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1.
Policy documents in science education suggest that even at the earliest years of formal schooling, students are capable of constructing scientific explanations about focal content. Nonetheless, few research studies provide insights into how to effectively provide scaffolds appropriate for late elementary‐age students' fruitful creation of scientific explanations. This article describes two research studies to address the question, what makes explanation construction difficult for elementary students? The studies were conducted in urban fourth, fifth, and sixth grade classrooms where students were learning science through curricular units that contained 8 weeks of scaffold‐rich activities focused on explanation construction. The first study focused on the kind and amount of information scaffold‐rich assessments provided about young students' abilities to construct explanations under a range of scaffold conditions. Results demonstrated that fifth and sixth grade tests provided strong information about a range of students' abilities to construct explanations under a range of supported conditions. On balance, the fourth grade test did not provide as much information, nor was this test curricular‐sensitive. The second study provided information on pre–post test achievement relative to the amount of curricular intervention utilized over the 8‐week time period with each cohort. Results demonstrated that when taking the amount of the intervention into account, there were strong learning gains in all three grade‐level cohorts. In conjunction with the pre–post study, a type‐of‐error analysis was conducted to better understand the nature of errors among younger students. This analysis revealed that our youngest students generated the most incomplete responses and struggled in particular ways with generating valid evidence. Conclusions emphasize the synergistic value of research studies on scaffold‐rich assessments, curricular scaffolds, and teacher guidance toward a more complete understanding of how to support young students' explanation construction. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 141–165, 2012 相似文献
2.
Sally Inman 《Curriculum Journal》2013,24(4):469-483
This article describes some of the findings of an evaluation of a ‘cross- curricular’ digital media arts project for Year 8 students at Lister Community School in the London Borough of Newham. The project was designed to provide opportunities for a thematic curriculum in which quality learning encompassing both independent and collaborative learning was central. The project was also aimed at fostering a range of knowledge, skills and attitudes around students' personal and social development. The findings of the evaluation suggest that the project was successful in a number of ways: in enhancing students' personal and social development; in developing a community of learners in which learning was shared between teachers and students; in developing students' confidence and skills in their own learning; and in providing models of a more integrated and thematic curriculum. 相似文献
3.
The Kids as Global Scientists (KGS) project engages students in the study of atmospheric science through the use of current imagery and on‐line communication in a reform‐minded, inquiry‐based curricular program. This article presents case study data on one sixth‐grade classroom of KGS participants during the 8‐week program. Six students representing three motivation levels were selected for intensive study to help illustrate how different students view learning science and the use of technology both before and after a technology‐rich program. Pre‐ and postassessment scores were analyzed for the entire class, and the six students' comments from individual interviews served as one example of voices for each motivation group. Results indicated that students made significant gains in weather content knowledge as measured by written assessments, and interviews revealed a high level of student motivation and satisfaction with the project. We conclude with a discussion of the program characteristics we believe are important for creating a learning environment that fosters the motivation and achievement we observed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 459–479, 2000. 相似文献
4.
Kathleen Edmonds Margaret F. Hammond 《The International Journal of Art & Design Education》2012,31(1):78-89
This research project examines how using the visual arts can develop medical insight, as part of a pilot programme for two groups of medical students. It was a UK study; a collaboration between Liverpool and Glynd? University's and Tate Liverpool's learning team. Tate Liverpool is the home of the National Collection of Modern Arts in the North of England and one of the largest galleries of modern and contemporary art outside London. The project adapted Tate Liverpool's Opening Doors course in devising and piloting a single day programme that engaged students in exploring perception, communication, emotion and narrative. Opening Doors introduces participants to modern and contemporary art and empowers them to work in new ways with groups and individuals. The exercises used as part of the programme allowed us to observe what connections and interpretations were made, and to discuss with the participants what influenced student choice and decision making in relation to specific works of art. This article will focus on the use of gallery education to highlight examples of contemporary culture to develop links between art and medicine, alongside the development of transferable skills. The study is of professional interest because it is using a cross‐disciplinary approach, broadening the disciplines involved in teaching medical skills; and could form a model for further cross‐curricular and cross‐discipline work. 相似文献
5.
Yehudit J. Dori 《科学教学研究杂志》2003,40(1):34-52
Matriculation 2000 was a 5‐year project aimed at moving from the nationwide traditional examination system in Israel to a school‐based alternative embedded assessment. Encompassing 22 high schools from various communities in the country, the Project aimed at fostering deep understanding, higher‐order thinking skills, and students' engagement in learning through alternative teaching and embedded assessment methods. This article describes research conducted during the fifth year of the Project at 2 experimental and 2 control schools. The research objective was to investigate students' learning outcomes in chemistry and biology in the Matriculation 2000 Project. The assumption was that alternative embedded assessment has some effect on students' performance. The experimental students scored significantly higher than their control group peers on low‐level assignments and more so on assignments that required higher‐order thinking skills. The findings indicate that given adequate support and teachers' consent and collaboration, schools can transfer from nationwide or statewide standardized testing to school‐based alter‐native embedded assessment. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 34–52, 2003 相似文献
6.
Mapping the knowledge structure exhibited by a cohort of students based on their understanding of how a galvanic cell produces energy 
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下载免费PDF全文 This study evaluates the use of an open‐ended question to determine students' knowledge structure on the topic of galvanic cells. The open‐ended question was developed and administered to 163 Grade 10 students who had earlier completed a course on electrochemistry. Students' responses were marked as well as coded on the basis of the fields identified from their responses. This was then evaluated statistically to determine the collective knowledge structure of the sample of students. The knowledge structure thus mapped contains both canonical concepts and alternative conceptions (ACs). An important finding emerging from this study is that instructors need to focus student's attention on the dynamic processes involving electrons and ions during the operation of galvanic cells. In order for students to fully understand how a galvanic cell operates, they need to see the whole picture. There are three critical components that lead to students' understanding of how an oxidation–reduction reaction can generate energy and how a circuit is complete: transfer of electrons during oxidation–reduction half‐reactions, flow of electrons within metals, and migration of ions in solution. Also, we found that it is possible for students to use correct chemistry concepts in an incorrect way by establishing linkages among these in an inappropriate manner. We reiterate that apart from evaluating students' ACs, it is also important to evaluate the links between the concepts and conceptions present in students' knowledge structure so that teaching can be made more effective. 相似文献
7.
《学习科学杂志》2013,22(1):35-67
Project-based curricula have the potential to engage students' interests. But how do students become interested in the goals of a project? This article documents how a group of 8th-grade students participated in an architectural design project called the Antarctica Project. The project is based on the imaginary premise that students need to design a research station in Antarctica. This premise is meant to provide a meaningful context for learning mathematics. Using ethnography and discourse analysis, the article investigates students' engagement with the imaginary premise and curricular tasks during the 7-week project. A case study consisting of scenes from main phases of the project shows how the students took on concerns and responsibilities associated with the figured world proposed by the Antarctica Project and how this shaped their approaches to mathematical tasks (Holland, Lachicotte, Skinner, & Cain, 1998). Participating in the figured world of Antarctica and evaluating situations within this world was important for how students used mathematics meaningfully to solve problems. Curricular tasks and classroom activities that facilitated students in assuming and shifting between roles relevant to multiple figured worlds (i.e., of the classroom, Antarctica, and mathematics) helped them engage in the diverse intentions of curricular activities. 相似文献
8.
Mi Jeong Kim Seo Ryeung Ju Lina Lee 《The International Journal of Art & Design Education》2015,34(1):102-120
A design studio is a critical venue for design students, as they are educated to develop design thinking and other skills through studio courses. This article introduces a design studio project in which Korean and Malaysian students worked jointly for one semester to design affordable urban housing. The Korean students were interior design majors and the Malaysian students were architecture majors; thus it was thought that the students' areas of expertise were likely to differ. It was also anticipated that the students would display cultural differences in terms of housing and planning practices. The motive for starting the joint design studio was the idea that a cross‐cultural collaborative working setting could redefine students' thinking styles and stimulate students to obtain non‐routine perspectives on the design of buildings and spaces. Through observation and interviews, we explored how students tackled affordable housing problems within the context of cross‐cultural and interdisciplinary design education. Collaborative learning in a joint studio situation supplemented students' expertise, re‐orienting approaches to design and opening up a holistic approach to the design issues of affordability, sustainability and community. Overall, the practical learning in the joint studio project validated the importance of exploring alternative solutions based on varied levels of information, and input of those from different educational and cultural backgrounds. The cross‐cultural and interdisciplinary collaboration allowed for a previously unavailable enhancement of design education by encouraging students to obtain divergent thinking for innovative design ideas. 相似文献
9.
Ya‐Chen Su 《Educational studies》2008,34(4):377-398
The emergence of the incorporation of culture into EFL education is a growing trend in Taiwan. The purpose of the study was to examine: (1) the effects of the ethnographic interview project on Taiwanese students' cognitive development in understanding native English speakers and their cultures; (2) changes in students' self‐awareness and understanding of both the target culture and their own; and (3) students' perceptions of the ethnographic interview project employed in EFL college classes. Data were collected through pre–post questionnaires, oral and written reports, classroom observation and interviews. Results indicated that participation in the ethnographic interview project helped facilitate the development of cross‐cultural awareness and communication skills by providing opportunities for students to gain insight into the values of target language countries, learn to view their own culture in new ways, increase their confidence in using English to communicate and view authentic communication as the goal of EFL learning. The majority of the participants saw the ethnographic interview project as an effective means of facilitating intercultural/interpersonal communication and understanding. 相似文献
10.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):560-573
The majority of studies utilised the cross‐sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students' learning behaviour in the context of time. The main purpose of this study is to determine the effects of using a Facebook group as an e‐Learning tool based on students' longitudinal perceptions to address the aforementioned literature gap. We surveyed 170 students in a business statistics course. We also measured changes that occurred in the students' intention to use and use of e‐Learning at three different stages. The model was tested at the beginning, middle and end of the semester using structural equation modelling. The results show that students' perceptions when using e‐Learning via Facebook changed when they interacted and explored the system. Students were more familiar with the usability of the Facebook group after learning for a few weeks, and their intention to use and use of e‐Learning via Facebook subsequently increased. The results indicated that social network sites such as Facebook can be used as complementary tools to expose students to course‐related links and documents, which will create extra time for learning, when they plan to spend time on Social network sites (Facebook) and interact and communicate with friends. 相似文献
11.
Frances Miley 《高等教育研究与发展》2009,28(4):357-369
This research explores the development of issues surrounding and reactions to the use of non‐accounting stories in accounting to engage and motivate first‐year students. The stories were drawn from the students' main areas of study. Students were challenged to draw analogies between a story and accounting. This process allowed them to create common meanings and understandings as they participated in a group dialogue about the relevance of each story. By using stories in areas with which the students were familiar, they were able to appreciate links between accounting and other disciplines. Initially the lecturer told the stories but in response to student feedback, students were encouraged to find or develop stories to share. Students found both the factual and fictitious stories enhanced their learning. When the students became storytellers, they took ownership of their learning and a more critical approach consistent with a deep approach to learning. Despite some initial concerns expressed by the lecturer, the storytelling project has led to increased motivation among non‐accounting first year students who are undertaking some limited study of accounting. 相似文献
12.
This study reports an adaptive digital learning project, Scientific Concept Construction and Reconstruction (SCCR), and examines its effects on 108 8th grade students' scientific reasoning and conceptual change through mixed methods. A one‐group pre‐, post‐, and retention quasi‐experimental design was used in the study. All students received tests for Atomic Achievement, Scientific Reasoning, and Atomic Dependent Reasoning before, 1 week after, and 8 weeks after learning. A total of 18 students, six from each class, were each interviewed for 1 hour before, immediately after, and 2 months after learning. A flow map was used to provide a sequential representation of the flow of students' scientific narrative elicited from the interviews, and to further analyze the level of scientific reasoning and conceptual change. Results show students' concepts of atoms, scientific reasoning, and conceptual change made progress, which is consistent with the interviewing results regarding the level of scientific reasoning and quantity of conceptual change. This study demonstrated that students' conceptual change and scientific reasoning could be improved through the SCCR learning project. Moreover, regression results indicated students' scientific reasoning contributed more to their conceptual change than to the concepts students held immediately after learning. It implies that scientific reasoning was pivotal for conceptual change and prompted students to make associations among new mental sets and existing hierarchical structure‐based memory. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 91–119, 2010 相似文献
13.
Sexual health is a controversial science topic that has received little attention in the field of science education, despite its direct relevance to students' lives and communities. Moreover, research from other fields indicates that a great deal remains to be learned about how to make school learning about sexual health influence the real‐life choices of students. In order to provide a more nuanced understanding of young people's decision‐making, this study examines students' talk about sexual health decision‐making through the lens of identities. Qualitative, ethnographic research methods with twenty 12th grade students attending a New York City public school are used to illustrate how students take on multiple identities in relation to sexual health decision‐making. Further, the study illustrates how these identities are formed by various aspects of students' lives, such as school, family, relationships, and religion, and by societal discourses on topics such as gender, individual responsibility, and morality. The study argues that looking at sexual health decision‐making—and at decision‐making about other controversial science topics—as tied to students' identities provides a useful way for teachers and researchers to grasp the complexity of these decisions, as a step toward creating curriculum that influences them. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47:742–762, 2010 相似文献
14.
To understand how students learn about science controversy, this study examines students' reasoning about tradeoffs in the context of a technology‐enhanced curriculum about genetically modified food. The curriculum was designed and refined based on the Scaffolded Knowledge Integration Framework to help students sort and integrate their initial ideas and those presented in the curriculum. Pre‐test and post‐test scores from 190 students show that students made significant (p?<?0.0001) gains in their understanding of the genetically modified food controversy. Analyses of students' final papers, in which they took and defended a position on what type of agricultural practice should be used in their geographical region, showed that students were able to provide evidence both for and against their positions, but were less explicit about how they weighed these tradeoffs. These results provide important insights into students' thinking and have implications for curricular design. 相似文献
15.
Recent curriculum design projects have attempted to engage students in authentic science learning experiences in which students engage in inquiry‐based research projects about questions of interest to them. Such a pedagogical and curricular approach seems an ideal space in which to construct what Lee and Fradd referred to as instructional congruence. It is, however, also a space in which the everyday language and literacy practices of young people intersect with the learning of scientific and classroom practices, thus suggesting that project‐based pedagogy has the potential for conflict or confusion. In this article, we explore the discursive demands of project‐based pedagogy for seventh‐grade students from non‐mainstream backgrounds as they enact established project curricula. We document competing Discourses in one project‐based classroom and illustrate how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum. Possibilities are offered for reconstructing this classroom practice to build congruent third spaces in which the different Discourses and knowledges of the discipline, classroom, and students' lives are brought together to enhance science learning and scientific literacy. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 469–498, 2001 相似文献
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Donna Therese King Stephen M. Ritchie 《International Journal of Science Education》2013,35(7):1159-1182
Curriculum developers and researchers have promoted context-based programmes to arrest waning student interest and participation in the enabling sciences at high school and university. Context-based programmes aim for student connections between scientific discourse and real-world contexts to elevate curricular relevance without diminishing conceptual understanding. This interpretive study explored the learning transactions in one 11th grade context-based chemistry classroom where the context was the local creek. The dialectic of agency/structure was used as a lens to examine how the practices in classroom interactions afforded students the agency for learning. The results suggest that first, fluid transitions were evident in the student–student interactions involving successful students; and second, fluid transitions linking concepts to context were evident in the students' successful reports. The study reveals that the structures of writing and collaborating in groups enabled students' agential and fluent movement between the field of the real-world creek and the field of the formal chemistry classroom. Furthermore, characteristics of academically successful students in context-based chemistry are highlighted. Research, teaching, and future directions for context-based science teaching are discussed. 相似文献
18.
In the study described in this article a questionnaire was employed that can be used to assess students' and teachers' perceptions of science teachers' interpersonal communication behaviors in their classroom learning environments. The Teacher Communication Behavior Questionnaire (TCBQ) has five scales: Challenging, Encouragement and Praise, Non‐Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of secondary science students in Taiwan, which provided additional validation data for the TCBQ for use in Taiwan and cross‐validation data for its use in English‐speaking countries. Girls perceived their teachers as more understanding and friendly than did boys, and teachers in biological science classrooms exhibited more favorable behavior toward their students than did those in physical science classrooms. Differences were also noted between the perceptions of the students and their teachers. Positive relationships were found between students' perceptions of their teachers' communication behaviors and their attitudes toward science. Students' cognitive achievement scores were higher when students perceived their teacher as using more challenging questions, as giving more nonverbal support, and as being more understanding and friendly. The development of both teacher and student versions of the TCBQ enhances the possibility of the use of the instrument by teachers. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 63–78, 2002 相似文献
19.
Tay-Koay Siew Luan 《Asia Pacific Journal of Education》1992,12(2):11-25
The study was designed in an attempt to gain greater understanding of the kinds of learning processes engaged in by students during regular classroom instruction, and at investigating the students' level of understanding and problems in understanding parts or all of the lessons. Six school levels of male and female students from 44 secondary and pre-university classes (N=2719) were the subjects of this study. During the lessons, students and teachers were observed and video-taped. Following the lessons, students' reports of their learning processes were obtained using a questionnaire. The questionnaire also served as the basis for a follow-up interview of four randomly selected students from each of the sampled classes. The whole procedure was repeated for each class within a one-month period and for a different curricular area.
Analyses of student responses showed that more of the average ability students as compared to the high or low ability students reported understanding all of the lessons. However, the higher ability students were more likely to report using specific cognitive strategies to monitor their understanding of the lessons and in processing intellectual tasks and lesson content. They were able to provide more elaborate and more specific reasons for not understanding parts of the lessons. The results were interpreted in terms of physical and organizational characteristics of educational classrooms in Singapore. Instructional implications are discussed in relationship to both the findings and previous literature. 相似文献
20.
Greater dependence on students' ratings of their teachers for academic purposes requires a better understanding of the curricular factors likely to influence these ratings. This study examined first-year medical students' evaluation of their tutors in a faculty which has a clearly-defined educational philosophy and learning method but different approaches to the implementation of its curricular strands. Students' ratings were higher for tutors who were required to follow specific procedures and tasks in tutorial sessions, and more variable for tutors in strands which required no set routines. Caring for students and facilitating their learning were the most important qualities expected of all tutors. It is still not clear which of these qualities are trainable skills. However, their accurate assessment may require regular, intermittent criterion-based observations rather than a single end-of-term rating of perception. 相似文献