首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
This study explores the impact of a cryogenics‐based enrichment programme, which involves demonstrations that use liquid nitrogen, on attitudes towards science and the learning of science concepts. The findings presented in this paper are based on a sample of 214 fifth‐grade students from two schools in Singapore who had their enrichment lesson in a subzero‐temperature science centre. Overall, the students viewed science as more enjoyable and acquired more interest in wanting to pursue science careers after experiencing the cryogenics‐based enrichment programme, but no remarkable and conclusive change was detected in their perceptions of the social implications of science. Significant knowledge gains were also detected among the participants. The programme did not have any differential impact on students of either gender and from two learning streams, both cognitively and affectively.  相似文献   

2.
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   

3.
  相似文献   

4.
Abstract

This article focuses on the impact of culturally relevant teaching and learning during a summer enrichment program for high school students. Culturally relevant science instruction and curriculum helped students to foster a more positive interest in science and STEM careers as it provided students the opportunity to do science in meaningful and relevant ways. Students were able to see themselves represented in the curriculum and recognized their own strengths; as a result, they were more validated and affirmed in and transformed by, their learning. We use this case to warrant increased support for summer learning programs focused on providing African American youth with access to high quality, culturally relevant/responsive science education.  相似文献   

5.
  相似文献   

6.
This exploratory study examines the impact of a collaborative inquiry- and design-based afterschool program on urban high school students’ IT/STEM learning—using information technology (IT) within the context of science, technology, engineering, and mathematics (STEM). The study used a mixed methods design, involving 77 participants within two cohort groups, each participating in an eighteen-month intervention period. Data were collected from the pre- and post-surveys, analysis of the participants’ IT/STEM projects, external evaluation reports, and follow-up interviews. Findings indicate that the program had a significant impact on students’ technology and IT/STEM skills, frequency of technology use, and understanding of IT use in STEM-oriented fields. Some degree of impact on attitude changes toward IT/STEM and career aspirations in these fields was also in evidence. The study demonstrates that IT/STEM experiences supported through technology-enhanced, inquiry- and design-based collaborative learning strategies have significant impact on urban high school students’ IT/STEM learning. Effect of afterschool programs on attitude changes and IT/STEM-related career aspirations of urban high school students are recommended areas of further investigation.  相似文献   

7.
This study aimed to examine whether the relationships among family resources, school climate, learning participation, science attitude, and science achievement are different between primary school students and junior high school students within one educational system. The subjects included 4,181 Grade 4 students and 5,074 Grade 8 students who participated in TIMSS 2003 in Taiwan. Using structural equation modeling, the results showed that family resources had significant positive effects for both groups of learners. Furthermore, a context effect for the structural relationship between school climate, learning participation, and science achievement was revealed. In the primary school context, Grade 4 students who perceived positive school climate participated in school activities more actively, and had better science performance. However, in the secondary school context, learning participation had a negative impact and led to lower science achievement. The implications about this result in relation to the characteristics of the two educational contexts in Taiwan were further discussed.  相似文献   

8.
The impact of two science enrichment programs on the science attitudes of 330 gifted high school students was evaluated using a multimethod, multiperspective approach that provided a more comprehensive evaluation of program impact on science attitudes than did previous assessments of science programs. Although pre–post comparisons did not indicate positive impact on science attitudes, other measures provided strong evidence of program effectiveness. Program benefits were greater among girls, those who had more supportive families and teachers, and those who entered the programs with greater general confidence in their abilities. Implications for science enrichment programs and their evaluation are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1065–1088, 2001  相似文献   

9.
This article uses a case study approach to explore the impact of two school environmental education programmes, from the perspective of participating students, their teachers and their parents. A total of 152 students (79 from primary schools and 73 from a secondary school), 3 teachers and 62 parents contributed their perceptions regarding the impact of the programmes. Each programme is described in detail and students' responses compared across the two programmes and across different class groups participating in each programme. It is concluded that both programmes were successful in engaging students in thinking and learning about environmental issues, although some programme features were more likely than others to lead to impacts beyond the bounds of the classroom. Recommendations are made regarding those features that need to be included in school environmental education programmes in order to maximise student and family learning outcomes.  相似文献   

10.
ABSTRACT

The current study focused on scaffolding programmes, including cognitive and meta-cognitive components, for science problem solving in a computerised learning environment to identify their unique effects on aspects of student motivation. Using expectancy-value theory as a conceptual framework, the current study focused on two motivational aspects: intrinsic value and perceived cost. Four scaffolding components were identified (structural, reflective, subject matter and enrichment) and used in different configurations to construct four scaffolding programmes ranging from low support (Enrichment) to partial support (Operative and Strategic) to full support (Integrated). The participants were seventh-grade students (N?=?458) sampled from 15 different classes in 3 middle schools. The classes were randomly assigned to the five treatment groups (four ‘scaffolding programmes’ and one control). The intervention was conducted over approximately 6 months as part of the regular class curriculum. The first phase of the study was based on self-report surveys distributed twice to all participants, and the second phase was based on observations of a sub-sample (N?=?145). The findings indicated that the integrated group demonstrated the most adaptive patterns of motivation. Specifically, the integrated group was the only group that showed no decline in intrinsic value or increases in perceived cost. Both the strategic and integrated groups had higher levels of observed willingness to invest effort and reports of intentional learning when using the scaffolding software. The common feature of these groups is the reflection component, which implies that reflection and its combination with subject matter have positive effects on motivation.  相似文献   

11.
The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in particular. This study, which is the first of its kind in India, reports the use of a modified form of Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) for assessing students?? perceptions of their learning environments in technology-supported science classrooms. Analysis of data from 705 students from 15 classes provided evidence for the reliability and validity of the questionnaire in Indian science classroom settings. The same data also were used for studying gender differences and associations between students?? perceptions of their technology-supported learning environments and three learner outcomes (attitude towards science, academic efficacy and academic achievement).  相似文献   

12.
This article evaluated the impact of a four‐lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the module would help students become more articulate in this particular field. In a quasi‐experimental design (experimental‐, control groups, and pre‐ and post‐tests), secondary school students’ attitudes (N = 365) towards modern biotechnology were measured by a questionnaire. Data were analysed using Chi‐square tests. Significant differences were obtained between the control and experimental conditions. Results showed that the science module had a significant effect on attitudes, although predominantly towards a more supportive and not towards a more critical stance. It is discussed that offering a science module of this kind can indeed encourage students to become more aware of modern biotechnology, although promoting a more critical attitude towards modern biotechnology should receive more attention.  相似文献   

13.
Summaries

English

This paper elucidates some of the conceptual, measurement and methodological problems associated with evaluating science curricula in terms of their impact upon students’ content‐free cognitive outcomes. In particular, a report is given of an investigation of the effects of incorporating ASEP (Australian Science Education Project) materials into the science programmes of a large sample of seventh‐grade students in Tasmania. In this investigation, the content‐free outcomes were assessed at the beginning and end of a school year by means of three measures of understanding of the nature of science and four measures of enquiry skills.

It was found that a significant relationship emerged between the curriculum variables and one learning outcome, between sex and six learning outcomes, between socio‐economic status and one learning outcome, and between school type and all seven learning outcomes. All together, the curriculum shows a continuous influence on the general cognitive‐learning results in the scientific field, as far as they are not related to specific subject matter.  相似文献   

14.
The purpose of this study was to explore the relationships of students, teachers, and learning environment variables to science attitude. Data were collected from fourth, seventh, and ninth grade students and their science teachers. Variables found to be consistently related to science attitude of classes at all grade levels were (a) sense of the importance of science, (b) student fatalism, (c) teacher quality, and (d) a host of learning environment variables. Implications for teaching practices and for future research were offered.  相似文献   

15.
Educators and psychologists have evidence that students’ conceptions of learning have a profound influence on the learning process, and thus are related to learning outcomes. The purpose of this paper was to explore the conceptions of learning science held by 120 Taiwanese high school students. The interview data gathered from these students, analysed by a phenomenographic method, revealed seven categories of conceptions of learning science, including: learning science as memorizing, preparing for tests, calculating and practising tutorial problems, the increase of knowledge, applying, understanding, and seeing in a new way. The educational contexts or curricular programmes in which these high school students enrolled also played a role in their conceptions of learning science. This study finally proposed a framework to describe the variations of the conceptions of learning science, consisting of the following features: the forms of knowledge acquisition, motivational orientations, and standards of evaluating learning outcomes. How to change students’ unfruitful conceptions of learning science was also discussed.  相似文献   

16.
This study investigated students’ learning environment preferences and compared the relative effectiveness of instructional approaches on students’ learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students’ cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.  相似文献   

17.
The effects of discovery and expository instructional methods on the attitude of students to biology was investigated. The sample consisted of 240 Form IV biology students randomly drawn from six selected secondary schools in the Oyo state of Nigeria. They were assigned into two groups—experimental and control. The experimental group was exposed to the discovery method, and the control group was taught using the expository method. The science class of Form IV in each of the six schools was selected intact for the study. A nonrandomized pretest-posttest control group design was employed. The major instrument was the 40–item Scientific Attitude Questionnaire (SAQ). It is a Likert-type questionnaire using five scales. Two hypotheses were tested. Analyses of the results showed that the experimental group evinced a significantly more favorable attitude to biology than the control group (t = 8.87, p < 0.01). It was also found that the high, average-, and low-ability groups in the experimental class evinced a more favorable attitude to biology than their counterparts in the control class. However, there was no significant difference in the attitude of male and female students exposed to the discovery and expository methods (F1,227 = 0.07, p > 0.999). The article concludes with a recommendation that science learning using the discovery method may enable the learner to evince more a favorable attitude toward problem recognition and problem solving than when learning is done by the expository method.  相似文献   

18.
王令格 《科教导刊》2020,(1):124-126
本研究利用PISA2015年数据探究了青少年自我教育期望、学习态度和学业表现之间的关系,研究了青少年自我教育期望对学习态度和学业表现的影响,同时考察了学习态度在其中的中介作用。研究发现:学生自我教育期望正向影响学习态度;青少年自我教育期望正向影响学业成绩;学生自身教育期望可以通过学习态度对学业表现产生促进作用。  相似文献   

19.
ABSTRACT

The aim of education is to ensure a holistic development towards knowledge and well-being. Despite exhaustive effort on embedding twenty-first century skills in science teaching, students show lack of interest to learn and pursue their science careers. This present study has attempted to develop an instrument for measuring attitude towards science learning. The purpose was to ensure valid items were identified to measure all aspects of attitude namely affect, behaviour and cognitive. The study of attitude in science will determine the direction on how teaching strategies can be successful in promoting interest in learning. The study has been underpinned from the theories related to Theory of Reasoned Action, Constructivist learning and Connectivism. Samples from three secondary schools were selected based on proportionate stratified random sampling. 350 samples were targeted to respond to self-constructed questionnaires. Confirmatory Factor Analysis (CFA) was employed to prove the hypothesised 5-factor measurement model. The results have supported a model fit with positive interactions between the factors are evident. The study has proven the theoretical contributions which embark on holistic development of an individual to ensure attitude is moulded. The emotional and spiritual aspects of learning are needed to ensure positive contribution to the social dynamic. In this paper, the discussions are elaborated from the standpoints of theories and practical importance. The results have contributed to a theoretical model of science teaching method.  相似文献   

20.
Students’ motivational beliefs and self‐regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self‐regulation of students in lower secondary science classrooms. The development of the instrument involved identifying key determinants of students’ motivation and self‐regulation in science learning based on theoretical and research underpinnings. Once the instrument was developed, a pilot study involving 52 students from two Grade 8 science classes was undertaken. Quantitative data were collected from 1,360 students in 78 classes across Grades 8, 9, and 10, in addition to in‐depth qualitative information gathered from 10 experienced science teachers and 12 Grade 8 students. Analyses of the data suggest that the survey has strong construct validity when used with lower secondary students. This survey could be practically valuable as a tool for gathering information that may guide classroom teachers in refocusing their teaching practices and help to evaluate the effectiveness of intervention programmes.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号