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1.
Shu-Nu Chang Yau-Yuen Yeung May Hung Cheng 《Journal of Science Education and Technology》2009,18(5):447-457
Students’ learning interests and attitudes toward science have both been studied for decades. However, the connection between
them with students’ life experiences about science and technology has not been addressed much. The purpose of this study is
to investigate students’ learning interests and life experiences about science and technology, and also their attitudes toward
technology. A total of 942 urban ninth graders in Taiwan were invited to participate in this study. A Likert scale questionnaire,
which was developed from an international project, ROSE, was adapted to collect students’ ideas. The results indicated that
boys showed higher learning interests in sustainability issues and scientific topics than girls. However, girls recalled more
life experiences about science and technology in life than boys. The data also presented high values of Pearson correlation
about learning interests and life experiences related to science and technology, and in the perspective on attitudes towards
technology. Ways to promote girls’ learning interests about science and technology and the implications of teaching and research
are discussed as well. 相似文献
2.
This paper reports a 4-month study that investigated the effectiveness of curriculum materials incorporating the history of
science (HOS) on learning science, understanding the nature of science (NOS), and students’ interest in science. With regards
to these objectives, three different class contexts were developed with three main types of information in history of science.
In the first class context, the similarities between students’ alternative ideas and scientific concepts from the HOS were
considered in developing teaching materials. In the second class context, the teacher developed discussion sessions on the
ways scientists produce scientific knowledge. In the third class context, short stories about scientists’ personal lives were
used without connection to the concepts of science or NOS. Ninety-one eighth-grade students were randomly assigned to four
classes taught by the same science teacher. The concepts in the motion unit and in the force unit were taught. Three of the
four classrooms were taught using the contexts provided by the HOS while the fourth class was taught in the same way that
the teacher had used in previous years. The effects on student meaningful learning, perceptions of the NOS, and interest in
science were evaluated at the beginning, at the middle, and at the end of the study to compare differences between historical
class contexts and the Traditional Class. Results of analysis showed that the changes in meaningful learning scores for the
first class context were higher than other classes but the differences between classes were not significant. The HOS affected
student perceptions of the scientific methods and the role of inference in the process of science. Stories from scientists’
personal lives consistently stimulated student interest in science, while discussions of scientific methods without these
stories decreased student interest. The positive effects of stories relating scientist’ personal life on student interest
in science has major importance for the teaching of science. This research also helps to clarify different class contexts
which can be provided with different types and uses of historical information. 相似文献
3.
Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction 总被引：1，自引：5，他引：1
Michael P. Clough 《Science & Education》2006,15(5):463-494
Much has been written about how effective nature of science instruction must have a significant explicit and reflective character.
However, while explicitly drawing students’ attention to NOS issues is crucial, learning and teaching the NOS are essentially
matters of conceptual change. In this article, how people learn and learners’ responses to the demands of conceptual change
are used to explain how students may exit from instruction with fundamental NOS misconceptions left intact or only slightly
altered, despite being explicitly and reflectively attended to more accurate ideas. The purpose of this concept paper is to
set within a theoretical framework of learning, and bring some coherence to, what has rapidly become a large body of empirical
research regarding effective NOS instruction. Toward these two ends, this article: (1) illustrates how a conceptual change
framework can be used to account for learners’ responses to NOS instruction and what teachers might do to promote understanding
NOS and transferring it to new contexts; (2) characterizes popularly advocated NOS instructional approaches along a continuum
marked by increasing connection to the workings of science, and decreased ability to dismiss NOS lessons as extraneous to
authentic science; and (3) proposes that NOS instruction would likely be more effective if teachers deliberately scaffolded
classroom experiences and students’ developing NOS understanding back and forth along the continuum. 相似文献
4.
Vicente Mellado María Luisa Bermejo Lorenzo J. Blanco Constantino Ruiz 《International Journal of Science and Mathematics Education》2008,6(1):37-62
We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher’s conceptions
of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when
teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom
observations. The results reflected Miguel’s relativist conceptions of the nature of science that were consistent with his
constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of
external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that
knowledge. Miguel’s classroom behavior was completely contrary to his conceptions, which were to reinforce the students’ alternative
ideas through debate, and not by means of teacher explanation. 相似文献
5.
Hasan Deniz 《Journal of Science Education and Technology》2011,20(6):743-749
This paper articulates the importance of epistemological beliefs (EBs) and draws a parallel between EBs literature in educational
psychology and nature of science (NOS) literature in science education. The paper stresses that EBs in science and NOS ideas
have common ground and they can be best improved through explicit-reflective instruction informed by conceptual change theory.
The paper concludes that future studies should explore the factors that mediate the development of EBs in science and NOS
ideas rather than documenting the changes in students’ and teachers’ EBs in science and NOS ideas after explicit-reflective
instruction through pre- and post assessments. 相似文献
6.
Emphasis on improving higher level biology education continues. A new two-step approach to the experimental phases within
an outreach gene technology lab, derived from cognitive load theory, is presented. We compared our approach using a quasi-experimental
design with the conventional one-step mode. The difference consisted of additional focused discussions combined with students
writing down their ideas (step one) prior to starting any experimental procedure (step two). We monitored students’ activities
during the experimental phases by continuously videotaping 20 work groups within each approach (N = 131). Subsequent classification of students’ activities yielded 10 categories (with well-fitting intra- and inter-observer
scores with respect to reliability). Based on the students’ individual time budgets, we evaluated students’ roles during experimentation
from their prevalent activities (by independently using two cluster analysis methods). Independently of the approach, two
common clusters emerged, which we labeled as ‘all-rounders’ and as ‘passive students’, and two clusters specific to each approach:
‘observers’ as well as ‘high-experimenters’ were identified only within the one-step approach whereas under the two-step conditions
‘managers’ and ‘scribes’ were identified. Potential changes in group-leadership style during experimentation are discussed,
and conclusions for optimizing science teaching are drawn. 相似文献
7.
Models are often used when teaching science. In this paper historical models and students’ ideas about genetics are compared.
The historical development of the scientific idea of the gene and its function is described and categorized into five historical
models of gene function. Differences and similarities between these historical models are made explicit. Internal and external
consistency problems between the models are identified and discussed. From the consistency analysis seven epistemological
features are identified. The features vary in such ways between the historical models that it is claimed that learning difficulties
might be the consequence if these features are not explicitly addressed when teaching genetics. Students’ understanding of
genetics, as described in science education literature, is then examined. The comparison shows extensive parallelism between
students’ alternative understanding of genetics and the epistemological features, i.e., the claim is strengthened. It is also
argued that, when teaching gene function, the outlined historical models could be useful in a combined nature of science and
history of science approach. Our findings also raise the question what to teach in relation to preferred learning outcomes
in genetics. 相似文献
8.
Joke Voogt Frank Tilya Jan van den Akker 《Journal of Science Education and Technology》2009,18(5):429-438
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration
of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which
educative curriculum materials were used to prepare teachers for student-centered education and for the use and application
of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education.
Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher
learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2)
teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research
indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were
able to create a classroom environment which was appreciated by their students as more investigative and open-ended. 相似文献
9.
Min Liu Lucas Horton Justin Olmanson Paul Toprac 《Educational technology research and development : ETR & D》2011,59(2):249-265
This study examines middle school students’ learning and motivation as they engaged in a new media enriched problem-based
learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data,
we investigated the effect of a new media environment on sixth graders’ science learning, their motivation, and the relationship
between students’ motivation and their science learning. The analysis of the results showed that: Students significantly increased
their science knowledge from pretest to posttest after using the PBL program, they were motivated and enjoyed the experience,
and a significant positive relationship was found between students’ motivation scores and their science knowledge posttest
scores. Findings were discussed within the research framework. 相似文献
10.
Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline
within the study of matter. This paper examines how third grade students’ materials science performance changes over the course
of instruction based on an engineering design challenge. We conducted a case study of nine students who participated in engineering
design-based science instruction with the goal of constructing a stable, quiet, thermally comfortable model house. The learning
outcome of materials science practices was assessed by clinical interviews conducted before and after the instruction, and
the learning process was assessed by students’ workbooks completed during the instruction. The interviews included two materials
selection tasks for designing a sturdy stepstool and an insulated pet habitat. Results indicate that: (1) students significantly
improved on both materials selection tasks, (2) their gains were significantly positively associated with the degree of completion
of their workbooks, and (3) students who were highly engaged with the workbook’s reflective record-keeping tasks showed the
greatest improvement on the interviews. These findings suggest the important role workbooks can play in facilitating elementary
students’ learning of science through authentic activity such as engineering design. 相似文献
11.
This study investigated the effect of metaconceptual teaching interventions on students’ understanding of force and motion
concepts. A multimethod research design including quasi-experimental design and case study designs was employed to compare
the effect of the metaconceptual activities and traditional instruction and investigate students’ reactions to metaconceptual
teaching interventions. The participants (45 high school students in the USA) were enrolled in one of the two physics classes
instructed by the same science teacher. In the experimental group, students’ engagement in metaconceptual knowledge and processes
was facilitated through various instructional activities, including poster drawing, journal writing, group debate, concept
mapping, and class and group discussions. These activities were intended to facilitate students’ engagement in (a) becoming
aware of their existing and past conceptions, associated beliefs, everyday experiences, and contextual differences, (b) monitoring
their understanding of the new conception, the changes in ideas, and the consistency between existing and new conceptions,
and (c) evaluating the relative ability of competing conceptions to explain a physical phenomenon. In the comparison group,
the same content knowledge was explained by the teacher along with the use of laboratory experiments, demonstrations, and
quantitative problem solving. Students’ reactions to the designed instructional activities indicated that metaconceptual teaching
interventions were successful in facilitating students’ engagement in several types of metaconceptual functioning. The results
showed that students in the experimental group had significantly better conceptual understanding than their counterparts in
the comparison group and this positive impact remained after a period of 9 weeks. 相似文献
12.
Elementary Teachers’ Teaching for Conceptual Understanding: Learning From Action Research 总被引：1，自引：0，他引：1
This study reports teachers’ learning through action research on students’ conceptual understanding. The study examined (a)
the teachers’ views about science teaching and learning, (b) the teachers’ learning about their teaching practices and (c)
the conditions that supported the teachers’ learning through action research. A total of 14 elementary in-service teachers’
course discussion, self-video reflection, action research reports, and learning reflection were analyzed. Findings revealed
that (a) the teachers in this study commonly espoused the importance of probing and utilizing students’ preconceptions in
science teaching, but they demonstrated various levels of epistemological understanding of student learning and teaching,
(b) the teachers experienced the action research as a means to evaluate science teaching methods and changing their teaching
practices, and (c) the teachers identified sharing goals, problems, and solutions as an essential supporting condition for
their learning through action research. Implications for professional development and further research are discussed. 相似文献
13.
Reuven Lazarowitz Carl Lieb 《International Journal of Science and Mathematics Education》2006,4(4):741-762
A formative assessment pretest was administered to undergraduate students at the beginning of a science course in order to find out their prior knowledge, misconceptions and learning difficulties on the topic of the human respiratory system and energy issues. Those findings could provide their instructors with the valuable information required in order to adapt their teaching methods to the students’ needs. The test included open-ended questions and was administered on the first day of the course. The data obtained were analysed in relation to the students’ gender, age and having attended or not attended advanced courses in biology at the high-school level. Students could have prior knowledge on a topic to be learned, which, if identified and accounted for in the teaching, could serve as a receptor for a constructivist mode of study. The results indicated that undergraduate students hold misconceptions which could obstruct the acquisition of new knowledge. They encounter learning difficulties, which, if are known to the instructors and addressed in their teaching, could facilitate students’ learning. The possible use of a formative pre-assessment procedure, which could guide the instruction and learning process from the beginning of a course, is discussed. 相似文献
14.
Libby F. Gerard Jane B. Bowyer Marcia C. Linn 《Journal of Science Education and Technology》2008,17(1):1-18
Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help
to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership.
A two-phase design is employed. In the first phase we elicit principals’ varied ideas about the Technology-enhanced Learning
in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals
in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize
principals’ ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests
that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational
policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this
reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer
professional development activities that engage them in reviewing curricula and student work with other principals. Based
on the analysis, this study offers guidelines for creating learning opportunities that enhance principals’ leadership abilities
in technology and science reform. 相似文献
15.
Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some
teachers effectively improve students’ scientific learning, others struggle to achieve desirable student outcomes. This study
explores a Taiwanese science teacher’s ability to effectively enhance her students’ science learning. The authors visited
a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total
of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective
interviews with the instructor, eliciting the teacher’s reflection upon both her pedagogical choices and the perceived results
of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated
educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically
to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide. 相似文献
16.
Mr Ken Appleton 《Research in Science Education》1990,20(1):1-10
A learning model for science education was proposed by Appleton (1989), based on Osborne and Wittrock’s generative learning
theory (1983) and the Piagetian notions of disequilibrium, assimilation, and accommodation. The model incorporated many aspects
of difficulties in learning science experienced by students, as revealed in the LISP projects and similar research. This paper
examines how the model may be used to derive teaching strategies: components of the model are analysed in terms of specific
types of teacher interventions which could facilitate students’ progress to accommodation. Some established teaching strategies
are analysed in terms of these interventions.
Specializations: primary teacher education, teaching strategies in science. 相似文献
17.
Katrien Struyven Filip Dochy Steven Janssens 《European Journal of Psychology of Education - EJPE》2008,23(3):295-317
This paper aims to investigate students’ likes and dislikes of the teaching that they have experienced and its effects on
students’ perceptions of the learning environment, student learning and academic performance. The study compares a lecture-based
setting to a student-activating learning/teaching environment, considering both instructional and assessment practices. Data
(N=578) were collected using the Course Experience Questionnaire (Ramsden, 1991) and by means of a standardised test. While
lecture-taught students’ evaluations of the experienced teaching were generally focused and positive, students’ perceptions
of the activating methods varied widely and both extremely positive and negative opinions were present. Also the consequences
of these (dis)likes in instruction for student learning become clear. Moreover, a significant positive linear effect of students’
(dis)likes in instruction on students’ perceptions of the learning environment (except for appropriate assessment), their
learning and their performance was found. This way, the results pinpoint the central role of teaching methods for students’
learning and caution against detrimental consequences of students’ negative appraisal of the teaching methods that they experience.
A matching strategy between a student’s teaching tastes and the teacher’s instructional interventions provides the best educational
prospects. 相似文献
18.
Bayram Co&#;tu Alipa&#;a Ayas Mansoor Niaz Suat ünal Muammer ?alik 《Journal of Science Education and Technology》2007,16(6):524-536
The objective of this study was to construct a teaching strategy for facilitating students’ conceptual understanding of the
boiling concept. The study is based on 52 freshman students in the primary science education department. Students’ ideas were
elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students’ alternative conceptions.
Conceptual change in students’ understanding of boiling was evaluated by administering a pre-, post- and delayed post-test.
The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student
test scores pointed to statistically significant differences in the tests and total scores (p < 0.05). Quantitative analysis of students’ responses on each test revealed different schema about changing their knowledge
system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students’ conceptual understanding.
No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching
strategy enabled students to retain their new conceptions in the long-term memory. 相似文献
19.
Dorit Maor 《Research in Science Education》1990,20(1):210-219
This paper discusses a study in progress which involves the use of a computerised research science database (Birds of the
Antarctica) and specially designed curriculum materials. The purpose of the study is to investigate the extent to which students’
inquiry skills can be facilitated by the materials. Much attention is given in the programme to developing both students’
inquiry skills and their subject-matter knowledge. Year 11 and 12 students’ knowledge and skills development are interpreted
as they interact with the computerised database and the curriculum materials. Preliminary findings about students’ abilities
and perceptions are discussed and, in particular, constraints to the development of inquiry skills and construction of understanding
are explored.
Specializations: Science education, computers in education, learning environment. 相似文献