theory, (2) correlation with clinical interviews and group test results in physical science, and (3) factor analysis. The results indicated an acceptable level of validity for the instrument in each category. Concurrently, the results of the study indicated that the reasoning level of the subjects was well below the theoretical levels predicted for them by theory. The results also suggested that reasoning ability in environmental science was lower than in areas associated with the physical concepts usually tested. The data suggested the presence of a horizontal decalage, or time lag, between the development of logical reasoning skills in areas of familiarity, such as physical science, and areas of content less familiar to the subject or those in which logical structures may be less frequently used in the development of evaluation instruments.  相似文献   

2.
In today's science curricula, especially the Science‐Technology‐Society (STS) approach, ‘process skills’, including aspects of critical thinking and logical analysis, are heavily stressed. Many studies—globally‐‐have shown serious deficiencies in secondary schools, and also in (student‐) teacher populations. The question arose whether, and to what extent, science teachers critically and spontaneously attend to the logical structure of situations, do so only after prompting, or completely fail to do so. The ‘Analysis of Scientific Passages Test’ (ASPT) was constructed to ascertain whether respondents would spontaneously identify invalid conclusions as the common denominator of logically isomorphous situations, would do so only after being informed that the conclusions were invalid and be able to give reasons for this fact, or would be unable to do so at all. The test was administered to 76 practising science teachers attending an STS summer course at a major university in the mid‐western USA. Zero scores were obtained by 13% in the test, 17% obtained full scores, the rest occupied transitional positions; but no less than 51% did not attend to the logical structure and conclusions of the situations without being told to do so. The findings‐‐in line with previous ones on similar aspects of ‘process skills’ by this and other authors‐‐were interpreted to represent serious shortcomings in science teachers' pre‐ and inservice education, leading to their failure to allocate the same emphases and priorities to their teaching activities as one might expect them to do considering curricular demands and expectations.  相似文献   

3.
This is a report of the effects of a scientific literacy course on the skills, cognitive ability, and attitude of students in the first year of high school. Specifically, the research examines (1) whether it is possible to teach scientific skills, (2) whether a literacy curriculum affects attitude and cognitive ability, and (3) whether incoming student characteristics affect the development of attitude and cognitive abilities. Two hundred and fifty (126 male and 124 female) ninth grade students were enrolled in a specially designed literacy course which met for 3 hours and 20 minutes each week for 39 weeks. Students were pretested for logical, spatial, verbal, and mathematical ability, as well as for attitude toward self and science, and psychological type. The course was successful in teaching skills. In addition, there were significant increases in spatial, verbal, and quantitative ability. Increases in cognitive ability were predicted by logical ability, measurement skills, and academic self-concept. Attitudes declined as a result of participation in the course. Self concept and mastery were related to cognitive variables and motivation, mastery, and control were related to psychological type.  相似文献   

4.
对民族院校Visual Basic程序设计课程改革进行了探索,通过这门课程的学习能够激发民族院校计算机专业学生的主动性,提高学生的编程能力,锻炼学生的逻辑思维能力.  相似文献   

5.
This study examined some long-term impacts of a professional development program, Teachers in the Woods. Several outcomes of the program were acknowledged by participants as having been valuable: a network of like-minded teachers, a network of scientists and teachers, and an increase in teachers' ecological knowledge and field skills. The authors made 3 observations with regard to professional development. First, engaging teachers in real-world field science research is an effective way for them to gain ecological knowledge and skills. Second, the collegiality among teachers and scientists developed during the period of field work can enhance science learning. Third, collegiality among teachers provides opportunities to discuss pedagogy-related issues. Both aspects of collegiality provide support mechanisms that sustain teachers' efforts to modify their teaching practices.  相似文献   

6.
教育学是一门高度实践性的学科,它并不只是由一些普遍性的概念、命题和判断构成,而是需要大量的实践理性和技艺,需要许多难以言表、难以交流和共享的知识。教育学既是一种可以言说的知识,一套自恰、不矛盾的命题,一套可以演绎成篇的逻辑,也很可能是教育学者种种认识迷误叠加的结果。相对于复杂的教育实践,教育学知识永远是不足的,教育学者个体所拥有的教育学知识是极其有限的,甚至可以说是无知的。因此,教育学者要认识到自己只是建议者,而不是决策者。恪守这一界限,不仅有利于削减试图用理性的教育学知识改造和影响教育的致命的自负,克服唯理性主义的迷误,葆有对教育的一份敬畏和谦卑之心,也有助于教育学者自觉地养成一种民主的生活方式。  相似文献   

7.
Science educators have claimed that well-conceived instructional strategies and curricular sequences, emphasizing the process aspects of science, will foster an understanding of the nature of science. Furthermore, a process emphasis on science has been cited for its ability to promote logical thinking skill, develop a locus of control “shift,” and enhance science content acquisition. The intent of this investigation was to examine the purported influence and developmental nature of a science process emphasis during a given semester of study, as well as over extended curricular sequences, each sequence being representative of three recognized preservice elementary science teacher preparatory programs. Data were collected from 135 elementary preservice teachers enrolled in science teaching methods courses at the endpoint of one of three sequences: (a) introductory process instruction with three subsequent semesters of integrated science content and teaching methods, (b) process instruction with separate subsequent content and teaching methods, and (c) only science content with subsequent teaching methods. Another 29 preservice teachers, assessed prior to entry into instructional sequences, provided a cross-sectional sample for examining developmental changes in locus of control, logical thinking, nature of science, and science content knowledge. Statistical procedures included Kruskal-Wallis ANOVA and Wilcoxon tests. Results indicated that a one-semester process skills course was influential in developing a basis for science content acquisition and in fostering an understanding of the nature of science. Results further indicate that expected additional gains are significant in science content acquisition through matriculation in an extended curricular sequence. Implications for science educators are discussed.  相似文献   

8.
胡晓梅 《海外英语》2014,(21):194-195
Sherlock Holmes is a fictional detective created by Sir Arthur Conan Doyle, the Scottish author and physician. As a London-based "consulting detective" whose abilities border on the fantastic, Holmes is famous for his astute logical reasoning, his ability to adopt almost any disguise, and his use of forensic science skills to solve difficult cases. The paper tries to analyze the characteristics of the Holmes and how did Holmes observe evidences and analyze clues.  相似文献   

9.
21世纪科技翻译人才培养需求日益显现。理工类学生的科技翻译水平与自身的专业知识、外语水平等因素密切相关,在翻译中常出现语义﹑语法和逻辑错误。科技翻译工作者应重视科技英语阅读、翻译理论和技巧训练,充分利用网络资源来提升自身的专业英语翻译能力。  相似文献   

10.
Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy.  相似文献   

11.
This study examined the effects of adding a prediction/discussion phase at the beginning of a three‐phase learning cycle involving exploration, term introduction, and concept application. The added phase required high‐school biology students to individually write out predictions with explanatory hypotheses concerning concepts in genetics, homeostasis, ecosystems, and natural selection. This was followed by interactive debate of predictions and reasons. Data sources included questionnaires, field observations, teacher/researcher daily log reports, and a battery of tests to assess cognitive changes. Hypothetico‐predictive reasoning and logical argumentation served as cognitive‐development processes which prompted students to construct and deconstructed their procedural and declarative knowledge. The prediction/discussion‐based learning cycle instruction, when compared with traditional learning cycle instruction, produced significant gains relative to the use of process skills, logical‐thinking skills, science concepts, and scientific attitudes. Guidelines were generated for developing, teaching, and evaluating prediction/discussion based learning cycles. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1127–1147, 1999  相似文献   

12.
实践教学是高等学校人才培养工作中的关键一环,是强化学生业务理论和培养实践技能的重要内容。从当前该类专业实践教学现状和地方本科院校发展实际出发,阐述了科学构建生物类专业实践教学体系的重要性和必要性,并从理论教学与实践教学相关关系、软环境建设、内容体系各环节的协调与对应等方面进行了系统论述,旨在为建立科学完善的生物类专业实践教学体系和提高人才培养质量提供理论参考。  相似文献   

13.
The current emphasis on computer technology integration and narrowing of the curriculum has displaced arts and crafts. However, the hands-on, concrete nature of craft work in science modeling enables students to understand difficult concepts and to be engaged and motivated while learning spatial, logical, and sequential thinking skills. Analogy use is also helpful in understanding unfamiliar, complex science concepts. This study of 28 academically advanced elementary to middle-school students examined student work and perceptions during a science unit focused on four fossil organisms: crinoid, brachiopod, horn coral and trilobite. The study compared: (1) analogy-focused instruction to independent Internet research and (2) computer technology-rich products to crafts-based products. Findings indicate student products were more creative after analogy-based instruction and when made using technology. However, students expressed a strong desire to engage in additional craft work after making craft products and enjoyed making crafts more after analogy-focused instruction. Additionally, more science content was found in the craft products than the technology-rich products. Students expressed a particular liking for two of the fossil organisms because they had been modeled with crafts. The authors recommend that room should be retained for crafts in the science curriculum to model science concepts.  相似文献   

14.
从科学的证实主义、证伪主义以及舍弃证实与证伪方法的非理性主义、新历史主义各流派都面临着二难困境，主要是由于科学哲学家选择科学合理性解释模式的单一化造成的，若用辩证观点来理解证实和证 伪、历史和逻辑、价值和理性之间的互补互斥的多元关系具有巨大的优越性。  相似文献   

15.
Research Findings: The purpose of this study was to investigate the factorial structure of kindergarten children's mathematics and science process skills and the impact of children's competencies in process skills on their performance on mathematics and science achievement tests in 3rd grade. A subset of the Early Childhood Longitudinal Study–Kindergarten cohort data set (n = 8,731) was analyzed using multilevel structural equation modeling. Results demonstrated that science and mathematics process skills were highly related at the construct level but not at the indicator level, as was anticipated. Kindergarten children's competency in mathematics process skills was a strong predictor of their performance on science and mathematics achievement tests in the 3rd grade. However, children's competency in science process skills was only a significant predictor of their performance on a science achievement test in the 3rd grade. Moreover, socioeconomic status and gender were statistically significant predictors of process skills and performance on achievement tests. Practice or Policy: The findings of the present study suggest that the development of children's science and mathematics process skills should be supported utilizing integrated inquiry-based science and mathematics activities to help children recognize the connection between mathematics and science and to contribute to their science and mathematics achievement in later grades.  相似文献   

16.
In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students in an explicit instruction condition received an eight-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pre-test–post-test design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. The results of a multilevel analysis controlling for pre-tests, general cognitive ability, age, gender and grade level indicated that explicit instruction facilitates the acquisition of science inquiry skills. Specifically on the performance assessment with an unfamiliar topic, students in the explicit condition outperformed students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education.  相似文献   

17.
Many initiatives for the improvement of undergraduate science education call for inquiry-based learning that emphasizes investigative projects and reading of the primary literature. These approaches give students an understanding of science as a process and help them integrate content presented in courses. At the same time, general initiatives to promote information fluency are being promoted on many college and university campuses. Information fluency refers to discipline-specific processing of information, and it involves integration of gathered information with specific ideas to form logical conclusions. We have implemented the use of inquiry-based learning to enhance and study discipline-specific information fluency skills in an upper-level undergraduate Developmental Biology course. In this study, an information literacy tutorial and a set of linked assignments using primary literature analysis were integrated with two inquiry-based laboratory research projects. Quantitaitve analysis of student responses suggests that the abilities of students to identify and apply valid sources of information were enhanced. Qualitative assessment revealed a set of patterns by which students gather and apply information. Self-assessment responses indicated that students recognized the impact of the assignments on their abilities to gather and apply information and that they were more confident about these abilities for future biology courses and beyond.  相似文献   

18.
Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.  相似文献   

19.
ABSTRACT

School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students’ perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were 144 Finnish 7th graders (aged 13–14 years). Using a questionnaire and qualitative content analysis, we examined their perceptions of working life skills in ‘careers in science’ and ‘careers with science’. Results reveal that although students have a great deal of knowledge about working life skills, it is often just stereotyped. Sector-specific knowledge and skills were highlighted in particular but skills related to society, organisation, time and higher order thinking, were often omitted. Results also indicate that students do not associate ‘careers in science’ with creativity, innovation, collaboration or technology and ICT skills. Conversely, according to the students, these careers demand more sector-specific knowledge and responsibility than ‘careers with science’. We conclude that students need more wide-ranging information about scientific careers and the competencies demanded; such information can be acquired by e.g. interacting with professionals and their real working life problems.  相似文献   

20.
《Africa Education Review》2013,10(3):459-474
Abstract

The notion of scientific literacy, with its concomitant emphasis on science process skills gave rise to this study. This case study research sought to explore the perceptions of four primary school Natural Sciences teachers with respect to the implementation and development of science process skills at classroom level in a disadvantaged urban primary school in South Africa. Qualitative data, generated via focus group interviews and classroom observations were analysed. These data revealed that the implementation and development of science process skills were strongly influenced by the teacher's confidence and understandings of these skills, and that these in turn could be coupled to their present and past experience of science process skills. A key recommendation of this study, that might go some way to addressing these issues, is the implementation of high quality and sustained (over a long period of time) appropriate in-service training of primary school Natural Sciences teachers.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号