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1.
Michael P. Clough 《Interchange》1997,28(2-3):191-204
Many science teachers devote a portion of their course to improving students' understanding of the nature of science. However, despite a one- or two-week effort, students often cling to their misconceptions. This tenacity is not surprising in light of conceptual change theory. How then are teachers to facilitate more contemporary portrayals of the nature of science? The key is to maintain in students a sense of dissatisfaction with their archaic notions of the nature of science. Drawing from my recent six year experience teaching high school biology and chemistry, this paper provides examples of how science teachers might initiate and maintain pressure on students' misconceptions regarding the nature of science, and facilitate student consideration of more contemporary views. 相似文献
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Computational thinking (CT) is a way of making sense of the natural world and problem solving with computer science concepts and skills. Although CT and science integrations have been called for in the literature, empirical investigations of such integrations are lacking. Prior work in natural selection education indicates students struggle to explain natural selection in different contexts and natural selection misconceptions are common. In this mixed methods study, secondary honors biology students learn natural selection through CT by engaging in the design of unplugged algorithmic explanations. Students learned CT principles and practices and applied them to learn and explain the natural selection process. Algorithmic explanations were used to scaffold transfer of natural selection knowledge across contexts through investigation of three organisms and the creation of generalized natural selection algorithms. Students' pre- and post-unit algorithmic explanations of natural selection were analyzed to answer the following research questions: (a) How do students' conceptions of natural selection change over the course of a CT focused unit? (b) What is the relationship between CT and natural selection in students' algorithmic explanations? (c) What are students' perspectives of learning natural selection with CT? Results indicate students' conceptions of natural selection increased and natural selection misconceptions decreased over the course of the unit. Within their post-unit algorithmic explanations, students used specific CT principles in conjunction with natural selection concepts to explain natural selection, which helped them to learn the details of the natural selection process and correct their natural selection misconceptions. Students indicated the use of CT in unplugged algorithmic explanations in different contexts helped them learn natural selection. This study shows unplugged CT can be used to teach students science content, and it provides an example for further CT and science integrations. Implications for the field are discussed. 相似文献
3.
António Monteiro Clévio Nóbrega Isabel Abrantes Celeste Gomes 《International Journal of Science Education》2013,35(17):2705-2726
Educational researchers and teachers are well aware that misconceptions—erroneous ideas that differ from the scientifically accepted ones—are very common amongst students. Daily experiences, creative and perceptive thinking and science textbooks give rise to students' misconceptions which lead them to draw erroneous conclusions that become strongly attached to their views and somehow affect subsequent learning. The main scope of this study was to understand what students consider a mineral to be and why. Therefore, the goals were (1) to identify eleventh-grade students' misconceptions about the mineral concept; (2) to understand which variables (gender, parents' education level and attitude towards science) influenced students' conceptions; and (3) to create teaching tools for the prevention of misconceptions. In order to achieve these goals, a diagnostic instrument (DI), constituted of a two-tier diagnostic test and a Science Attitude Questionnaire, was developed to be used with a sample of 89 twelfth-grade students from five schools located in central Portugal. As far as we know, this is the first DI developed for the analysis of misconceptions about the mineral concept. Data analysis allows us to conclude that students had serious difficulties in understanding the mineral concept, having easily formed misconceptions. The variables gender and parents' education level influence certain students' conceptions. This study provides a valuable basis for reflection on teaching and learning strategies, especially on this particular theme. 相似文献
4.
The study examined into the relationship between gender and students' misconceptions in science. Two different groups were treated with two different teaching strategies, namely, teaching strategy 1, which is basically didactic in nature, and teaching strategy 11, which incorporates students' misconceptions and applies the Generative Learning Model. Two groups of secondary three students (N=26,27; randomly sampled), underwent 6 weeks of instruction, with the respective strategies mentioned above. Each group consisted of male and female students, the numbers of which resulted from the grouping based on their academic achievements. A constructed and validated diagnostic instrument was used as a means to measure the effectiveness of these two teaching strategies. The findings showed that gender differences did not relate well to students' misconceptions in science. The implications of this finding are discussed. 相似文献
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Developing an understanding of the nature of food webs is an important topic in today's biology curricula. The relationships represented in a food web are rule-like in nature. Hence, it should be possible to construct a learning hierarchy for this concept. A hierarchy leading to the ability to determine how a change in the size of one population can affect another population in the same web but not on the same chain was hypothesized. Data from 200 subjects were extremely consistent with the hierarchy. A second major focus related to the identification of specific misconceptions held by subjects for food webs. The need to identify students' misconceptions of important concepts has been expressed widely in the recent science education literature. In the present article, an argument is presented for the usefulness of learning hierarchies in this work. Specific misconceptions and the frequencies of their occurrence are reported. 相似文献
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This study examined 7th-grade life science students, 10th-grade biology students, and college zoology students for understanding of the concept of diffusion. Responses from 100 students from each grade level were randomly selected for data analysis. Each student responded to a test packet consisting of a biographical questionnaire, two Piagetian-like developmental tasks, and a Concept Evaluation Statement (CES). The CESs were used to measure the students' understandings of the concept of diffusion. None of the 300 students across the three grade levels exhibited complete understanding of the diffusion concept. There was no appreciable difference among the grade levels in sound or partial understanding, misconceptions, or “no understanding.” An analysis of the misconceptions exhibited by the college sample showed that many of the misconceptions could be traced to a misapplication of scientific terminology. 相似文献
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The aim of this article was to study the reasons, strategies, and procedures that both students and teachers use to solve some chemical equilibrium questions and problems. Inappropriate conceptions on teaching and a lack of knowledge regarding the limited usefulness of Le Chatelier's principle, with its vague and ambiguous formulation and textbook presentation, may be some of the sources of misconceptions about the prediction of the effect of changing conditions on chemical equilibrium. To diagnose misconceptions and their possible sources, a written test was developed and administered to 170 1st-year university chemistry students. A chemical equilibrium problem, relating to the students' test, was solved by 40 chemistry teachers. First, we ascertained that teacher's conceptions might influence the problem-solving strategies of the learner. Based on this first aspect, our discussion also concerns students' and teachers' misconceptions related to the Le Chatelier's principle. Misconceptions emerged through: (a) misapplication and misunderstanding of Le Chatelier's principle; (b) use of rote-learning recall and algorithmic procedures; (c) incorrect control of the variables involved; (d) limited use of the chemical equilibrium law; (e) a lack of mastery of chemical equilibrium principles and difficulty in transferring such principles to new situations. To avoid chemical equilibrium misconceptions, a specific pattern of conceptual and methodological change may be considered. 相似文献
8.
Lilia Halim Subahan Mohd. Mohd.> Meerah 《Research in Science & Technological Education》2013,31(2):215-225
This study examined Malaysian science teachers' pedagogical content knowledge (PCK) of selected physics concepts. The two components of PCK investigated were (i) knowledge of students' understanding, conceptions and misconceptions of topics, and (ii) knowledge of strategies and representations for teaching particular topics. The participants were 12 trainee teachers from various academic science backgrounds attending a one-year postgraduate teacher-training course. They were interviewed on selected basic concepts in physics that are found in the Malaysian Integrated Science curriculum for lower secondary level. The findings showed that trainee teachers' PCK for promoting conceptual understanding is limited. They lacked the ability to transform their understanding of basic concepts in physics required to teach lower secondary school science pupils. The trainees' level of content knowledge affected their awareness of pupils' likely misconceptions. Consequently, the trainees were unable to employ the appropriate teaching strategies required to explain the scientific ideas. This study provides some pedagogical implications for the training of science teachers. 相似文献
9.
Uri Zoller 《科学教学研究杂志》1990,27(10):1053-1065
Both chemistry teachers and nonmajor students appear to agree that freshman chemistry may well be the most problematic traditional science discipline taught in the first year of college—as far as students' misunderstandings, learning difficulties, and misconceptions are concerned. The above is probably due to the many abstract, nonintuitive concepts, which are not directly interrelated. Consequently, in such cases, the powerful, general teaching strategy of “concept mapping” must be replaced by alternative, specific strategies. Selected illustrative examples of students' learning difficulties and misconceptions in freshman general and organic chemistry are presented in the students' terms, followed by the corresponding successfully applied, specific, concept-oriented, eclectic intervention strategies the author uses in order to overcome the difficulties. Based on longitudinal in-class observations, interpretive study, and analysis it is suggested that those students' misconceptions in freshman chemistry which are not interrelated logically and/or derived from one another are not prone to the general “concept mapping” approach and should be dealt with by using the appropriate, specific teaching strategy. 相似文献
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Juan Miguel Campanario 《International Journal of Science Education》2013,35(10):1095-1110
This paper compares resistance by scientists to new ideas in scientific discovery with students' resistance to conceptual change in science learning. First, the resistance by students to abandon their misconceptions concerning scientific topics is studied. Next, the resistance by scientists to scientific discovery is studied and some of the causes of such resistance are explored. Some conclusions and direct implications for science teaching are suggested. 相似文献
12.
Jason R. Sattizahn Daniel J. Lyons Carly Kontra Susan M. Fischer Sian L. Beilock 《Mind, Brain, and Education》2015,9(3):164-169
Student difficulties in science learning are frequently attributed to misconceptions about scientific concepts. We argue that domain‐general perceptual processes may also influence students' ability to learn and demonstrate mastery of difficult science concepts. Using the concept of center of gravity (CoG), we show how student difficulty in applying CoG to an object such as a baseball bat can be accounted for, at least in part, by general principles of perception (i.e., not exclusively physics‐based) that make perceiving the CoG of some objects more difficult than others. In particular, it is perceptually difficult to locate the CoG of objects with asymmetric‐extended properties. The basic perceptual features of objects must be taken into account when assessing students' classroom performance and developing effective science, technology, engineering, and mathematics (STEM) teaching methods. 相似文献
13.
《学习科学杂志》2013,22(2):115-163
This article uses a critical evaluation of research on student misconceptions in science and mathematics to articulate a constructivist view of learning in which student conceptions play productive roles in the acquisition of expertise. We acknowledge and build on the empirical results of misconceptions research but question accompanying views of the character, origins, and growth of students' conceptions. Students have often been viewed as holding flawed ideas that are strongly held, that interfere with learning, and that instruction must confront and replace. We argue that this view overemphasizes the discontinuity between students and expert scientists and mathematicians, making the acquisition of expertise difficult to conceptualize. It also conflicts with the basic premise of constructivism: that students build more advanced knowledge from prior understandings. Using case analyses, we dispute some commonly cited dimensions of discontinuity and identify important continuities that were previously ignored or underemphasized. We highlight elements of knowledge that serve both novices and experts, albeit in different contexts and under different conditions. We provide an initial sketch of a constructivist theory of learning that interprets students' prior conceptions as resources for cognitive growth within a complex systems view of knowledge. This theoretical perspective aims to characterize the interrelationships among diverse knowledge elements rather than identify particular flawed conceptions; it emphasizes knowledge refinement and reorganization, rather than replacement, as primary metaphors for learning; and it provides a framework for understanding misconceptions as both flawed and productive. 相似文献
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“We do not know what is the real story anymore”: Curricular contextualization principles that support indigenous students in understanding natural selection 
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下载免费PDF全文 We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students' Traditional Indigenous Knowledge, thus informing the implementation of educational policies aiming to improve the quality of secondary education for Indigenous adolescents. Our proposed contextualization principles can benefit students of all cultural identities who feel that their religion, language, or traditional knowledge are not aligned with school science, facilitating their access to culturally relevant science education. 相似文献
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This investigation examined 10th‐grade biology students' decisions to enroll in elective science courses, and explored certain attitudinal perceptions of students that may be related to such decisions. The student science perceptions were focused on student and classroom attitudes in the context of differing learning cycle classrooms (high paradigmatic/high inquiry, and low paradigmatic/low inquiry). The study also examined possible differences in enrollment decisions/intentions and attitudinal perceptions among males and females in these course contexts. The specific purposes were to: (a) explore possible differences in students' decisions, and in male and female students' decisions to enroll in elective science courses in high versus low paradigmatic learning cycle classrooms; (b) describe patterns and examine possible differences in male and female students' attitudinal perceptions of science in the two course contexts; (c) investigate possible differences in students' science perceptions according to their decisions to enroll in elective science courses, participation in high versus low paradigmatic learning cycle classrooms, and the interaction between these two variables; and (d) examine students' explanations of their decisions to enroll or not enroll in elective science courses. Questionnaire and observation data were collected from 119 students in the classrooms of six learning cycle biology teachers. Results indicated that in classrooms where teachers most closely adhered to the ideal learning cycle, students had more positive attitudes than those in classrooms where teachers deviated from the ideal model. Significantly more females in high paradigmatic learning cycle classrooms planned to continue taking science course work compared with females in low paradigmatic learning cycle classrooms. Male students in low paradigmatic learning cycle classrooms had more negative perceptions of science compared with males in high paradigmatic classrooms, and in some cases, with all female students. It appears that using the model as it was originally designed may lead to more positive attitudes and persistence in science among students. Implications include the need for science educators to help teachers gain more thorough understanding of the learning cycle and its theoretical underpinnings so they may better implement this procedure in classroom teaching. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1029–1062, 2001 相似文献
18.
This study involved the development and application of a two-tier diagnostic test measuring college biology students' understanding of diffusion and osmosis after a course of instruction. The development procedure had three general steps: defining the content boundaries of the test, collecting information on students' misconceptions, and instrument development. Misconception data were collected from interviews and multiple-choice questions with free response answers. The data were used to develop 12 two-tier multiple choice items in which the first tier examined content knowledge and the second examined understanding of that knowledge. The conceptual knowledge examined was the particulate and random nature of matter, concentration and tonicity, the influence of life forces on diffusion and osmosis, membranes, kinetic energy of matter, the process of diffusion, and the process of osmosis. The diagnostic instrument was administered to 240 students (123 non-biology majors and 117 biology majors) enrolled in a college freshman biology laboratory course. The students had completed a unit on diffusion and osmosis. The content taught was carefully defined by propositional knowledge statements, and was the same content that defined the content boundaries of the test. The split-half reliability was .74. Difficulty indices ranged from 0.23 to 0.95, and discrimination indices ranged from 0.21 to 0.65. Each item was analyzed to determine student understanding of, and identify misconceptions about, diffusion and osmosis. 相似文献
19.
Sakunthala Yatigammana Ekanayake 《Learning, Media and Technology》2014,39(2):229-249
This article reports a study into how mobile phones could be used to enhance teaching and learning in secondary school science. It describes four lessons devised by groups of Sri Lankan teachers all of which centred on the use of the mobile phone cameras rather than their communication functions. A qualitative methodological approach was used to analyse data collected from the teachers' planning, observations of the lessons and subsequent interviews with selected pupils. The results show that using images and video captured on mobile phones supported the teachers not only in bringing the outside world into the classroom but also in delivering instructions, in assessing students' learning and in correcting students' misconceptions. In these instances, the way the images from the mobile phone cameras supported students' learning is explained using a variety of approaches to understand how images support learning. 相似文献
20.
Thomas H. Anderson Charles K. West Diana P. Beck Elizabeth S. Macdonell Diana S. Frisbie 《课程研究杂志》2013,45(6):711-734
Two studies of a new science programme called WEE Science were conducted in two fifth-grade classrooms. The studies lasted for seven days in one of the classrooms and nine days in the other. At the beginning of the programme the students chose a science trade book from among the many that were selected and brought to the classroom. The students then formed groups based on the topics of the books and asked questions (Wondering) about the content. After choosing one of the 'wonderments' to pursue further, the students formed and implemented a plan for investigating (Exploring). In each classroom, each student explored, working in cooperating groups of two or more. The students then explained (Explaining) to a group of their peers what they had wondered and what and how they had explored. The students' wonderments, activities, plans, and explanations were recorded in a science notebook that had been designed for that purpose. In addition, the classrooms were videotaped while WEE Science was in progress. While the studies were successful in that most students eagerly participated in all phases of the project, some problems were encountered which created another round of wondering for the researchers. Some of these were: evaluating students' work, responding to science misconceptions of students, teaching some students to record observations in their notebooks, deciding where WEE Science would fit best in the curriculum, and anticipating its reception in the science education community. 相似文献