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1.
The goal of this study was to identify and understand the mental models developed by 67 high school biology students as they learn about the human body as a complex system. Using concept maps, it sought to find an external way of representing how students organize their ideas about the human body system in their minds. We conducted a qualitative analysis of four concept maps created by each student throughout the 3-year learning process, which allowed us to identify that student’s systems thinking skills and the development of those skills over time. The improvement trajectories of the students were defined according to three central characteristics of complex systems: (a) hierarchy, (b) homeostasis and (c) dynamism. A comparative analysis of all of our students’ individual trajectories together revealed four typical learning patterns, each of which reflects a different form of development for systems thinking: “from the structure to the process level”, “from macro to micro level”, “from the cellular level to the organism level,” and “development in complexity of homeostasis mechanisms”. Despite their differences, each of these models developed over time from simpler structures, which evolved as they connected with more complex system aspects, and each indicates advancement in the student’s systems thinking.  相似文献   

2.
Building communicative competence in textual and multimodal literacies has become a linchpin of learning, of engagement with the world, and of participation in online and blended spaces. Young creators now compose online and with digital tools, often in what we call “user‐generated content affinity spaces” – interest‐based spaces that focus on creating and sharing self‐made content. Such spaces focus on processes of developing users' creations and sharing the products with an audience. These spaces have been inspirations for teachers to reinvigorate classroom practices and expose students to learning opportunities for creation and critique. But questions remain about models of participation in such spaces, especially those that idealise youth who are the most highly engaged while ignoring those whose participation is less visible. Here, we share three experiences of bringing user‐generated content affinity spaces into more formal learning environments and reflect on the tensions emerging from these efforts. We end by outlining steps to develop theory and interventions to navigate tensions and propel the field forward.  相似文献   

3.
The purpose of this study was to investigate students' mental models of chemical equilibrium using dynamic science assessments. Research in chemical education has shown that students at various levels have misconceptions about chemical equilibrium. According to Chi's theory of conceptual change, the concept of chemical equilibrium has constraint‐based features (e.g., random, simultaneous, uniform activities) that might prevent students from deeply understanding the nature of the concept of chemical equilibrium. In this study, we examined how students learned and constructed their mental models of chemical equilibrium in a cognitive apprenticeship context. Thirty 10th‐grade students participated in the study: 10 in a control group and 20 in a treatment group. Both groups were presented with a series of hands‐on chemical experiments. The students in the treatment group were instructed based on the main features of cognitive apprenticeship (CA), such as coaching, modeling, scaffolding, articulation, reflection, and exploration. However, the students in the control group (non‐CA group) learned from the tutor without explicit CA support. The results revealed that the CA group significantly outperformed the non‐CA group. The students in the CA group were capable of constructing the mental models of chemical equilibrium—including dynamic, random activities of molecules and interactions between molecules in the microworld—whereas the students in the non‐CA group failed to construct similar correct mental models of chemical equilibrium. The study focuses on the process of constructing mental models, on dynamic changes, and on the actions of students (such as self‐monitoring/self‐correction) who are learning the concept of chemical equilibrium. Also, we discuss the implications for science education. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 688–712, 2002  相似文献   

4.
Abstract: Students’ perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem‐based learning context) were assessed for a food biotechnology course that was part of a 3rd year biotechnology program. The mean score for “perceived learner's skills” was the lowest whereas those for “facilitation” and “facilitator” were the highest. Selected qualitative comments from students were also analyzed. This study demonstrated interdisciplinary learning as the students could make meaningful connections across different science disciplines. Further investigation is needed to develop possible strategies to accommodate the challenges in making meaningful connections across science disciplines as well as to develop a defined hybrid method for analysis of students’ responses.  相似文献   

5.
A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor “learning is constructing” on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non‐metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre‐intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes to students' metacognition as conceptual change. However, this study also shows that contextual factors are key determinants of students' propensity to enhance their metacognition and learning processes. This study highlights the potential of using metaphor as a means to assist teachers and students develop a shared language of learning in classroom settings. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 222–259, 2001  相似文献   

6.
学生英语学习的自我效能感体现了学生对自己英语学习的自信和期望,是影响学生学习效果的一个重要非智力因素。在英语教学中,可以运用杜威“从做中学”教学观,通过建立和谐师生关系、设置合理学习目标、活化教学过程、构建多元评价体系等,调动学生学习的积极性,增强自信心,培养其英语学习自我效能感。  相似文献   

7.
This study follows two groups of students (67 in all) through the 3 years of their high school biology education and examines the development of their systems thinking - specifically their models of the human body as a system. Both groups were composed of biology majors, but the students in one group also participated in a PBLbased extension program called “Medical Systems”. Data was gathered by means of concept maps, which the students completed at four strategic stages of the learning process: beginning of 10th grade, end of 10th grade, end of 11th grade and end of 12th grade. At the end of the 3 year learning process, the students’ showed more complex system models. They included a wider range of concepts in their maps, spanning hierarchy levels ranging from the molecular and cellular to the system level. We also found an increase in references to dynamic interactions, but this did not encourage the students to use cellular level processes when explaining phenomena that occur at the systems level. The impact of the PBL teaching method was strongly evident in the complexity of the Medical Systems program students’ concept maps, which heavily emphasized “hierarchy” and “diseases” as system characteristics.  相似文献   

8.
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9.
This research focused on the concept of “force” (“CHI‐KA‐RA” in Japanese) in Newtonian mechanics. The primary objective was to develop a tool, based on metaphor, to interpret student thinking in learning scientific topics. The study provides an example of using the tool to trace the process of mutual changes in thinking during a dialog among students who have different perspectives on the same topic. “Social metaphorical mapping” was used to interpret a dialog between two groups of junior high school students with different epistemological paradigms with regard to the concept of force (CHI‐KA‐RA) in the learning environment of a computer simulation. Both source domains were recontextualized through social metaphorical mapping and the process of mutual changes in concepts was traced. Participants noticed that the Buridanian 1 1. Buridan was a French scientist in the fourteenth century who proposed a theory of impetus. concept of“force” differs from the Newtonian concept of “force,” differentiated between the concepts of “force” that use the same Japanese term “CHI‐KA‐RA,” and noticed that the Buridanian concept of “force” resembles the Newtonian concept of “momentum.”  相似文献   

10.
System thinking skills at the elementary school level   总被引：1，自引：0，他引：1  
This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry‐based earth systems curriculum that focuses on the hydro‐cycle. The program involved lab simulations and experiments, direct interaction with components and processes of the water cycle in the outdoor learning environment and knowledge integration activities. Despite the students' minimal initial system thinking abilities, most of them made significant progress with their ability to analyze the hydrological earth system to its components and processes. As a result, they recognized interconnections between components of a system. Some of the students reached higher system thinking abilities, such as identifying interrelationships among several earth systems and identifying hidden parts of the hydrological system. The direct contact with real phenomena and processes in small scale scenarios enabled these students to create a concrete local water cycle, which could later be expanded into large scale abstract global cycles. The incorporation of outdoor inquiry‐based learning with lab inquiry‐based activities and knowledge integration assignments contributed to the 4th grade students' capacity to develop basic system thinking abilities at their young age. This suggests that although system thinking is regarded as a high order thinking skill, it can be developed to a certain extent in elementary school. With a proper long‐term curriculum, these abilities can serve as the basis for the development of higher stages of system thinking at the junior–high/middle school level. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 540–563, 2010  相似文献   

11.
Abstract

Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices.  相似文献   

12.
ABSTRACT: Interteaching is a new pedagogical strategy for classroom instruction that demonstrates great effective student learning outcomes in the field of psychology. It is a 20 to 30 min student‐to‐student discussion addressing the main points in a specified body of reading materials. Interteaching includes elements such as reciprocal peer tutoring, cooperative learning, and problem‐based learning. These elements have been well theorized and their effectiveness has been empirically documented. To date, little is known about the effects of interteaching on students' perceived learning outcomes in food science and nutrition. This case study describes how the interteach method was employed in an undergraduate nutrition and food science course with specific examples of the tools used, such as interteach preparation guides, the interteach record form, and the peer assessment form. Based on the continuous feedback provided by the students during the course work, several specific modifications were made from the conventional interteaching methods, including 4‐person interteaching instead of one‐on‐one interteaching, as well as the use of in‐class thought‐provoking “synthesis” questions. At the end of the course, we assessed the students' perceptions of interteaching, as well as the students' perceived learning outcomes. The method generally fostered critical thinking and enhanced their motivation, which led to their perceived learning. On the other hand, some of the students expressed challenges in learning from peers due to their peers' varied preparation levels, as well as tackling complex scientific concepts prior to lectures. Further investigation is needed to develop possible strategies for accommodating the challenges among students with different learning styles.  相似文献   

13.
In language courses, it is important to foster students’ systematic thinking and to develop their competence to express, appreciate, criticize and reflect, in particular in such courses as classical Chinese, which aim to develop students’ cultural and literature knowledge. Problem posing is a promising strategy to achieve this objective. However, without sufficient supports, students could feel frustrated since problem posing is a challenging task, in particular for young students. In this study, a fill-in concept mapping-based problem-posing approach was proposed to address this problem. A learning system was developed based on the proposed approach and a quasi-experiment was conducted on an eighth-grade classical Chinese course to evaluate the performance of the proposed approach. The experimental results show that the concept mapping-based problem-posing approach improved the students’ learning achievement, critical thinking tendency and problem-posing quality. The interview results further show that the students perceived the approach as being effective from the perspectives of “Improving article comprehension,” “Improving problem-posing performances,” and “Boosting diverse thinking.”  相似文献   

14.
This cross‐sectional study identifies key conceptual difficulties experienced by upper secondary school and pre‐service chemistry teachers (N = 191) in the area of reaction rates. Students' ideas about reaction rates were elicited through a series of written tasks and individual interviews. In this paper, students' ideas related to reaction rate and its relationship with concentration or pressure are discussed. Evidence is presented to support the following claims. First, school students tended to use “macroscopic” modelling rather than using “particulate” and/or “mathematical” modelling. By contrast, undergraduates were more likely to provide explanations based upon theoretical models and entities within established chemical ideas. Nevertheless, second, they had conceptual difficulties in making transformation within and across different theoretical models. Finally, students did not generally use a scientifically acceptable concept of reaction rate across contexts. Although an acceptable concept may have been used in one context, incorrect ideas may, nonetheless, have been used in other contexts. However, undergraduates' responses were less affected by context. Several conceptual difficulties exhibited by school students persisted among undergraduates. Some possible implications for planning the curriculum and teaching are proposed in the light of the results.  相似文献   

15.
This article describes the design, evaluation, and results of an innovative undergraduate engineering course at the U.S. Air Force Academy (USAFA). The course, ENGR 110 — Introduction to Engineering, is a problem‐based learning environment in which freshmen students work in teams to solve problems integral to a “mission to Mars”, that is, getting to Mars, constructing a research site on Mars, and developing a renewable power source there. In addition to traditional knowledge and skill objectives, the course focuses on “higher order” outcomes such as: framing and resolving ill‐defined problems; communicating via multiple media; exhibiting intellectual curiosity; and developing a rich conceptualisation of engineering. The course is described in terms of a set of pedagogical dimensions for problem‐based learning environments. Several cognitive assessment methods were used to assess student achievement and evaluate the effectiveness of the course. Results included statistically and educationally significant differences in “problem‐solving” between two classes of ENGR 110 students and two control classes of sophomore engineering students.  相似文献   

16.
Lynne Wiltse 《Literacy》2015,49(2):60-68
In this paper, I report on a school‐university collaborative research project that investigated which practices and knowledges of Canadian Aboriginal students not acknowledged in school may provide these students with access to school literacy practices. The study, which took place in a small city in Western Canada, examined ways to merge the out‐of‐school literacy resources with school literacy practices for minority language learners who struggle with academic literacies. Drawing on the third space theory, in conjunction with the concept of “funds of knowledge,” I explain how students' linguistic and cultural resources from home and community networks were utilised to reshape school literacy practices through their involvement in the Heritage Fair programme. I analyse a representative case study of Darius, a 10‐year‐old boy who explored his familial hunting practices for his Heritage Fair project. This illustrative exemplar, “Not just sunny days,” highlights the ways in which children's out‐of‐school lives can be used as a scaffold for literacy learning. In conclusion, I discuss implications for educators and researchers working to improve literacy learning for minority students by connecting school learning to children's out‐of‐school learning.  相似文献   

17.
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18.
This paper builds on Lingard's paper (1990a, British Journal of Sociology of Education, 11, pp. 171‐188) analysing the present secondary school assessment system in Queensland by presenting comparable material for Victoria from 1856 to 1979. All Lingard's tools of analysis are used, but particular attention is paid to Offe's concept of “economic connections” and to operation‐alising it by the use of the financial accounts of examination boards. Only by employing such tools in the service of sociological theory will an approach be made to theories about assessment systems.  相似文献   

19.
This study describes the multiple analogical models used to introduce and teach Grade 12 chemical equilibrium. We examine the teacher's reasons for using models, explain each model's development during the lessons, and analyze the understandings students derived from the models. A case study approach was used and the data were drawn from the observation of three consecutive Grade 12 lessons on chemical equilibrium, pre‐ and post‐lesson interviews, and delayed student interviews. The key analogical models used in teaching were: the “school dance”; the “sugar in a teacup”; the “pot of curry”; and the “busy highway.” The lesson and interview data were subject to multiple, independent analyses and yielded the following outcomes: The teacher planned to use the students' prior knowledge wherever possible and he responded to student questions with stories and extended and enriched analogies. He planned to discuss where each analogy broke down but did not. The students enjoyed the teaching but built variable mental models of equilibrium and some of their analogical mappings were unreliable. A female student disliked masculine analogies, other students tended to see elements of the multiple models in isolation, and some did not recognize all the analogical mappings embedded in the teaching plan. Most students learned that equilibrium reactions are dynamic, occur in closed systems, and the forward and reverse reactions are balanced. We recommend the use of multiple analogies like these and insist that teachers always show where the analogy breaks down and carefully negotiate the conceptual outcomes. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1135–1159, 2005  相似文献   

20.
The purpose of this project was to develop Web‐based learning modules that combine (1) animated 3D graphics; (2) 3D models that a student can manipulate independently; (3) passage of time in embryonic development; and (4) animated 2D graphics, including 2D cross‐sections that represent different “slices” of the embryo, and animate in parallel. These elements were presented in two tutorials, one depicting embryonic folding and the other showing development of the nervous system after neural tube formation. The goal was to enhance the traditional teaching format—lecture combined with printed diagrams, text, and existing computer animations—with customized, guided, Web‐based learning modules that surpassed existing resources. To assess module effectiveness, we compared quiz performance of control groups who attended lecture and did not use a supporting module, with study groups who used a module in addition to attending lecture. We also assessed our students' long‐term retention of the material, comparing classes who had used the module with students from a previous year that had not seen the module. Our data analysis suggests that students who used a module performed better than those given only traditional resources if they used the module after they were already somewhat familiar with the material. The findings suggest that our modules—and possibly computer‐assisted‐instruction modules in general—are more useful if used toward the later stages of learning, rather than as an initial resource. Furthermore, our data suggest that the animation aids in long‐term retention. Both medical students at the University of Cincinnati and medical faculty from across the country commented favorably on their experiences with the embryonic development modules. Anat Sci Ed 1:252–257, 2008. © 2008 American Association of Anatomists.  相似文献   

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