共查询到20条相似文献，搜索用时 46 毫秒
1.
Nikos Emmanouil Kanderakis 《Science & Education》2010,19(10):995-1012
The physical magnitude ‘work’ has a long history. It emerged when two different practices, performed during the whole eighteenth century, met each other. The first was theoretical, practiced by philosophers and mathematicians, and was related mainly to the ‘living forces’ (vires vivae). The second was empirical, practiced by engineers, and was related to the work and the effectiveness of the motor engines. In both activities, the products ‘weight (or force) multiplied by height (or displacement)’ were used for calculations. Can we regard that these products constitute a well defined physical magnitude and are anticipations of the magnitude ‘work’? Modern historians of science assert that ‘work’, as a magnitude of mechanics, was created in France, at the beginning of the nineteenth century. Why? In order to examine these issues, a brief survey into the history of the relevant ideas will be done, and a number of characteristics, acquired by the magnitude of ‘work’ through the historical process of its construction, will be presented. These characteristics may help to depict a magnitude, in general, which is autonomous and embedded in a physical theory. Finally, from the historical data concerning the history of ‘work’, some educational implications will be considered. 相似文献
2.
The nature of science (NOS) is a primary goal in school science. Most teachers are not well-prepared for teaching NOS, but a sophisticated and in-depth understanding of NOS is necessary for effective teaching. Some authors emphasize the need for teaching NOS in context. Species, a central concept in biology, is proposed in this article as a concrete example of a means for achieving increased understanding of NOS. Although species are commonly presented in textbooks as fixed entities with a single definition, the concept of species is a highly discussed one in the science and the philosophy of biology. A multitude of species concepts exist, reflecting both the views and interests of researchers and their utility in different organism groups. The present study serves to address the following questions: How do textbooks in Norwegian primary and lower secondary schools present the concept of species? Can inquiries into the concept of “species” serve to highlight aspects of NOS? A review of the available literature on species and species concepts in school is also performed. In the schoolbooks, the biological species concept is commonly used as the main definition, whereas the morphological species concept is represented by additional remarks of similarity. The potential and pitfalls of using the species concept for teaching NOS are discussed, with NOS being discussed both as a family resemblance concept and as a consensus list. Teacher education is proposed as a starting point for inducing a more sophisticated view of biology into schools. 相似文献
3.
4.
This paper is a reflection on a three-year longitudinal study that explored the development of children’s concept of a substance, for which detailed results concerning children’s understandings have been reported elsewhere. The attention in this paper is on the methodological features related to the longitudinal nature of the study and the insights into pupils’ learning that were afforded by its design. There is, of course, an extensive literature on children’s understandings of scientific ideas, and the nature of conceptual change involved in learning is a contested area. I argue in the paper that longitudinal studies are uniquely placed to inform the debate, and by focusing on this particular study the aim is to demonstrate the kind of contribution that can be made. 相似文献
5.
Charlene Tan 《Educational Philosophy and Theory》2013,45(5):428-439
Confucian education is often associated with rote-memorisation that is characterised by sheer repetition of facts with no or little understanding of the content learnt. But does Confucian education necessarily promote rote-memorisation? What does Confucius himself have to say about education? This article aims to answer the above questions by examining Confucius’ concept of si (thinking) based on a textual study of the Analects. It is argued that Confucius’ concept of si primarily involves an active inquiry into issues that concern one’s everyday life, promotes inferential thinking, and facilitates self-examination. Far from advocating rote-memorisation, Confucius highlights the need for us to take ownership of our own learning, engage in higher order thinking, and reflectively apply the lessons learnt in our lives. 相似文献
6.
In this paper we present a matrix-organised implementation of an experimental course in the history of the concept of a function. The course was implemented in a Danish high school. One of the aims was to bridge history of mathematics with the teaching and learning of mathematics. The course was designed using the theoretical frameworks of a multiple perspective approach to history, Sfard’s theory of thinking as communicating, and theories from mathematics education about concept image, concept definition and concept formation. It will be explained how history and extracts of original sources by Euler from 1748 and Dirichlet from 1837 were used to (1) reveal students’ meta-discursive rules in mathematics and make them objects of students’ reflections, (2) support students’ learning of the concept of a function, and (3) develop students’ historical awareness. The results show that it is possible to diagnose (some) of students’ meta-discursive rules, that some of the students acted according to meta-discursive rules that coincide with Euler’s from the 1700s, and that reading a part of a text by Dirichlet from 1837 created obstacles for the students that can be referenced to differences in meta-discursive rules. The experiment revealed that many of the students have a concept image that was in accordance with Euler’s rather than with our modern concept definition and that they have process oriented thinking about functions. The students’ historical awareness was developed through the course with respect to actors’ influence on the formation of mathematical concepts and the notions of internal and external driving forces in the historical development of mathematics. 相似文献
7.
Mins Minssen Wolfgang Buender Wilhelm Walgenbach 《International Journal of Science Education》2013,35(3):285-293
Summaries English This paper describes the philosophy as well as the actual and possible utilization of a model curriculum recently developed in FR Germany. The curriculum contains two parts: one of which deals with teacher training. Here teachers are provided with information, guidelines and procedures, which are to enable them to construct an integrated curriculum—setting out from a special subject within a special discipline. The other part contains a model curriculum for use in schools. It centres around the evolution of the macromolecule concept. Both parts are determined by a philosophy which stresses the importance of the unification of aesthetic and rationalistic elements in science and science education. Generally, it reconsiders the separation between the examining subject, on one side, and nature as the object of examination, on the other side. The actual process of dissemination and implementation is discussed along with future strategies. It is claimed that the model is confined neither to the specific German situation nor to the topic of the evolution of the specific macromolecule concept. 相似文献
8.
《欧洲教育》2013,45(1):61-70
The project's background Research about the effects of education at an individual level are to a great extent concentrated to the higher levels of the educational system. Ever since the 1930's extensive research has been conducted, not least in the United States, about what effects on knowledge and values originate from university training. As this project has as its main purpose—with examples from a number of different fields of study—to describe and try to understand enduring effects of a cognitive nature which higher education can contribute to, there is reason to pay attention to those features in previous research that have concerned growth of knowledge and/or cognitive development. According to a survey that was made in a different context (Dahlgren, 1982), it is possible to classify the cognitive effects of education into three levels. The first level might be the one that is most evidently associated with formal education, i.e., the level where specific knowledge and skills within different subjects appear. It is of course not surprising to find that students that are about to leave an education where they have taken extensive courses in, for instance, biology and chemistry perform better at tests with problems of a scientific nature than a group of students that have recently started the same kind of education. 相似文献
9.
International Journal of Science and Mathematics Education - This study presents a characterization of prospective early childhood teachers’ (ECEPTs) and prospective elementary school... 相似文献
10.
Bettina Dahl 《International Journal of Science and Mathematics Education》2017,15(7):1303-1322
Six US first-year university students in humanities or social science degree programmes were interviewed while solving 4 tasks on continuity and asymptotes in a required mathematics course. The focus was on how the students referred to the definitions or to the concept images when solving the tasks and if partial understandings appeared. Partial understanding denotes when the definition or the concept image has correct parts but essential parts are missing or incoherencies occur. Some students confused continuity with differentiability or perceived it as a graph not having holes, which is also reported by other studies. Another misconception that emerged is to perceive points on the x-axis as non-continuous. The partial understandings of asymptotes were related to the vertical asymptote as it was confused with a function property. Some students referred to the definitions when correctly solving some of the tasks and some students with coherent concept images were successful solving some of the tasks even when they did not refer to the definitions. 相似文献
11.
Dimitrios Schizas Efimia Papatheodorou George Stamou 《Research in Science Education》2018,48(2):267-300
This study conducts a textbook analysis in the frame of the following working hypothesis: The transformation of scientific knowledge into school knowledge is expected to reproduce the problems encountered with the scientific knowledge itself or generate additional problems, which may both induce misconceptions in textbook users. Specifically, we describe four epistemological problems associated with how the concept of “ecosystem” is elaborated within ecological science and we examine how each problem is reproduced in the biology textbook utilized by Greek students in the 12th grade and the resulting teacher and student misunderstandings that may occur. Our research demonstrates that the authors of the textbook address these problems by appealing simultaneously to holistic and reductionist ideas. This results in a meaningless and confused depiction of “ecosystem” and may provoke many serious misconceptions on the part of textbook users, for example, that an ecosystem is a system that can be applied to every set of interrelated ecological objects irrespective of the organizational level to which these entities belong or how these entities are related to each other. The implications of these phenomena for science education research are discussed from a perspective that stresses the role of background assumptions in the understanding of declarative knowledge. 相似文献
12.
Hongbin Wang Hong Ma 《美中教育评论》2006,3(3):16-20
Confucius has been eminent throughout histories in terms of his profound educational concepts. In this paper the author attempts to investigate the contributions Confucius had made in promoting the popularization of education at that time. The ultimate goal of this paper is to demonstrate the realistic significance of Confucius＇s educational concept, namely, ＂education should be done without the difference between the rich and the poor, or the noble and the mean＂. 相似文献
13.
Gonzalo M. A. Bermudez Luisina V. Battistón María C. García Capocasa Ana L. De Longhi 《Research in Science Education》2017,47(1):203-235
This study investigates the influence of school sector (private versus state schools) and student gender on knowledge of native fauna. Our main objectives were (a) to describe the knowledge of high school students from the province of Cordoba, Argentina with respect to native animal species, (b) to determine if any exotic species (introduced or domestic) are considered native, and (c) to analyze the effects of school sector and gender on the students’ knowledge of the native fauna. In total, 321 students aged 15–18 from 14 urban schools (8 state and 6 private schools) were asked to write down ten animals native to Córdoba, Argentina, in a free-list questionnaire. Relative frequencies and Generalized Linear Mixed Models (GLMM) were used to analyze the categorized (animal names) and continuous answers (quantity of responses, number of native animals, etc.), with the 25 most frequently mentioned species showing a predominance of native ones, of which “Puma” (Puma concolor) and “Andean condor” (Vultur gryphus) were the most prominent. An overrepresentation of mammalian species compared to other classes of chordates was also found, with high school students mentioning native and domestic species higher on the free-list. Using GLMM, we found that school sector had a significant effect on the number of native animals mentioned at both national and local levels, and on domestic and mixed species. Finally, male students mentioned more species and more native animals than their female counterparts. These findings were interpreted and discussed in light of sociocultural and traditional ecological knowledge theories, from which several implications arose related to research and practice. 相似文献
14.
Gerhard Schaefer 《International Journal of Science Education》2013,35(1):87-101
Summaries English A concept is understood here as a logic core, which is surrounded by an associative framework, to which also the name of the concept belongs. The logic core is a pattern of properties of a class of things, which is invariant to individual objects of the class as well as to the observer. The pattern is determined by logic relations, which are constituents of the epistemic structure of the learner. In this article an analysis of the situation concerning the concept ‘growth’ is carried out. The logic core of the concept is theoretically investigated by means of systems theory and is empirically tested by means of free definitions. The associative framework, however, is determined by means of free association tests. It is shown that in the course of school education a marked shift takes place in the logic core as well as in the associative framework from a ‘growth in terms of geometric dimension’ towards a ‘growth in terms of particle numbers’. 相似文献
15.
《The Journal of educational research》2012,105(10):386-389
AbstractThis study investigated the relationship between teachers’ levels of Inferred Self Concept (ISC) and the cognitive growth of their students. One hundred twenty third grade students were matched for sex and IQ, and their cognitive growth was determined by pre and post testing with the Word Meaning, Paragraph Meaning, Spelling, Word Study Skills, and Language sub tests of the Stanford Achievement Test. The six teachers levels of ISC were determined by three raters who completed Parker’s Self Concept Checklist after observing each teacher for one hour. The levels of ISC were related positively to the students’ cognitive growth at the .01 level of significance for four of the five subtests and the total gain. 相似文献
16.
Petroula Antoniou Michalinos Zembylas 《Diaspora, Indigenous, and Minority Education》2019,13(2):97-112
The aim of this study was to investigate Greek-Cypriot primary school teachers’ and students’ perceptions of the concept of refugee using a phenomenological-interpretive framework. The value of a phenomenological study was to gain a deeper understanding of the roots of participants’ perceptions of refugeehood as well as how those perceptions were connected to participants’ feelings about refugees. Data collection involved a total of 40 interviews—20 interviews with teachers and 20 interviews with students. Against legal definitions of refugee and internally displaced people, it is shown that participants’ understandings were rooted in their lived experiences of uprootedness, of loss of home, and of lack of belonging. The study makes a contribution in understanding the complexities and tensions between legal definitions and the situatedness of the concept of refugee in lived experiences. Contextualizing the concept of refugee can create pedagogical spaces for the affective dimension in teacher professional development, which is critical to understanding the lived experience of refugees in more complex and nuanced ways, especially within conflict-affected settings. 相似文献
17.
It is generally considered that students are real masters of learning,and teaching materials are the accompaniers of the students learning.The author makes a comparison of the two textbooks New Concept English and Go for it from their syllabus chosen,compiling architecture and discourse analysis and knowledge in the aspect of language. 相似文献
18.
Llinás Julia Gil Macías Francisco Solano Márquez Luis Manuel Tobaja 《Research in Science Education》2020,50(5):1789-1804
Research in Science Education - The aim of the present research was to explore the use of concept maps as an assessment tool. The research question posed was: can concept maps be used to... 相似文献
19.
Background: The context-based approach (CBA) is one of the approaches that allow learning to take place with real and related context, and this has increasingly become more popular.
Purpose: The purpose of this study is to investigate the effect of the REACT strategy of the CBA on remedying 12th grade students’ alternative conceptions of ‘alkenes’ and improving their conceptual understanding.
Sample: The sample of the study consisted of 20 (10 girls and 10 boys – aged 17 to 18 years) 12th grade students who enrolled in the Chemistry course in the 2014–2015 academic year in a public high school.
Design and methods: Since the current study evaluated student gains in conceptual understanding by means of a pre-test, post-test, and delayed-test scores, the study used a single group pre-posttest research design. To gather data, an Alkenes Concept Test (ACT) with 15 multiple choice items and a semi-structured interview protocol with 4 open-ended questions were used. The ACT was administered before and after the intervention as pre- and post-tests. Then, the semi-structured interview protocol was carried out. The ACT was re-administered third time to the students as a delayed-test one month after the intervention.
Results: The results showed that the REACT strategy was effective to remedy the alternative conceptions and helped students to keep new conceptions in their long-term memory one month after the implementation.
Conclusions: The REACT strategy was effective in enhancing conceptual understanding of ‘alkenes’ and helping 12th grade students to link between the scientific concepts and daily life. 相似文献
20.
Do-Yong Park Mi-Hwa Park Alan B. Bates 《International Journal of Science and Mathematics Education》2018,16(2):275-294
This case study explores young children’s understanding and application of the concept of volume through the practices of engineering design in a STEM activity. STEM stands for science, technology, engineering, and mathematics. However, engineering stands out as a challenging area to implement. In addition, most early engineering education research centers on curriculum and instruction rather than students’ understanding and application of models and content knowledge to a design project (Johri and Olds, Journal of Engineering Education, 100(1):151–185, 2011). For this study, we created a play-based STEM activity which helps students understand and apply the concept of volume in creating clay boats through the practices of engineering design. Three students voluntarily participated in this study. Data sources included interviews, photocopies of boats, and observation field notes which were analyzed using a comprehensive cross-case analysis. Findings indicate that the common pattern is rather intuitive when students define engineering problems using different criteria. Also, students’ solutions to engineering problems are associated with their experiential ideas of reality. How students express their understanding of volume is correlated to the way of their structuring volume. Lastly, students understand the concept of volume gradually while going through the practices of engineering design. Implications are discussed in terms of how engineering education contributes to students’ understanding of volume. 相似文献