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Hui Jin Xin Wei Peiran Duan Yuying Guo Wenxia Wang 《International Journal of Science Education》2016,38(2):319-343
We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China. 相似文献
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College students often experience difficulties in solving physics problems. These difficulties largely result from a lack of conceptual understanding of the topic. The processes of conceptual learning reflect the nature of the causal reasoning process. Two major causal reasoning methods are the covariational and the mechanism‐based approaches. This study was to investigate the effects of different causal reasoning methods on facilitating students’ conceptual understanding of physics. 125 college students from an introduction physics class were assigned into covariational group, mechanism‐based group, and control group. The results show that the mechanism‐based group significantly outperformed the other two groups in solving conceptual problems. However, no significant difference was found in all three groups performance on solving computational problems. Speculation on the inconsistent performance of the mechanism‐based group in conceptual and computational problem solving is given. Detailed analyses of the results, findings, and educational implications are discussed 相似文献
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The purpose of this study was to investigate how concept cartoons, together with other diagnostic and scaffolding tools, could be used in formative assessment, to stimulate talk and argumentation among students in small groups, as part of peer‐assessment and self‐assessment; and to provide diagnostic feedback about students’ misconceptions to the teacher for teaching towards conceptual change. Two classes of Primary 5 and 6 students worked in small groups to discuss the opposing viewpoints posed by the cartoon characters, using scaffolding tools to guide their discussions and to evaluate, challenge, and document each others’ ideas. Students also used drawings to depict their ideas. The conversation from one group was audio‐taped. These tools provided a record of students’ thinking in a form that was accessible to the teacher for monitoring and feedback purposes. Findings showed dialogic talk and interactive argumentation among students where they made their reasoning visible. Students’ assertions and questions had formative potential as they encouraged exploratory and reflective discourse by drawing upon each others’ ideas. The teacher’s discursive practices, as well as her role in designing scaffolding structures for supporting ‘assessment conversations’ when using concept cartoons and in devising strategies that take into account students’ conceptual and epistemic thinking, are emphasised. 相似文献
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Researchers believe that the way that students talk, specifically the language that they use, can offer a window into their reasoning processes. Yet the connection between what students are saying and what they are actually thinking can be ambiguous. We present the results of an exploratory interview study with 10 participants, designed to investigate the role of language in university physics students' reasoning about heat in thermodynamic processes. The study revealed two key findings: (1) students' approaches to solving certain heat-related problems are related to the way in which they explicitly define the word ‘heat’ and (2) students' tendency to reason with heat as a state function in inappropriate contexts appears to be connected to a model of heat implicitly encoded in language. This model represents heat or heat energy/thermal energy as a substance that moves from one location to another. In this model, students talk about thermodynamic systems as ‘containers' of heat, and temperature is a measure of the amount of heat ‘in' an object. 相似文献
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孟彩荣 《忻州师范学院学报》2002,18(3):61-62
阐明了物理学史与物理教学的关系,论述了物理学史在课堂教学和实验教学中的作用;讲述了如何在绪论课中运用物理学史使学生了解物理学的特点及其研究方法;以及如何运用物理学史激发学生的学习兴趣和求知欲望,并用物理学家的治学精神和高尚品德对学生进行教育。 相似文献
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This paper explores the value of participatory action research in a community college developmental mathematics course. The authors used the framework of critical mathematics education in order to understand the critical conversations of students about their learning experiences, and also to help the instructor of the course develop the curriculum that attended to student experiences. The authors also draw on Michel de Certeau’s ideas about strategies and tactics to understand how students responded to their past learning experiences. Data results from the study show that students can gain a better understanding of their own learning and subsequently develop deeper content knowledge when they are more involved in the teaching and learning process. Lastly, the authors conclude that as adult learners grow in their understanding of the learning processes and of the content being presented, participatory action research can play an important role in the entire development of thinking and intellectual engagement. 相似文献
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Kenneth Silseth 《Instructional Science》2018,46(2):291-313
In this article, I analyze teachers’ use of students’ everyday knowledge and experiences as resources for learning in educational dialogues. By analyzing video data of teachers’ attempts to contextualize instruction in naturalistic settings in a lower secondary school, I examine how teachers use such resources to support and guide student learning. By employing a situated approach to learning, I provide a turn-by-turn analysis of how teachers use students’ everyday knowledge as resources to socially construct knowledge when working with academic subject matter. The concepts of intercontextuality and positioning function as analytical tools that enable an analysis of the relationships between the use of everyday experiences and the social organization of participation during teachers’ instructional work. The findings show that attempts at contextualizing instruction were identified in many of the lessons. The findings also document that teachers face both challenges and opportunities when contextualizing instruction. A turn-by-turn analysis shows that the function of everyday experiences in educational dialogues depends on how such resources are mobilized, how they are brought into the conversations, as well as the roles assigned to students in the dialogues. In the article, issues contributing to the productive use of everyday resources in educational dialogues are displayed and discussed. 相似文献
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Motivated by the observation that formal logic answers questions students have not yet asked, we conducted exploratory teaching experiments with undergraduate students intended to guide their reinvention of truth-functional definitions for basic logical connectives. We intend to reframe the relationship between reasoning and logic by showing how logic emerges within students’ mathematical activity. This activity entails reflecting on and systematizing their own language use across diverse semantic content. We present categories of students’ untrained strategies for assessing the truth-values for mathematical disjunctions. Students’ initial reasoning heavily reflected content-specific and pragmatic factors in ways inconsistent with the norms and conventions of mathematical logic. Despite this, all student groups reinvented the standard truth-functional definition for simple disjunctions. We demonstrate how this learning depended upon particular forms of reasoning about logic. We also contrast various strategies for assessing quantified disjunctions and their different affordances in students’ mathematical activity. 相似文献
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Margareta Enghag Hans Niedderer 《International Journal of Science and Mathematics Education》2008,6(4):629-653
The theoretical framework student ownership of learning is developed both theoretically and with qualitative research. The metaphor “ownership” is related to the process towards
meaning making and understanding and is seen as relevant especially to improve physics instruction. The dimension group ownership of learning refers to the groups’ actions of choice and control of the management of the task; how the task is determined, performed
and finally reported. The other dimension, the individual student ownership of learning, refers to an individual student’s own question/idea that comes from own experiences, interests or anomalies of understanding;
an idea/question that comes back several times and leads to new insights. From literature and from our own data, we have developed
categories for group and individual student ownership of learning, which were iteratively sharpened in order to identify ownership
in the two dimensions. As a consequence, we argue for use of the framework student ownership of learning as a way to identify
an optimal level of ownership for better learning and higher motivation in physics teaching. 相似文献
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Many researchers have stressed the importance of qualitative understanding of physical phenomena, particularly in the context of exploratory learning environments. Qualitative understanding proves to be a major part of the expert's ability to solve complex problems in physics. Some researchers think that this kind of reasoning, far from being specific to experts' knowledge, also characterizes intuitive understanding and plays a part in the transition from intuitive knowledge to more expert knowledge. It is therefore important to help students develop their qualitative reasoning and extend their existing useful conceptions. This paper presents a task analysis of a computer microworld of force and motion problems that allows students to gain a qualitative understanding of some aspects of vector algebra. The aim of the task analysis being to develop a qualitative curriculum for exploratory learning, we tried to represent the knowledge to be acquired in such a way as to promote the progressive conceptual understanding of some basic aspects of Newton's laws of motion, taking into account students' intuitive knowledge about physics. The task analysis was undertaken prior to the experimental study in order to provide guidance for students in their exploration of the microworld. The experimental work allows us to validate and extend the a priori analysis. 相似文献
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Hye-Eun Chu David F. Treagust Shelley Yeo Marjan Zadnik 《International Journal of Science Education》2013,35(10):1509-1534
The aims of this study were to determine the underlying conceptual structure of the thermal concept evaluation (TCE) questionnaire, a pencil-and-paper instrument about everyday contexts of heat, temperature, and heat transfer, to investigate students’ conceptual understanding of thermal concepts in everyday contexts across several school years and to analyse the variables—school year, science subjects currently being studied, and science subjects previously studied in thermal energy—that influence students’ thermal conceptual understanding. The TCE, which was administered to 515 Korean students from years 10–12, was developed in Australia, using students’ alternative conceptions derived from the research literature. The conceptual structure comprised four groups—heat transfer and temperature changes, boiling, heat conductivity and equilibrium, and freezing and melting—using 19 of the 26 items in the original questionnaire. Depending on the year group, 25–55% of students experienced difficulties in applying scientific concepts in everyday contexts. Years of schooling, science subjects currently studied and physics topics previously studied correlated with development of students’ conceptual understanding, especially in topics relating to heat transfer, temperature scales, specific heat capacity, homeostasis, and thermodynamics. Although students did improve their conceptual understandings in later years of schooling, they still had difficulties in relating the scientific concepts to their experiences in everyday contexts. The study illustrates the utility of using a pencil-and-paper questionnaire to identify students’ understanding of thermal concepts in everyday situations and provides a baseline for Korean students’ achievement in terms of physics in everyday contexts, one of the objectives of the Korean national curriculum reforms. 相似文献
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Lectures are often thought of in terms of information transfer: students (do not) “get” or “construct meaning of” what physics
professors (lecturers) say and the notes they put on the chalkboard (overhead). But this information transfer view does not
explain, for example, why students have a clear sense of understanding while they sit in a lecture and their subsequent experiences
of failure to understand their own lecture notes or textbooks while preparing for an exam. Based on a decade of studies on
the embodied nature of science lectures, the purpose of this article is to articulate and exemplify a different way of understanding
physics lectures. We exhibit how there is more to lectures than the talk plus notes. This informational “more” may explain
(part of) the gap between students’ participative understanding that exists in the situation where they sit in the lecture
on the one hand and the one where they study for an exam from their lecture notes on the other. Our results suggest that in
lectures, concepts are heterogeneous performances in which meaning is synonymous with the synergistic and irreducible transactions of many different communicative modes, including
gestures, body movements, body positions, prosody, and so forth. 相似文献
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Helena Johansson 《International Journal of Science and Mathematics Education》2016,14(6):1133-1152
This paper focuses on one aspect of mathematical competence, namely mathematical reasoning, and how this competency influences students’ knowing of physics. This influence was studied by analysing the mathematical reasoning requirements upper secondary students meet when solving tasks in national physics tests. National tests are constructed to mirror the goals stated in the curricula, and these goals are similar across national borders. The framework used for characterising the mathematical reasoning required to solve the tasks in the national physics tests distinguishes between imitative and creative mathematical reasoning. The analysis process consisted of structured comparisons between representative student solutions and the students’ educational history. Of the 209 analysed tasks, 3/4 required mathematical reasoning in order to be solved. Creative mathematical reasoning, which, in particular, involves reasoning based on intrinsic properties, was required for 1/3 of the tasks. The results in this paper give strong evidence that creative mathematical reasoning is required to achieve higher grades on the tests. It is also confirmed that mathematical reasoning is an important and integral part of the physics curricula; and, it is suggested that the ability to use creative mathematical reasoning is necessary to fully master the curricula. 相似文献
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Talking for reasoning among Mexican primary school children 总被引：1，自引：0，他引：1
We analysed the development and promotion of ‘exploratory talk’ as a discursive tool to facilitate collective and individual reasoning in Mexican primary school children, following Mercer et al. (Br. Educ. Res. J. 25 (1999) 95) in the UK equivalent experimental and control groups of primary school children were administered a group and an individual problem-solving test before and after training. Teachers of the experimental groups trained their respective students to use competently exploratory talk to make their reasoning visible to others for solving diverse problems. In contrast with control children, experimental ones used significantly more exploratory talk, and this gain was accompanied by a substantial improvement in group and individual problem-solving. Results confirm sociocultural claims that language can function as a powerful tool to facilitate reasoning in social contexts, confirming previous UK findings. 相似文献
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Olaf Uhden Ricardo Karam Maurício Pietrocola Gesche Pospiech 《Science & Education》2012,21(4):485-506
Many findings from research as well as reports from teachers describe students’ problem solving strategies as manipulation
of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude
towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which
hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical
aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual
relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research,
a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable
basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It
is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We
demonstrate its applicability for analysing physical-mathematical reasoning processes with an example. 相似文献
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Jill Adler Sarmin Hossain Mary Stevenson John Clarke Rosa Archer Barry Grantham 《Journal of Mathematics Teacher Education》2014,17(2):129-148
This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice. 相似文献
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Sandra Crespo 《Educational Studies in Mathematics》2006,63(1):29-56
In this article, the author examines the character of the conversations generated in an elementary teacher group as they worked on mathematical problems together and analyzed their students' work. Two distinct forms of talk — exploratory and expository — were found. The first type of talk occurred most prominently when discussions centered on the teachers' own mathematical work and the second type when conversations centered on that of their students. By examining closely the few occasions when the groups' expository talk turned exploratory, the author explores how both the nature of the tasks and the range and type of facilitator conversational strategies can play significant roles in promoting and interrupting these conversational patterns to educational ends. 相似文献
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Helen Georgiou Manjula Devi Sharma 《International Journal of Science and Mathematics Education》2012,10(5):1119-1142
Thermal physics is in the realm of everyday experience, underlies current environmental concerns, and underpins studies in sciences, health and engineering. In the state of NSW in Australia, the coverage of thermal topics in high school is minimal, and, hence, so is the conceptual understanding of students. This study takes a new approach at exploring conceptions of students with a qualitative analysis facilitated by NVivo complemented with reference to sociocultural ideas of learning. A 2-part pen and paper question was given to 598 first year university students of different educational backgrounds (and therefore physics expertise). ‘The Question’ was based on 2 familiar scenarios and required the selection of a concept first, followed by an explanation. The results showed that concepts were favoured based on a student’s everyday experience and their curriculum through high school, and some were more effective than others in making scientifically congruent responses. The reported thermal physics alternative conceptions were also examined in our sample, and students’ reasoning behind such conceptions indicate that some conceptions do not inhibit scientifically congruent responses whilst others do. The results implicate language and the everyday experiences of the student in the teaching and learning of thermal physics. 相似文献
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I. Mewburn 《Studies in Continuing Education》2013,35(3):321-332
When PhD students complain it is assumed there are problems and that troubles talk is evidence of a ‘sick’ research candidature or culture. This paper argues that such a one-dimensional reading fails to attend closely to the academic identity work that is done when students talk together. Identity work has become a useful way of thinking about the nature of PhD study in the production of thesis texts, the development of PhD students as scholars and in the practices of everyday doctoral life. This paper extends this work by analysing various instances of PhD student ‘troubles talk’ in everyday interactions between peers and in online spaces where PhD students congregate. Attention to troubles talk allows us to explore how doctoral students might do academic identity work in the ‘hinterlands’ where academic subjectivity and other forms of subjectivity (wife, husband, parent, son, daughter etc.) start to blur into each other. 相似文献