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Students' environmental NOS views,compassion, intent,and action: Impact of place‐based socioscientific issues instruction 
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下载免费PDF全文 Benjamin C. Herman 《科学教学研究杂志》2018,55(4):600-638
Preparing students to achieve the lofty goal of functional scientific literacy entails addressing the normative and non‐normative facets of socioscientific issues (SSI) such as scientific processes, the nature of science (NOS) and diverse sociocultural perspectives. SSI instructional approaches have demonstrated some efficacy for promoting students' NOS views, compassion for others, and decision making. However, extant investigations appear to neglect fully engaging students through authentic SSI in several ways. These include: (i) providing SSI instruction through classroom approaches that are divorced from students' lived experiences; (ii) demonstrating a contextual misalignment between SSI and NOS (particularly evident in NOS assessments); and (iii) framing decision making and position taking analogously—with the latter being an unreliable indicator of how people truly act. The significance of the convergent parallel mixed‐methods investigation reported here is how it responds to these shortcomings through exploring how place‐based SSI instruction focused on the contentious environmental issue of wolf reintroduction in the Greater Yellowstone Area impacted sixty secondary students' NOS views, compassion toward those impacted by contentious environmental issues, and pro‐environmental intent. Moreover, this investigation explores how those perspectives associate with the students' pro‐environmental action of donating to a Yellowstone environmental organization. Results demonstrate that the students' NOS views became significantly more accurate and contextualized, with moderate to large effect, through the place‐based SSI instruction. Through that instruction, the students also exhibited significant gains in their compassion for nature and people impacted by contentious environmental issues and pro‐environmental intent. Further analyses showed that donating students developed and demonstrated significantly more robust and contextualized NOS views, compassion for people and nature impacted by contentious environmental issues, and pro‐environmental intent than their nondonating counterparts. Pedagogical implications include how place‐based learning in authentic settings could better prepare students to understand NOS, become socioculturally aware, and engage SSI across a variety of contexts. 相似文献
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Investigations of a complex,realistic task: Intentional,unsystematic, and exhaustive experimenters 总被引：1，自引：0，他引：1
This study examines how students' experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week‐long, technology‐enhanced inquiry unit on car collisions. The unit uses new technologies to log students' experimentation choices. Physics students (n = 148) in six diverse high schools studied the unit and responded to pretests, posttests, and embedded assessments. We scored students' experimentation using four methods: total number of trials, variability of variable choices, propensity to vary one variable at a time, and coherence between investigation goals and experimentation methods. Students made moderate, significant overall pretest to posttest gains on physics understanding. Coherence was a strong predictor of learning, controlling for pretest scores and the other experimentation measures. We identify three categories of experimenters (intentional, unsystematic, and exhaustive) and illustrate these categories with examples. The findings suggest that students must combine disciplinary knowledge of the investigation with intentional investigation of the inquiry questions in order to understand the nature of the variables. Mechanically executing well‐established experimentation procedures (such as varying one variable at a time or comprehensively exploring the experimentation space) is less likely to lead students to valuable insights about complex tasks. Our proposed categories extend and refine previous efforts to categorize experimenters by linking scientific procedures with understanding of the science discipline. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 745–770, 2011 相似文献
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Students' motivation plays an important role in successful science learning. However, motivation is a complex construct. Theories of motivation suggests that students' motivation must be conceptualized as a motivational system with numerous components that interact in complex ways and influence metacognitive processes such as self-evaluation. This complexity is further increased because students' motivation and success in science learning influence each other as they develop over time. It is challenging to study the co-development of motivation and learning due to these complex interactions which can vary widely across individuals. Recently, person-centered approaches that capture students' motivational profiles, that is, the multiplicity of motivational factors as they co-occur in students, have been successfully used in educational psychology to better understand the complex interplay between the co-development of students' motivation and learning. We employed a person-centered approach to study how the motivational profiles, constructed from goal-orientation, self-efficacy, and engagement data of N = 401 middle school students developed over the course of a 10-week energy unit and how that development was related to students' learning. We identified four characteristic motivational profiles with varying temporal stability and found that students' learning over the course of the unit was best characterized by considering the type of students' motivational profiles and the transitions that occurred between them. We discuss implications for the design and implementation of interventions and future research into the complex interplay between motivation and learning. 相似文献
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Natalie A. Tran 《International Journal of Science Education》2013,35(12):1625-1651
This study examined the relationship between students' out‐of‐school experiences and various factors associated with science learning. Participants were 1,014 students from two urban high schools (secondary schools). They completed a survey questionnaire and science assessment describing their science learning experiences across contexts and science understanding. Using multilevel statistical modelling, accounting for the multilevel structure of the data with students (Level 1) assigned to teachers (Level 2), the results indicated that controlling for student and classroom factors, students' ability to make connections between in‐school and out‐of‐school science experiences was associated with positive learning outcomes such as achievement, interest in science, careers in science, self‐efficacy, perseverance, and effort in learning science. Teacher practice connecting to students' out‐of‐school experiences was negatively associated with student achievement but has no association with other outcome measures. The mixed results found in this study alert us to issues and opportunities concerning the integration of students' out‐of‐school experiences to classroom instruction, and ultimately improving our understanding of science learning across contexts. 相似文献
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Contextualizing science instruction involves utilizing students' prior knowledge and everyday experiences as a catalyst for understanding challenging science concepts. This study of two middle school science classrooms examined how students utilized the contextualizing aspects of project‐based instruction and its relationship to their science learning. Observations of focus students' participation during instruction were described in terms of a contextualizing score for their use of the project features to support their learning. Pre/posttests were administered and students' final artifacts were collected and evaluated. The results of these assessments were compared with students' contextualizing scores, demonstrating a strong positive correlation between them. These findings provide evidence to support claims of contextualizing instruction as a means to facilitate student learning, and point toward future consideration of this instructional method in broader research studies and the design of science learning environments. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 79–100, 2008 相似文献
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This study demonstrates the potential for collaborative research among participants in local settings to effect positive change in urban settings characterized by diversity. It describes an interpretive case study of a racially, ethnically, and socioeconomically diverse eighth grade science classroom in an urban magnet school in order to explore why some of the students did not achieve at high levels and identify with school science although they were both interested in and knowledgeable about science. The results of this study indicated that structural issues such as the school's selection process, the discourses perpetuated by teachers, administrators, and peers regarding “who belongs” at the school, and negative stereotype threat posed obstacles for students by highlighting rather than mitigating the inequalities in students' educational backgrounds. We explore how a methodology based on the use of cogenerative dialogues provided some guidance to teachers wishing to alter structures in their classrooms to be more conducive to all of their students developing identities associated with school science. Based on the data analysis, we also argue that a perspective on classrooms as communities of practice in which learning is socially situated rather than as forums for competitive displays, and a view of students as valued contributors rather than as recipients of knowledge, could address some of the obstacles. Recommendations include a reduced emphasis on standardized tasks and hierarchies, soliciting unique student contributions, and encouraging learning through peripheral participation, thereby enabling students to earn social capital in the classroom. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1209–1228, 2010 相似文献
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Bryan A. Brown 《科学教学研究杂志》2006,43(1):96-126
This investigation explores how underrepresented urban students made sense of their first experience with high school science. The study sought to identify how students' assimilation into the science classroom reflected their interpretation of science itself in relation to their academic identities. The primary objectives were to examine students' responses to the epistemic, behavioral, and discursive norms of the science classroom. At the completion of the academic year, 29 students were interviewed regarding their experiences in a ninth and tenth‐grade life science course. The results indicate that students experienced relative ease in appropriating the epistemic and cultural behaviors of science, whereas they expressed a great deal of difficulty in appropriating the discursive practices of science. The implications of these findings reflect the broader need to place greater emphasis on the relationship between students' identity and their scientific literacy development. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 96–126, 2006 相似文献
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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
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Mary E. Webb 《International Journal of Science Education》2013,35(6):705-735
This paper presents an analysis of how affordances of ICT‐rich environments identified from a recent review of the research literature can support students in learning science in schools within a proposed framework for pedagogical practice in science education. Furthermore other pedagogical and curriculum innovations in science education (promoting cognitive change, formative assessment and lifelong learning) are examined to see how they may be supported and enhanced by affordances of ICT‐rich environments. The affordances that I have identified support learning through four main effects: promoting cognitive acceleration; enabling a wider range of experience so that students can relate science to their own and other real‐world experiences; increasing students' self‐management; and facilitating data collection and presentation. ICT‐rich environments already provide a range of affordances that have been shown to enable learning of science but integrating these affordances with other pedagogical innovations provides even greater potential for enhancement of students' learning. 相似文献
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Angelica Fredholm Nilsson Charlotte Silén 《Scandinavian Journal of Educational Research》2013,57(6):631-642
The need in modern healthcare for professionals who are self‐directed and autonomous has increased in recent decades. Problem‐based learning is spreading in nursing education as one strategy for meeting these demands. This article deals with the relationship between the design and execution of nursing education curricula and students' understanding of nursing. The aim of the study was to examine nursing students' perceptions of nursing, comparing a problem‐based curriculum to a conventional curriculum. Students were asked to write narratives about nursing. Forty‐three narratives were analyzed using the phenomenological hermeneutic method. Differences between the two groups were found in terms of both structure and content. Problem‐based learning students stressed more the theoretical aspects of nursing. The study shows that educational design might be of great importance to how students understand nursing. Extensive research is needed to further explore the findings, especially related to clinical practice following graduation. 相似文献
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“We do not know what is the real story anymore”: Curricular contextualization principles that support indigenous students in understanding natural selection 下载免费PDF全文
下载免费PDF全文 We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students' Traditional Indigenous Knowledge, thus informing the implementation of educational policies aiming to improve the quality of secondary education for Indigenous adolescents. Our proposed contextualization principles can benefit students of all cultural identities who feel that their religion, language, or traditional knowledge are not aligned with school science, facilitating their access to culturally relevant science education. 相似文献
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Gjalt T. Prins Astrid M. W. Bulte Jan H. van Driel Albert Pilot 《International Journal of Science Education》2013,35(14):1867-1890
In science education, students should come to understand the nature and significance of models. In the case of chemistry education it is argued that the present use of models is often not meaningful from the students' perspective. A strategy to overcome this problem is to use an authentic chemical modelling practice as a context for a curriculum unit. The theoretical framework for this strategy is activity theory rooted in socio‐cultural theories on learning. An authentic chemical modelling practice is characterized by a set of motives for model development through a well‐defined modelling procedure using only relevant issue knowledge. The aim of this study was to explore, analyse, and select authentic chemical modelling practices for use in chemistry education. The suitability of the practices was reviewed by applying a stepwise procedure focused on criteria such as students' interest and ownership, modelling procedure, issue knowledge, and feasibility of the laboratory work in the classroom. It was concluded that modelling drinking‐water treatment and human exposure assessment are both suitable to serve as contexts, because both practices exhibit clear motives for model construction and the applied modelling procedures are in line with students' pre‐existing procedural modelling knowledge. The issue knowledge involved is consistent with present Dutch science curriculum, and it is possible to carry out experimental work in the classroom for model calibration and validation. The method described here to select and evaluate practices for use as contexts in chemistry education can also be used in other science domains. 相似文献
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A challenge facing many schools, especially those in urban settings that serve culturally and linguistically diverse populations, is a disconnection between schools and students' home communities, which can have both cognitive and affective implications for students. In this article we explore a form of “connected science,” in which real‐world problems and school‐community partnerships are used as contextual scaffolds for bridging students' community‐based knowledge and school‐based knowledge, as a way to provide all students opportunities for meaningful and intellectually challenging science learning. The potential of these scaffolds for connected science is examined through a case study in which a team of fifth‐grade teachers used the student‐identified problem of pollution along a nearby river as an interdisciplinary anchor for teaching science, math, language arts, and civics. Our analysis makes visible how diverse forms of knowledge were able to support project activities, examines the consequences for student learning, and identifies the features of real‐world problems and school–community partnerships that created these bridging opportunities. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 878–898, 2001 相似文献
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Abstract Examining how teachers structure the activities in a unit and how they facilitate classroom discussion is important to understand how innovative technology-rich curricula work in the context of classroom instruction. This study compared 2 enactments of an inquiry curriculum, then examined students' learning outcomes in classes taught by 2 teachers. The quantitative data show that there were significant differences in the learning outcomes of students in classes of the 2 teachers. This study then examined classroom enactments by the 2 teachers to understand the differences in the learning outcomes. This research specifically focused on how teacher-led discussions (a) helped connect the activities within a curriculum unit and (b) enabled deeper conceptual understanding by helping students make connections between science concepts and principles. This study examined the role that teacher facilitation played in helping students focus on the relations between the various activities in the unit and the concepts that they were learning. The results point to important differences in the 2 enactments, helping to understand better what strategies might enable a deeper conceptual understanding of the science content. 相似文献
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Past studies have explored the role of student science notebooks in supporting students' developing science understandings. Yet scant research has investigated science notebook use with students who are learning science in a language they are working to master. To explore how student science notebook use is co-constructed in interaction among students and teachers, this study examined plurilingual students' interactions with open-ended science notebooks during an inquiry science unit on condensation and evaporation. Grounded in theoretical views of the notebook as a semiotic social space, multimodal interaction analysis facilitated examination of the ways students drew upon the space afforded by the notebook as they constructed explanations of their understandings. Cross-group comparison of three focal groups led to multiple assertions regarding the use of science notebooks with plurilingual students. First, the notebook supported student-determined paths of resemiotization as students employed multiple communicative resources to express science understandings. Second, notebooks provided spaces for students to draw upon diverse language resources and as a bridge in time across multiple inquiry sessions. Third, representations in notebooks were leveraged by both students and teachers to access and deepen conceptual conversations. Lastly, students' interactions over time revealed multiple epistemological orientations in students' use of the notebook space. These findings point to the benefits of open-ended science notebooks use with plurilingual students, and a consideration of the ways they are used in interaction in science instruction. 相似文献
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The purpose of this study is to explore students' self‐regulation and teachers' influence in science and to examine interplay between ethnicity and gender. Analysis of data from seven Oslo schools (1112 sampled students in the first year of high school) shows that the ethnic minority students reported using learning strategies in science more intensively than ethnic majority students and they had a stronger motivation to learn science. Ethnic majority students are defined here as students who were born in Norway and have at least one parent born in Norway. The study also shows that minority students generally evaluate their science teacher's influence on their learning more positively than the majority. The strongest interplay effects between gender and ethnicity are found in students' perceptions of the relevance of science, as well as their degree of negative responses to the pressure to learn science. 相似文献
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The use of inquiry‐based laboratory in college science classes is on the rise. This study investigated how five nonmajor biology students learned from an inquiry‐based laboratory experience. Using interpretive data analysis, the five students' conceptual ecologies, learning beliefs, and science epistemologies were explored. Findings indicated that students with constructivist learning beliefs tended to add more meaningful conceptual understandings during inquiry labs than students with positivist learning beliefs. All students improved their understanding of experiment in biology. Implications for the teaching of biology labs are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 986–1024, 2003 相似文献