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1.
The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth‐grade students from two different classes of an urban Israeli junior high school who studied an earth systems‐based curriculum that focused on the hydro cycle. The study addressed the following research questions: (a) Could the students deal with complex systems?; (b) What has influenced the students' ability to deal with system perception?; and (c) What are the relationship among the cognitive components of system thinking? The research combined qualitative and quantitative methods and involved various research tools, which were implemented in order to collect the data concerning the students' knowledge and understanding before, during, and following the learning process. The findings indicated that the development of system thinking in the context of the earth systems consists of several sequential stages arranged in a hierarchical structure. The cognitive skills that are developed in each stage serve as the basis for the development of the next higher‐order thinking skills. The research showed that in spite of the minimal initial system thinking abilities of the students most of them made some meaningful progress in their system thinking skills, and a third of them reached the highest level of system thinking in the context of the hydro cycle. Two main factors were found to be the source of the differential progress of the students: (a) the students' individual cognitive abilities, and (b) their level of involvement in the knowledge integration activities during their inquiry‐based learning both indoors and outdoors. © 2005 Wiley Periodicals, Inc. 相似文献
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This study examines the process by which system thinking perceptions develop within the context of a water cycle curriculum. Four junior high school students undergoing an especially designed inquiry‐based intervention were closely observed before, during, immediately after, and 6 years after completing a year long systems‐based learning program. The employed research tools included observations, semi‐structured interviews, and a number of “concept viewing” tools (drawings, concept maps, and repertory grids). Out of the data, four distinct “stories,” each presenting a different way of constructing hydro system mental models, are described. The paper's main conclusion is that students develop their systems mental models and remember the learned material based on learning patterns that tend to remain unchanged over time. Consequently, in order to facilitate efficient and lasting construction of students' system models, learning experiences should harness these, and especially the meta‐cognitive learning pattern, which holds special significance for constructing systems. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1253–1280, 2010 相似文献
3.
This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demonstrated enhanced abilities with some aspects of the inquiry task, but continued to have difficulties with other aspects of the task even after instruction. Although students from all demographic subgroups showed substantial gains, students from non‐mainstream and less privileged backgrounds in science showed greater gains in inquiry abilities than their more privileged counterparts. The results contribute to the emerging literature on designing learning environments that foster science inquiry of elementary students from diverse backgrounds. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 607–636, 2006 相似文献
4.
Systems thinking is regarded as a high‐order thinking skill required in scientific, technological, and everyday domains. However, little is known about systems thinking in the context of science education. In the current research, students' understanding of the rock cycle system after a learning program was characterized, and the effect of a concluding knowledge integration activity on their systems thinking was studied. Answers to an open‐ended test were interpreted using a systems thinking continuum, ranging from a completely static view of the system to an understanding of the system's cyclic nature. A meaningful improvement in students' views of the rock cycle toward the higher side of the systems thinking continuum was found after the knowledge integration activity. Students became more aware of the dynamic and cyclic nature of the rock cycle, and their ability to construct sequences of processes representing material transformation in relatively large chunks significantly improved. Success of the knowledge integration activity stresses the importance of postknowledge acquisition activities, which engage students in a dual process of differentiation of their knowledge and reintegration in a systems context. We suggest including such activities in curricula involving systems‐based contents, particularly in earth science, in which systems thinking can bring about environmental literacy. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 545–565, 2003 相似文献
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In this study, we analyzed the quality of students' written scientific explanations found in notebooks and explored the link between the quality of the explanations and students' learning. We propose an approach to systematically analyzing and scoring the quality of students' explanations based on three components: claim, evidence to support it, and a reasoning that justifies the link between the claim and the evidence. We collected students' science notebooks from eight science inquiry‐based middle‐school classrooms in five states. All classrooms implemented the same scientific‐inquiry based curriculum. The study focuses on one of the implemented investigations and the students' explanations that resulted from it. Nine students' notebooks were selected within each classroom. Therefore, a total of 72 students' notebooks were analyzed and scored using the proposed approach. Quality of students' explanations was linked with students' performance in different types of assessments administered as the end‐of‐unit test: multiple‐choice test, predict‐observe‐explain, performance assessment, and a short open‐ended question. Results indicated that: (a) Students' written explanations can be reliably scored with the proposed approach. (b) Constructing explanations were not widely implemented in the classrooms studied despite its significance in the context of inquiry‐based science instruction. (c) Overall, a low percentage of students (18%) provided explanations with the three expected components. The majority of the sample (40%) provided only claims without any supporting data or reasoning. And (d) the magnitude of the correlations between students' quality of explanations and their performance, were all positive but varied in magnitude according to the type of assessment. We concluded that engaging students in the construction of high quality explanations may be related to higher levels of student performance. The opportunities to construct explanations in science‐inquiry based classrooms, however, seem to be limited. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 583–608, 2010 相似文献
7.
The purpose of this mixed‐method study was to investigate the changes in high school students' perceptions of fluency with innovative technologies (IT) and the levels of students' scientific inquiry abilities as a result of engaging students in long‐term scientific research projects focusing on community‐based environmental issues. Over a span of 3 years, a total of 125 ninth‐ through twelfth‐grade students participated in this study. A project‐specific Likert‐scale survey consisting of three parts (fluency with All Technologies, GPS/GIS, and CBL2/EasyData) was administered to all students as a pre‐ and post‐test. At the end of the study, 45 students were randomly interviewed and asked to elaborate on the changes in their perceptions of fluency with IT. The results indicated statistically significant increases (p < 0.001) in students' perceptions of their fluency with IT. Qualitative analysis of students' interview results corroborated the statistical findings of students' changes in perceptions of their fluency with IT. Students' research papers based on the environmental studies conducted at the interface of classroom and community were analyzed using the Scientific Inquiry Rubrics, which consist of 11 criteria developed by the researchers. Results indicated the students' abilities to conduct scientific inquiry for 7 out of 11 criteria were at the proficient level. This study clearly points to the correlation between the development of IT fluency and ability levels to engage in scientific inquiry based on respective competencies. Ultimately, this research study recommends that students' IT fluency ought to be developed and assessed concurrently with an emphasis on contemporary higher order scientific inquiry abilities. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 94–116, 2011 相似文献
8.
We report a case study of model‐based reasoning in which a small group of fourth‐grade students analyzes the energy flow when a solar panel is used to power an electric motor that spins a propeller. In developing their explanation of energy flow, the students draw on a general model of energy developed collectively by their class in the course of an experimental classroom curriculum led by a trained teacher. They also construct a model‐based representation of the specific system under study. Their investigation and reasoning process exhibit all the features of authentic scientific model‐based inquiry, including the revision of their models to incorporate new information. In the course of their work the students recruit and seamlessly integrate nearly all of the practices of science designated in the Next Generation Science Standards. This case study provides an example of what modeling‐based teaching and learning can look like in an elementary school classroom. It also suggests that the study of energy offers a particularly promising context for developing students' use of science practices, especially the practice of developing and using models. 相似文献
9.
This paper reports on the reality of classroom‐based inquiry learning in science, from the perspectives of high school students and their teachers, under a national curriculum attempting to encourage authentic scientific inquiry (as practiced by scientists). A multiple case study approach was taken, utilising qualitative research methods of unobtrusive observation, semi‐structured interviews and document analysis. The findings showed purposeful and focused learning occurring, but students were acquiring a narrow view of scientific inquiry where the thinking was characteristically rote and low‐level. The nature of this learning was strongly influenced by curriculum decisions made by classroom teachers and science departments in response to the assessment requirements of a high stakes national qualification. As a consequence of these decisions, students experienced structured teaching programmes in which they were exposed to programme content that limited the range of methods that scientists use to fair testing and to pedagogies that were substantially didactic in nature. In addition, the use of planning templates and exemplar assessment schedules tended to reduce student learning about experimental design to an exercise in “following the rules” as they engaged in closed rather than open investigations. Thus, the resulting student learning was mechanistic and superficial rather than creative and critical, counter to the aims of the national curriculum policy that is intent on promoting students’ knowledge and capabilities in authentic scientific inquiry. 相似文献
10.
Wen-Xin Zhang Chia-Yu Wang Yu-Ting Ho 《International Journal of Science Education》2013,35(3):529-553
This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n?=?26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n?=?25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students’ inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students’ inquiry practices. 相似文献
11.
Maria Evagorou Kostas Korfiatis Christiana Nicolaou Costas Constantinou 《International Journal of Science Education》2013,35(5):655-674
The purpose of this study was to investigate the impact of a simulation‐based learning environment on elementary school students’ (11–12 years old) development of system thinking skills. The learning environment included interactive simulations using the Stagecast Creator software to simulate the ecosystem of a marsh. Simulations are an important tool in any effort to develop system thinking, because they have the potential to highlight the dynamic nature of systems. Before the implementation of the learning environment (over a period of five 90‐min lessons) two written tests were administered to the students, investigating the development of seven aspects of system thinking. The same tests were administered after the implementation. Specifically, four of the tasks included in each test were associated with skills concerning the structure and the elements of a system and three were associated with the processes and interactions taking place within a system. The findings indicated that elementary school students have the potential to develop system thinking skills. The proposed learning environment provoked considerable improvements in some system thinking skills during a relatively brief learning process. However, the learning environment was not successful in promoting feedback thinking. We interpret these results in view of the difficulties encountered by the students. We also discuss the implications of our findings for the design of learning environments. 相似文献
12.
Jerome Pine Pamela Aschbacher Ellen Roth Melanie Jones Cameron McPhee Catherine Martin Scott Phelps Tara Kyle Brian Foley 《科学教学研究杂志》2006,43(5):467-484
A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006 相似文献
13.
This article reports on our work of developing a learning progression focusing on K‐12 students' performances of using energy concept in their accounts of carbon‐transforming processes in socio‐ecological systems. Carbon‐transforming processes—the ecological carbon cycle and the combustion of biomass and fossil fuels—provide all of the energy for living systems and almost 90% of the energy for human economic activities. Energy, as a crosscutting concept across major disciplines, is a tool for analysis that uses the principle of energy conservation to constrain and connect accounts of processes and systems. Drawing on ideas from cognitive linguistics, the history of science, and research on students' energy conceptions, we identify two crucial practices that both scientists and students engage in when accounting for carbon‐transforming processes: association and tracing. Using association and tracing as progress variables, we analyzed student accounts of carbon‐transforming processes in 48 clinical interviews and 3,903 written tests administered to students from fourth grade through high school. Based on our analysis we developed a Learning Progression Framework that describes a progression from accounts that use energy as an ephemeral “force” that enables actors to make events happen to energy as a scientific tool for analysis. Successful students developed a sense of necessity with respect to accounts of carbon‐transforming processes—a sense that energy MUST be conserved and degraded in every individual process and in the system as a whole. This level of success was achieved by <3% of the students in our sample. Implications for science standards, curriculum, and instruction are discussed. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1149–1180, 2012 相似文献
14.
Hava E. Vidergor 《Curriculum Journal》2018,29(1):95-115
The study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher-order thinking skills in a sample of 394 elementary and secondary school students in Israel. The study employed a quantitative quasi-experimental pre-post design, using a study module based on MdCM, comparing intervention group to control group. Thinking skills were measured using a thinking questionnaire comprising three dimensions: Scientific thinking – focusing on inquiry skills; creative thinking – relating to problem finding and problem-solving; and future thinking – concerning personal and time perspectives. Findings indicate improvement in measured thinking skills in the intervention group by 40% compared to 4% in control group. Most improved skills were future thinking and creative thinking. Differences were detected according to the type of school. It is suggested that when used regularly the MdCM incorporating innovative teaching–learning strategies and embedded thinking tools could improve thinking skills among students from different age groups. General implications for curriculum design are discussed. 相似文献
15.
Matthew Lipman 《教育心理学》1993,13(3-4):291-304
It is sometimes assumed that the promotion of classroom thinking is wholly the responsibility of the teacher. In this paper, it is contended that while the teacher has an important role in this regard, consideration must be given to the function of curriculum materials, as well as to the development of communal awareness among the students. A text that portrays students engaged in reasoning and whose deliberations follow the paradigm of the inquiry process can be an invaluable modelling instrument. It can also provide a protocol that shows students how young people in a community of inquiry might behave. The experience cited here has to do with elementary school philosophy interventions. It is argued that such interventions, when properly guided, can impressively stimulate the growth of critical and creative thinking. 相似文献
16.
近年来教育在逐步改革,在课程改革的当下,教育部提出要以学生为中心、教师为指导的思想,创造高效课堂。教师要适应这种改革,培养学生主动参与课堂的意识,把课本上的知识与学生生活实际紧密联系起来,积极鼓励学生大胆去参与学习、探究学习,要相信学生的发散性思维和天马行空的想法在实践中可以得到创新和发挥。本文就新课程改革下的小学数学课程组织策略进行了探索。 相似文献
17.
The emphasis on scientific inquiry has increased the importance in developing the fundamental abilities to conduct scientific investigations and urged a need for valid assessments of students' inquiry abilities. We took advantage of the advanced technology to develop a simulation-based assessment of inquiry abilities (SAIA) that allowed students to generate scientific explanations and demonstrate their experimental abilities. This paper describes the validation of the assessment. Data were collected from 48 12th-grade students at a local high school who were categorized into three groups based on their program majors. Both quantitative and qualitative approaches were utilized to validate SAIA. The quantitative results showed that SAIA was aligned with a validated reasoning-skill test (criterion-related validity), discriminated variance among different groups (construct validity), and was highly suitable for examining inquiry abilities (content validity). Additionally, we utilized the think-aloud technique in order to identify the performances exhibited by students while they accomplished the SAIA tasks. The protocol analysis indicated that in general, students demonstrated the expected abilities in SAIA and that their SAIA scores accurately reflected their performance levels of inquiry abilities. The results suggested that SAIA was a valid assessment for evaluating the inquiry abilities of high school students. This study also provided systemic strategies for validating simulation-based assessments. 相似文献
18.
对电子信息科学与技术专业的现状进行了分析,认为有必耀对此专业的课程体系和实验室建设进行优化。从和谐的专业人才培养体系出发,立足于专业的系统化、模块化、特色化,介绍了电子信息科学与技术专业课程体系与实验室建设优化的思路,构建了一种新颖的专业课程体系框架和实验系统。进而探讨了和谐的专业课程体系与实验室对学生能力培养的作用,旨在使本专业的学生通过努力,能做到厚基础、宽口径、重实践,以适应新时期的要求。 相似文献
19.
William Lan 《教育心理学》2005,25(1):109-127
To investigate students' self‐monitoring practice and effects of educational level and task importance on self‐monitoring, 510 students, varying in educational level from elementary through graduate school, reported the self‐monitoring strategies they employed in three learning situations with different levels of task importance. The study identified six self‐monitoring strategies used by students but found a low involvement in self‐monitoring at all educational levels. It was found that older students used more complex self‐monitoring strategies more frequently than younger students. The study also showed that students' self‐monitoring increased with task importance. The self‐monitoring deficiencies that students experienced in difficult learning tasks were attributed to the lack of a system of self‐monitoring. Educational applications of teaching self‐monitoring strategies and developing self‐monitoring systems for difficult learning tasks were discussed. 相似文献
20.
Adapted primary literature (APL) refers to an educational genre specifically designed to enable the use of research articles for learning biology in high school. The present investigation focuses on the paedagogical content knowledge (PCK) of four high‐school biology teachers who enacted an APL‐based curriculum in biotechnology. Using a constructivist qualitative research approach, we analysed those teachers' aims and beliefs, the instructional strategies they used during the enactment of the curriculum, as well as the outcomes of the enactment as perceived by the teachers and their students, and as reflected in the class observations. Some of the teachers' strategies applied during the enactment, such as the conversational model, were specifically designed for teaching APL‐based curricula. We found that the instructional strategies applied for the adapted articles were associated with cognitive and affective engagement, active learning, inquiry thinking, and understanding of the nature of science. Suitable teacher PCK promoted learning by inquiry in addition to learning on inquiry. Students' challenges were mainly linked to the comprehension of complex, multi‐stage, biotechnological processes and methods that are abundant throughout the curriculum and required the use of previous knowledge in new contexts. A complex interaction of factors, namely teachers' PCK, the APL genre, and the biotechnology content of the curriculum, shaped the instructional strategies of the new curriculum and the outcomes of its enactment 相似文献