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1.
Teaching and Learning Physics in a 1:1 Laptop School 总被引：1，自引：1，他引：0
1:1 laptop programs, in which every student is provided with a personal computer to use during the school year, permit increased
and routine use of powerful, user-friendly computer-based tools. Growing numbers of 1:1 programs are reshaping the roles of
teachers and learners in science classrooms. At the Denver School of Science and Technology, a public charter high school
where a large percentage of students come from low-income families, 1:1 laptops are used often by teachers and students. This
article describes the school’s use of laptops, the Internet, and related digital tools, especially for teaching and learning
physics. The data are from teacher and student surveys, interviews, classroom observations, and document analyses. Physics
students and teachers use an interactive digital textbook; Internet-based simulations (some developed by a Nobel Prize winner);
word processors; digital drop boxes; email; formative electronic assessments; computer-based and stand-alone graphing calculators;
probes and associated software; and digital video cameras to explore hypotheses, collaborate, engage in scientific inquiry,
and to identify strengths and weaknesses of students’ understanding of physics. Technology provides students at DSST with
high-quality tools to explore scientific concepts and the experiences of teachers and students illustrate effective uses of
digital technology for high school physics. 相似文献
2.
Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit 总被引：5，自引：4，他引：1
Xornam S. Apedoe Birdy Reynolds Michelle R. Ellefson Christian D. Schunn 《Journal of Science Education and Technology》2008,17(5):454-465
Infusing engineering design projects in K-12 settings can promote interest and attract a wide range of students to engineering
careers. However, the current climate of high-stakes testing and accountability to standards leaves little room to incorporate
engineering design into K-12 classrooms. We argue that design-based learning, the combination of scientific inquiry and engineering
design, is an approach that can be used to meet both K-12 educators’ and engineering advocates’ goals. This paper describes
an 8-week high school curriculum unit, the Heating/Cooling System, in which engineering design is used to teach students central and difficult chemistry concepts such as atomic interactions,
reactions, and energy changes in reactions. The goals of the paper are to (1) describe this successful design-based unit,
(2) provide guidelines for incorporating design-based learning into other science topics, and (3) provide some evidence of
its value for teaching difficult chemistry concepts and increasing interest in engineering careers. 相似文献
3.
Steven Sorg Barbara Truman-Davis Charles Dziuban Patsy Moskal Joel Hartman Frank Juge 《Interactive Learning Environments》2013,21(2-3):137-154
Student growth patterns in Web-enhanced and on-line courses lead the University of Central Florida (UCF) to expect large populations for both categories. The authors describe the UCF process for implementing and evaluating Web-based instruction. The office of Course Development and Web Services supports faculty in preparing and delivering their on-line courses. Additionally, faculties are given support for the transition through a semester-long course in Web-based teaching. The Center for Distributed Learning provides administrative and registration services in addition to coordinating and marketing interactive television, video, and Web-based courses. The Faculty Center for Teaching and Learning provides additional support for faculty as they work with the new technologies. Finally, UCF is conducting a comprehensive impact evaluation of distributed learning including differential success, demographic trends, impact on teaching, and impact on students with differing learni ng styles. The model used at UCF is compared with the Twente TeleTOP method (De Boer, 1999) and the generalizability of this model to other institutions is discussed. 相似文献
4.
The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed
chemistry instruction on eleventh grade students’ epistemological beliefs and their attitudes toward chemistry as a school
subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school
instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based
learning and the control group received traditional instruction. At the experimental group, life cases were presented with
small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant
difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry
as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students’
epistemological beliefs and attitudes toward chemistry. 相似文献
5.
Edward G. Lyon 《Journal of Science Teacher Education》2011,22(5):417-435
This paper describes the Assessment Practices Framework and how I used it to study a high school Chemistry teacher as she
designed, implemented, and learned from a chemistry lab report. The framework consists of exploring three teacher-centered
components of classroom assessment (assessment beliefs, practices, and reflection) and analyzing components with the assessment
triangle model (Pellegrino et al. in, Knowing what students know: The science and design of educational assessment. National
Academy Press, Washington DC, 2001). Employing the framework, I report the teacher’s assessment practices, report the alignment in her assessment practices
through the three vertices of the assessment triangle (cognition, observation, and interpretation), and suggest relations
between her beliefs and practices. I conclude by discussing the contribution and limitations of the Assessment Practices Framework
while conducting future research and supporting science teachers in assessing student learning. 相似文献
6.
The Indian Institutes of Technology (IITs) are among the most prestigious technical institutes in India (and perhaps in the
world) for undergraduate engineering education. Admission to an IIT is viewed by many Indians as a passport to success, prosperity,
prestige, and possibly moving to Western countries for higher studies and/or jobs. This paper examines whether (i) access
to the IITs is open to students irrespective of their socioeconomic status; (ii) students’ satisfaction, once they enter an
IIT, is conditioned by their socioeconomic status; and (iii) students’ attitudes towards their future plans are influenced
by their socioeconomic status. The paper is based on a survey conducted with nearly 260 students at two out of five original
IITs in 2007–2008. Findings reveal that access to the IITs, satisfaction at the IITs, and future plans after the IITs are
strongly correlated to students’ socioeconomic status. Even though admission to the IITs is based on an entrance examination,
most of its students are from the socially and economically well-off families. 相似文献
7.
Previous research has found a wide range of predictors of student performance in introductory college chemistry. These predictors are associated with both the students' backgrounds and their high school learning experiences. The purpose of this research study was to examine the link between high school chemistry pedagogical experiences and performance in introductory college chemistry while accounting for individual educational and demographic differences. The researchers surveyed 1531 students enrolled in first‐semester introductory college chemistry courses for science and engineering majors at 12 different U.S. colleges and universities. Using multiple regression analysis, the researchers uncovered several interesting high school pedagogical experiences that appeared to be linked with varying levels of performance in college chemistry. Most notably, the researchers found that repeating chemistry labs for understanding was associated with higher student grades, whereas overemphasis on lab procedure in high school chemistry was associated with lower grades in college. These results suggest that high school teachers' pedagogical choices may have a link to future student performance. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 987–1012, 2005 相似文献
8.
Erica N. Walker 《The Urban Review》2007,39(5):519-540
This article reports findings from a study of preservice mathematics teacher education students and their beliefs about and
experiences with students in an urban high school. The preservice teacher education students participated as mentors to a
group of peer tutors in a mathematics tutoring program. Data collected from questionnaires and interviews reveal that the
mentors had varied perceptions of tutoring program participants’ motivation, interest, and knowledge of mathematics. Mentors
held varied perceptions of urban schools and what teaching mathematics in urban settings entails. Further, mentors reported
that their work in the tutoring program had an impact on their strategies and plans for future mathematics teaching.
Erica N. Walker is Assistant Professor of Mathematics Education in the Department of Mathematics, Science, and Technology
and Research Fellow at the Institute for Urban and Minority Education at Teachers College, Columbia University. 相似文献
9.
Todd Campbell Shaing Kwei Wang Hui-Yin Hsu Aaron M. Duffy Paul G. Wolf 《Journal of Science Education and Technology》2010,19(5):505-511
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous
potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry.
This paper serves to challenge teacher-held assumptions about students learning science ‘from technology’ with a framework
and examples of students learning science ‘with technology’. Whereas a high percentage of students are finding their way in
using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful
and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how
students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical
and pedagogical foundation for better connecting the two worlds of students’ lives: life in school and life outside of school.
This position paper is in response to the changing landscape of students’ lives. The position is transformative in nature
because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning
‘with technology’ to enhance science learning. 相似文献
10.
Virginia L. J. Bolshakova Carla C. Johnson Charlene M. Czerniak 《Cultural Studies of Science Education》2011,6(4):961-997
In the United States today, urban schools serve the majority of high-poverty and high minority populations including large
numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science
teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers
have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future
science achievement and science-related careers of their students. This qualitative study explores how three science teachers’
effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students
were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives,
as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics
that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing
on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened
student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy,
as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition
to middle school may construct permanence and accomplishment for all in science. 相似文献
11.
Terry Lyons 《Research in Science Education》2006,36(3):285-311
This paper reports and discusses the principal findings of an Australian study exploring the decisions of high achieving Year 10 students about taking physics and chemistry courses (Lyons, 2003). The study used a ‘multiple worlds’ framework to explore the diverse background characteristics that previous quantitative research had shown were implicated in these decisions. Based on analyses of questionnaire and interview data, the study found that the students’ decisions involved the complex negotiation of a number of cultural characteristics within their school science and family worlds. Many of the students regarded junior high school science as irrelevant, uninteresting and difficult, leaving them with few intrinsic reasons for enrolling in senior science courses. The study found that decisions about taking physical science courses were associated with the resources of cultural and social capital within their families, and the degree to which these resources were congruent with the advantages of choosing these courses. The paper concludes that the low intrinsic value of school science and the erosion of its strategic value contribute to the reluctance of students to choose physical science courses in the senior school. 相似文献
12.
This paper reports an evaluation of the physics course at Dickson College (ACT) looking at students' high school experience,
their expectations before beginning and their impressions and feelings during the course. In general, students seem to have
a fairly negative approach to physics, enrolling for a variety of often vague utilitarian reasons but with little expectation
of enjoyment or interest. These opinions were most prevalent in girls who tend to find the content difficult and the course
as a whole uninteresting. There is also a significant difference between girls and boys in their response to different types
of assessment items. In an attempt to enhance the level of interest and enjoyment in students we have been phasing in a more
‘conceptual’ approach to the teaching of physics.
Specializations: senior Physics, Chemistry and Biology. 相似文献
13.
This study investigated the relationship between multiple predictors of academic achievement, including course experience,
students’ approaches to learning (SAL), effort (amount of time spent on studying) and prior academic performance (high school
grade point average—HSGPA) among 442 first semester undergraduate psychology students. Correlation analysis showed that all
of these factors were related to first semester examination grade in psychology. Profile analyses showed significant mean
level differences between subgroups of students. A structural equation model showed that surface and strategic approaches
to learning were mediators between course experience and exam performance. This model also showed that SAL, effort and HSGPA
were independent predictors of exam performance, also when controlling for the effect of the other predictors. Hence, academic
performance is both indirectly affected by the learning context as experienced by the students and directly affected by the
students’ effort, prior performance and approaches to learning. 相似文献
14.
Zvia Kaberman Yehudit Judy Dori 《International Journal of Science and Mathematics Education》2009,7(3):597-625
A new learning unit in chemistry, Case-based Computerized Laboratories (CCL) and Computerized Molecular Modeling (CMM) was developed at the Technion. The CCL and CMM curriculum integrates computerized desktop experiments and molecular
modeling with an emphasis on scientific inquiry and case studies. Our research aimed at investigating the effect of the CCL
and CMM learning environment on students’ higher-order thinking skills of question posing, inquiry, and modeling. The experimental
group included 614 honors 12th grade chemistry students from high schools in Israel who studied according to this learning
unit. The comparison group consisted of 155 12th grade chemistry honors students who studied other chemistry programs. Pre-
and post-tests questionnaires were used to assess students’ higher-order thinking skills. Students’ responses were analyzed
using content analysis rubrics and their statistical analysis. Our findings indicated that the scores of the experimental
group students improved significantly in question posing, inquiry and modeling skills from the pre-test to the post-test.
The net gain scores of the experimental group students were significantly higher than those of their comparison peers in all
three examined skills. In modeling skills, experimental group students significantly improved their achievements in making
the transfer from 3D models to structural formulae, but only about half of them were able to transfer from formulae to 3D
models. By presenting a case-based chemistry assessment tool and content analysis of students’ responses in this paper, we
enable teachers and educators to analyze their students’ higher-order thinking skills both qualitatively and quantitatively. 相似文献
15.
Tae-Young Kim 《Asia Pacific Education Review》2010,11(2):211-222
This paper investigates Korean high school students’ English learning motivation and attitudes. In this regard, the results
of a 2002 study were compared with those of a 2006 study. Questionnaire data were obtained from a total of 1,037 high school
students in a major city in South Korea, and the data were compared with those on the students’ English proficiency. Statistical
analyses verified two distinctive Korean-specific constructs: competitive motivation and attitudes toward Americans among the participants. The results suggest that negative washback effects of the College Scholastic Ability Test in Korea
and influences of peer group cohesion, mass media, and the Information Technology (IT) infrastructure play a crucial role
in EFL motivation and attitudes among Korean high school students. 相似文献
16.
This paper presents the qualitative results of a study of students’ reading of multimodal texts in an interactive, online
environment. The study forms part of a larger project which addressed image–language interaction as an important dimension
of language pedagogy and assessment for students growing up in a multimedia digital age. Thirty-two Year 6 students representing
a sample of high, medium and low performers on an Australian state-wide school literacy test were surveyed about their internet
usage and interviewed using a structured protocol while working online through a selection of materials from an educational
website. Findings from the earlier stages of the project indicated that different types of image-text relations vary in the
degree of difficulty they pose for students’ reading comprehension. This phase of the project extended the analysis of image-text
relations to online, interactive texts. Student performance on online reading tasks and interview data are used to illustrate
some of the complexities students encounter when reading online, and how this may vary with factors such as their day-to-day
literacy experiences and levels of engagement. The results have implications for literacy pedagogy and assessing the reading
of web-based texts. 相似文献
17.
Georgios Tsaparlis 《Research in Science Education》1997,27(2):271-287
Students start the undergraduate quantum chemistry course with incomplete knowledge and many conceptual difficulties about
quantum-chemical concepts. This work investigated the impact an undergraduate quantum chemistry course has on students’ knowledge
and understanding of atomic orbitals, molecular orbitals and related concepts. A “post-factum” analysis of examination data
from this course reveals that students; do not have a clear understanding of the concepts of atomic and molecular orbitals
as well as of Slater determinants; have difficulty in understanding the conceptual similarity between real and complex mathematical
forms of atomic orbitals; confuse the various atomic orbital representations; and, do not realise the approximate nature of
atomic orbitals for many-electron atoms. Difficulties with other related concepts are revealed also. Some promising strategies
for instruction and suggestions for secondary and general chemistry curricula are discussed. 相似文献
18.
19.
Shirly Avargil Orit Herscovitz Yehudit Judy Dori 《Journal of Science Education and Technology》2012,21(2):207-225
For an educational reform to succeed, teachers need to adjust their perceptions to the reform’s new curricula and strategies
and cope with new content, as well as new teaching and assessment strategies. Developing students’ scientific literacy through
context-based chemistry and higher order thinking skills was the framework for establishing a new chemistry curriculum for
Israeli high school students. As part of this endeavor, we developed the Taste of Chemistry module, which focuses on context-based chemistry, chemical understanding, and higher order thinking skills. Our research
objectives were (a) to identify the challenges and difficulties chemistry teachers faced, as well as the advantages they found,
while teaching and assessing the Taste of Chemistry module; and (b) to investigate how they coped with teaching and assessing thinking skills that include analyzing data from
graphs and tables, transferring between multiple representations and, transferring between chemistry understanding levels.
Research participants included eight teachers who taught the module. Research tools included interviews, classroom observations,
teachers-designed students’ assignments, and developers-designed students’ assignments. We documented different challenges
teachers had faced while teaching the module and found that the teachers developed different ways of coping with these challenges.
Developing teachers’ assessment knowledge (AK) was found to be the highest stage in teachers’ professional growth, building
on teachers’ content knowledge (CK), pedagogy knowledge (PK), and pedagogical-content knowledge (PCK). We propose the use
of assignments designed by teachers as an instrument for determining their professional growth. 相似文献
20.
Elizabeth Stearns Stephanie Potochnick Stephanie Moller Stephanie Southworth 《Research in higher education》2010,51(4):366-395
Race shapes many aspects of students’ high school experiences that are relevant to the college admissions process. We examine
the racially-specific effects of high school course of study on college selectivity. Using NELS 1988–1994, we test how race
and track interactively predict the prestige of the first post-secondary institution attended. We find support for a “redemptive
equity model” of college prestige for Latinos, who attend more selective colleges than White students, net of background and
academic variables. Asian American students also attend more selective institutions than White students. Results for African-American
students are more complicated, in that the colleges they attend are not significantly different from those of Whites, on average.
When we exclude students who attend historically Black colleges and universities, however, African-American students attend
significantly more prestigious universities than Whites, net of other factors. We also find racially-specific effects of high
school course of study, with Latinos, Asian Americans, and African-Americans appearing to benefit more from taking more rigorous
academic courses than Whites. 相似文献