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1.
Jennifer DeWitt Louise Archer Jonathan Osborne Justin Dillon Beatrice Willis Billy Wong 《International Journal of Science and Mathematics Education》2011,9(2):243-271
Students’ interest in studying science and their aspirations to pursue science-related careers is a topic of global concern.
In this paper, a set of data gathered for the initial phase of the 5-year study of Science Aspirations and Careers: Age 10–14
(the ASPIRES project) is presented. In the initial phase of this project, a questionnaire exploring students’ aspirations
was developed, validated and trialled with nearly 300 primary school students. Principal component analyses and Cronbach’s
alpha revealed that the questionnaire was comprised of a number of unidimensional components and that reliability was acceptable.
Further multivariate analyses indicated that students’ aspirations in science were most strongly predicted by parental attitudes
to science, attitudes towards school science, self-concept in science, images of scientists and engagement in science-related
activities outside of school. Moreover, ‘Asian’ students appeared to exhibit a highly positive set of attitudes towards science
and aspirations in science, particularly when compared with White students. Reasons for this observed difference are also
explored. 相似文献
2.
Victoria Brookhart Costa 《科学教学研究杂志》1993,30(7):649-668
The purpose of this article is twofold: to characterize and describe school science as a rite of passage, and to expose problems in school science that are made visible through the use of this metaphor. Like other rite-of-passage studies by van Gennep, Turner, and White, school-science-as-a-rite-of-passage follows the classic model: First, science students are separated from other students through their enrollment in introductory science classes and laboratory (the phase of separation). Science students are then secluded in the classroom and laboratory where a specialized body of knowledge unique to the scientific community is transmitted to them (the phase of transition). Eventually, students are presented via graduation ceremonies to the ordinary world with accompanying changes in their status and rights (the phase of reincorporation). However, unlike traditional passage rites, school science is a lengthy and ambiguous process that muddles the points of separation and reincorporation and fails to clarify the value of transition rituals. 相似文献
3.
Géraldine Fauville 《International Journal of Science Education》2013,35(16):2151-2170
ABSTRACTIn this article, 61 high-school students learned about ocean acidification through a virtual laboratory followed by a virtual lecture and an asynchronous discussion with a marine scientist on an online platform: VoiceThread. This study focuses on the students’ development of ocean literacy when prompted to ask questions to the scientist. The students’ questions were thematically analysed to assess (1) the kind of reasoning that can be discerned as premises of the students’ questions and (2) what possibilities for enhancing ocean literacy emerge in this instructional activity. The results show how interacting with a scientist gives the students an entry point to the world of natural sciences with its complexity, uncertainty and choices that go beyond the idealised form in which natural sciences often are presented in school. This activity offers an affordable way of bringing marine science to school by providing extensive expertise from a marine scientist. Students get a chance to mobilise their pre-existing knowledge in the field of marine science. The holistic expertise of the marine scientist allows students to explore and reason around a very wide range of ideas and aspect of natural sciences that goes beyond the range offered by the school settings. 相似文献
4.
Fang-Ying Yang Shiang-Yao Liu Chung-Yuan Hsu Guo-Li Chiou Hsin-Kai Wu Ying-Tien Wu Sufen Chen Jyh-Chong Liang Meng-Jung Tsai Silvia W.-Y. Lee Min-Hsien Lee Che-Li Lin Regina Juchun Chu Chin-Chung Tsai 《Research in Science Education》2018,48(2):325-344
The purpose of this study was to develop and validate an online contextualized test for assessing students’ understanding of epistemic knowledge of science. In addition, how students’ understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was also explored. The participants were 489 senior high school students (244 males and 245 females) from eight different schools in Taiwan. Based on the result of an extensive literature review, we first identified six factors of epistemic knowledge of science, such as status of scientific knowledge, the nature of scientific enterprise, measurement in science, and so on. An online test was then created for assessing students’ understanding of the epistemic knowledge of science. Also, a learner-factor survey was developed by adopting previous PISA survey items to measure the abovementioned learner factors. The results of this study show that; (1) by factor analysis, the six factors of epistemic knowledge of science could be grouped into two dimensions which reflect the nature of scientific knowledge and knowing in science, respectively; (2) there was a gender difference in the participants’ understanding of the epistemic knowledge of science; and (3) students’ interest in science learning and the time spent on science learning were positively correlated to their understanding of the epistemic knowledge of science. 相似文献
5.
Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007 相似文献
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7.
Science enrichment programmes housed outside traditional school settings offer unique opportunities to access and use authentic scientific tools and practices, especially for urban students whose school science experiences often lack resources. Yet opportunities to access these tools and practices are realized only when science teachers value them sufficiently to take advantage of them. This study examines how eight urban secondary science teachers evaluated a specific out‐of‐school science enrichment programme—a one‐year partnership with a local university science outreach centre, which culminated in a half‐day laboratory experience for their students. Teachers’ perceptions were captured through interviews and surveys. Findings indicate that these teachers came to identify and value many of the potential benefits for out‐of‐school enrichment programmes reported in the literature as well as some additional ones. The teachers’ also showed a shift over time with respect to their perceptions of the value of the out‐of‐school experience, moving from an initial focus on increasing test scores toward a greater appreciation for its impact on students’ motivation and identity development. The study offers insight into secondary science students’ and teachers’ identity needs, and what universities can offer to address them. 相似文献
8.
Gordon Johnson Dr. Laura Laughran Ray Tamppari Perry Thomas 《Journal of Science Teacher Education》1991,2(3):79-82
Summary Science teachers naturally rely on their university science experiences as a foundation for teaching middle school science.
This foundation consists of knowledge far too complex for the middle level students to comprehend. In order for middle school
science teachers to utilize their university science training they must search for ways to adapt their college experiences
into appropriate middle school learning experience.
The criteria set forth above provide broad-based guidelines for translating university science laboratory experiences into
middle school activities. These guidelines are used by preservice teachers in our project as they identify, test, and organize
a resource file of hands-on inquiry activities for use in their first year classrooms. It is anticipated that this file will
provide a basis for future curriculum development as the teacher becomes more comfortable and more experienced in teaching
hands-on science.
The presentation of these guidelines is not meant to preclude any other criteria or considerations which a teacher or science
department deems important. This is merely one example of how teachers may proceed to utilize their advanced science training
as a basis for teaching middle school science. 相似文献
9.
Colette Murphy Jim Beggs Ivor Hickey Jim O'Meara John Sweeney 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):189-199
This paper presents the initial findings of a long-term study to examine whether the introduction of compulsory school science for pupils in UK schools in 1991 is effective in raising the general level of scientific literacy. The use of the term 'scientific literacy' in the literature is considered and a definition of the term as it is applied in this study is offered. The scientific literacy level of two groups of initial teacher training studentswith contrasting experiences of school sciencewas compared. Students completed a simple science test that had been originally written for 11-year-old children. The average test score of students who had experienced compulsory school science from the ages of 11 to 16 was found to be significantly higher (p = 0.014) than that of students for whom school science was optional at secondary level. The study also highlights specific areas of conceptual difficulty in basic science experienced by almost all of the students tested. Test questions relating to the circulatory system, light and sound produced very low scores from almost all students, regardless of their science background. The paper considers the implications of these findings for science teachers and policymakers in both the primary and secondary sectors. 相似文献
10.
Student involvement in learning: Collaboration in science for PreService elementary teachers 总被引：1，自引：0，他引：1
Conclusion The present study provided insights regarding the interactions that take place in collaborative science laboratory and regarding
the outcome of such interactions. Science laboratory experiences structured by teachers have been criticized for allowing
very little, if any, meaningful learning. However, this study showed that even structured laboratory experiments can provide
insightful experience for students when conducted in a group setting that demanded interactive participation from all its
members. The findings of the present study underscored the synergistic and supportive nature of collaborative groups. Here,
students patiently repeated explanations to support the meaning construction on the part of their slower peers and elaborated
their own understanding in the process; groups negotiated the meaning of observations and the corresponding theoretical explanations;
students developed and practiced a range of social skills necessary in today’s workplace; and off-task behavior was thwarted
by the group members motivated to work toward understanding rather than simply generating answers for task completion.
The current findings suggest an increased use of collaborative learning environments for the teaching of science to elementary
education majors. Some teachers have already made use of such settings in their laboratory teaching. However, collaborative
learning should not be limited to the laboratory only, but be extended to more traditionally structured classes. The effects
of such a switch in activity structures, increased quality of peer interaction, mastery of subject matter content, and decreased
anxiety levels could well lead to better attitudes toward science among preservice elementary school teachers and eventually
among their own students. 相似文献
11.
Religious beliefs in science classrooms 总被引：3，自引：0，他引：3
The question of the relationship between science and religion assumes importance for many secondary school students of science,
especially but not exclusively for those in Christian schools. Science as presented in many school classrooms is not as objective
and value free as it might seem on first examination, nor does it represent adequately the range of beliefs about science
held by students and teachers. This paper reports part of a larger research study into beliefs about science and religion
held by students, teachers and clergy in a Lutheran secondary school. Results indicate that participants in the study was
the relationship between science and religious belief in ways unforeseen and unappreciated by traditional school science programs.
The stories of selected participants are told and they frame a discussion of implications of the study for science teaching. 相似文献
12.
Kiray Seyit Ahmet Simsek Sena 《International Journal of Science and Mathematics Education》2021,19(5):935-955
This study has two aims. The first one is to reveal the science teacher candidates’ misconceptions about the density by using a four-tier diagnostic test, and the second one is to determine to what extent science teacher candidates have scientific knowledge, lack of knowledge, and misconceptions about the density. In order to achieve these aims, a four-tier density diagnostic test was developed with the KR-20 reliability coefficient of 0.753 based on the correct answers, and the KR-20 reliability coefficient of 0.528 based on the misconceptions. To determine the misconceptions about the density with the developed test, data were collected from a total of 470 science teacher candidates from seven different universities in Turkey. With the developed four-tier diagnostic test, 48 different misconceptions were revealed. The results of the research showed that about one fourth of science teacher candidates had a misconception about the density and that the ratio of six of the resulting misconceptions was over 10%. It may be suggested that this study conducted on science teacher candidates should also be conducted on middle and high school students and experimental studies should be carried out to eliminate the misconceptions that emerged in this study.
相似文献13.
In previous studies, science students have been trained to ask more and better questions through intensive instruction apart from the ongoing academic program. Cognitive strategies (such as questioning) are developed best, however, within the framework of an academic subject. In the current study, questioning skills were taught to high school chemistry students in the context of their laboratory experiments. Since both intellectual development and questioning skills are causally related to problem solving, the effect of intellectual development on the learning of questioning skills also was investigated. The Piagetian model of intellectual development was chosen for its demonstrated effects on many important aspects of science instruction. The number and quality of student research questions was measured by the Science Inquiry Assessment Instrument. The student's level of intellectual development was measured by the Classroom Test of Formal Operations. The twelve-week experimental treatment involved printed lessons which taught students to ask research questions in response to unanticipated observations in their regularly scheduled laboratory experiments. The pretest exaggerated the effect of this treatment. This effect, however, was significant among unpretested students, accounting for 14% of the post-test score variance. The level of intellectual development has no effect on these post-test scores. These important questioning skills can be acquired within the framework of the regularly scheduled classroom activities by high school chemistry students, irrespective of their level of Piagetian intellectual development. 相似文献
14.
This study was conducted in order to identify the intensity of Turkish students’ views with regard to environmental issues presented in the national curriculum and to determine how these views differ by gender, grade level, previous science achievement, socio‐economic status (SES), and school location. For this project, a 51‐item Attitude Toward Environmental Issues Scale (ATEIS) was created and utilized. In total, the scale involved 30 distinct environmental issues. These environmental issues are emphasized in the current Turkish science education curriculum. A total of 458 students in grade 4–8 classrooms completed the scale. Rasch analysis results indicated that, in general, the students felt environmental problems should be confronted in Turkey. But when students were presented with a range of survey items stating that a particular environmental issue should take precedence over economic growth, it was often very difficult for students to agree. On the other hand, when students were simply presented a range of survey issues concerning environmental problems in Turkey, it was easy for them to agree with the presence (or importance) of these environmental issues in Turkey. Subsequent analysis suggested that the set of ATEIS survey items were understood and functioned in a similar measurement manner for male and female students, as well as elementary and middle school students. Results of ANOVA analyses indicated that recent high achievement in science courses resulted in more positive attitudes toward environmental issues. T‐test analyses revealed that the older female students of this data set exhibited more support for environmental issues than did male students. Students with high family income, and those students living in urban areas, displayed more positive attitudes toward environmental issues than did students with low family income, and those living in suburban areas. 相似文献
15.
16.
Chin-Chung Tsai 《International Journal of Science Education》2013,35(7):847-860
The purpose of this study was to explore the differences between science students' and teachers' perceptions of laboratory environments. More than 1000 junior high school students and their science teachers in Taiwan were surveyed. The students showed much more dissatisfaction with approaches to laboratory activities than their teachers. They preferred a much more student-cohesive, open-ended, integrated and rule-clear laboratory environment than their teachers expected or preferred. However, the teachers sampled showed higher preferences for better equipment and material environments for laboratory work than did their students. Data from follow-up interviews with participant teachers suggested that epistemological views about science might be one of the important factors causing differences in perceptions between students and teachers of laboratory learning environments. 相似文献
17.
Much is known about high school students’ attitudes towards science but there is almost no research on what passion for science might look like and how it might be manifested. This exploratory case study took advantage of a unique group of highly gifted science students participating in the Australian Science Olympiad (N = 69) to explore their attitudes towards school science and science as presented in the Olympiad summer camp. In particular the role the summer camp might play in igniting the students’ passion for science was a focus of the research. Data were collected through a two-tiered survey of students’ attitudes towards school science, an evaluative survey of the Olympiad summer camp and in-depth interviews with six participants. Findings indicated that Olympiad students generally had positive attitudes towards school science with most selecting science as one of their favourite subjects. However, an underlying ambivalence about school science was noted in the data. In contrast, the Olympiad summer camp transformed students’ positive attitudes into passion for science. Seven themes emerged from the data providing a foundation for a model of what academic passion for science looks like. 相似文献
18.
Karim Mikael Hamza Per-Olof Wickman 《International Journal of Science Education》2013,35(13):2254-2277
The purpose of this study is to use a comparative approach to scrutinize the common assumption that certain school science activities are theoretical and therefore particularly suited for engaging students with scientific ideas, whereas others are practical and, thus, not equally conducive to engagement with scientific ideas. We compared two school science activities, one (laboratory work) that is commonly regarded as focusing attention on artefacts that may distract students from central science concepts and the other (concept mapping) that is thought to make students focus directly on these concepts. We observed students in either a laboratory activity about real galvanic cells or a concept-mapping activity about idealized galvanic cells. We used a practical epistemology analysis to compare the two activities regarding students' actions towards scientific ideas and artefacts. The comparison revealed that the two activities, despite their alleged differences along the theory–practice scale, primarily resulted in similar student actions. For instance, in both activities, students interacted extensively with artefacts and, to a lesser extent, with scientific ideas. However, only occasionally did students establish any explicit continuity between artefacts and scientific ideas. The findings indicate that some of the problems commonly considered to be unique for school science practical work may indeed be a feature of school science activities more generally. 相似文献
19.
Elizabeth B. Moje 《科学教学研究杂志》1995,32(4):349-371
This paper builds on research in science education, secondary education, and sociolinguistics by arguing that high school classrooms can be considered speech communities in which language may be selectively used and imposed on students as a means of fostering academic speech community identification. To demonstrate the ways in which a high school teacher's language use may encourage subject area identification, the results of an interactionist analysis of data from a 2-year ethnographic study of one high school chemistry classroom are presented. Findings indicate that this teacher's uses of language fell into three related categories. These uses of language served to foster identification with the academic speech community of science. As a result of the teacher's talk about science according to these three patterns, students developed or reinforced particular views of science. In addition, talking about science in ways that fostered identity with the discipline promoted the teacher as expert and built classroom solidarity or community. These results are discussed in light of sociolinguistic research on classroom competence and of the assertions of science educators regarding social and ideologic implications of language use in science instruction. 相似文献
20.
Despite the almost mandatory inclusion of a laboratory component in the school curriculum very little has been reported about
the effects of laboratory instruction upon student learning and attitudes. The present study was undertaken to investigate
the thinking of students in a chemistry laboratory. An interpretive research method was adopted in collecting and analysing
data gathered from observations, general interviews and stimulated recall interviews. Four high school students were studied
during their participation in a week-long university summer school program. This study reports how the four students responded
differently to the same laboratory experience.
Specializations: chemistry and biochemistry education, thinking in science and industry.
Specializations: science education, teacher learning and preparation, teaching thinking. 相似文献