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1.
This study has reviewed the last two decades of student conception research in solution chemistry pertaining to aims, methods of exploring students conception, general knowledge claims, students conceptions and difficulties, and conceptual change studies. The aims of solution chemistry studies have been to assess students understanding level of solution chemistry and in some studies compare understanding based on age and year at school or college. The methods of exploring students conceptions consisted of interviews, paper and pencil surveys (open-ended questions and multiple-choice questions), free writing and drawings and the validity of these methods have been highlighted. The general knowledge claims synthesized in this study are students (a) attending to mechanical events, (b) preference for everyday language usage over chemical language, (c) confusing solution chemistry with non-related concepts, (d) lack of sub-microscopic explanation for macroscopic observation, (e) difficulty with visualizing and representing sub-microscopic ideas, (f) difficulty with symbolic representations, (g) inconsistent explanations, (h) development of student understanding with age, and (i) development of conservation reasoning with age. To incorporate students conceptions, conceptual change studies have used strategies such as worksheet, analogy, collaboratively working with a teacher, hypermedia, and group exploration. The results of conceptual change studies generally have had a positive impact enabling students to consider their ideas and develop plausible models of solution chemistry. For improvement of student learning in chemistry, this review of solution chemistry studies sheds light on teacher thinking and capacity building with respect to explicitly incorporating students conceptions into chemistry curriculum; practicing research-based strategies; forging links among types of chemical knowledge; collaborating for experimental teaching; and conducting further research. 相似文献
2.
Many mathematics departments usually teach a variety of courses for students from different science departments and even from different faculties. These service courses are usually taught in the same way as the courses for mathematics major students. However, in science, because of the need to better analyse and interpret experimental data and the increased use of mathematical tools in chemistry and geology textbooks, it is becoming necessary to teach these science students quantitative skills beyond the scope of first year mathematics courses. This paper describes the design of a one-semester second year mathematics course, mainly for chemistry and geology students, with three specific objectives: to develop students ability to quantitatively analyse problems arising in their own field, to illustrate the great utility of mathematical models to provide answers to key chemistry and geology problems, to develop students appreciation of the diversity of mathematical approaches potentially useful in the chemical and geological sciences. 相似文献
3.
The purpose of this paper is to identify the factors that predict students perceptions of their institutions success in achieving a positive climate for diversity. This study examines a sample of 544 students at a large, public, predominantly White Mid-Western institution. Results show that students perceptions of the institutions ability to achieve a positive climate for diversity is a reflection of students precollege interactions with diverse peers and the institutions ability to incorporate diversity-related issues into its curriculum. Results also indicate that these perceptions differ by race and gender. Implications for institutional researchers are discussed. 相似文献
4.
This study examined the interaction between college students attachment orientation and mentors relational style in the prediction of students behaviors and perceptions in academic mentoring and of their subsequent academic achievement. Ninety college students were administered the Adult Attachment Interview and their professors-mentors completed the Attachment Style Questionnaire. Students displayed more adaptive behaviors and perceptions in mentoring and earned higher grades when their attachment orientation was in contrast to their mentors relational style. Implications for the practice of academic mentoring in college are discussed. 相似文献
5.
Sibel Erduran 《Science & Education》2005,14(2):161-171
Even though philosophical themes in science education have been advocated for several decades, little attention has been paid to how these themes can be contextualized in the teaching of a particular domain of science. The purpose of this paper is to provide an example theoretical framework for applying a philosophical theme, reduction, in chemistry education. The inclusion of the concept reduction in chemistry education not only elaborates on this important philosophical thesis in the specific context of chemistry but also it might offer some insight into how students interest in philosophical aspects of chemistry might be stimulated. The consideration of concepts such as chemical composition, molecular structure and bonding in chemistry of water provides an example for the application of reduction in chemistry education. The water example also promotes the reflection on the microscopic, macroscopic and symbolic features of substances, themes which are repeatedly covered in secondary as well as tertiary chemical education. Some implications include the need for restructuring the curriculum in higher education to be more inclusive of the controversial nature of quantum mechanical applications in chemistry. 相似文献
6.
Five suburban community colleges in a metropolitan area collaborated on a survey to parents of high school graduates of the class of 2002 who attended the colleges in fall 2002. The study was undertaken to learn more about parents roles in their students selection of community colleges, to give insights and information about this important community college constituency, and to assist community colleges to shape more effective ways to foster positive and supportive opinions among parents of potential students. Parents want the community college to provide students with credits and grade point averages enabling transfer, overestimate their students academic skills as measured by course placement tests, engaged in a number of college-choice activities, and indicate that factors associated with lifestyle and money were major reasons for selecting the community college. Associations between parents social capital and perceptions of their students academic abilities were found for a number of dependent variables examined. The study also revealed important differences in how participating institutions record and calculate key measures such as credits earned and grade point averages. 相似文献
7.
The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students difficulties. The test was administered to a total of 64 eighth grade students from two classes of a general science course, taught by the same teacher. The experimental group received the conceptual change texts accompanied with concept mapping in a lecture by the teacher. This instruction explicitly dealt with students misconceptions. It was designed to suggest conditions in which misconceptions could be replaced by scientific conceptions and new conceptions could be integrated with existing conceptions. The control group received TI in which the teacher provided instruction through lecture and discussion methods. The results showed that conceptual change text accompanied with concept mapping instruction caused a significantly better acquisition of scientific conceptions related to solution concept and produced significantly higher positive attitudes toward science as a school subject than the TI. In addition, logical thinking ability and prior learning were strong predictors for the concept learning related to solution. 相似文献
8.
Shu-Nu Chang Mei-Hung Chiu 《International Journal of Science and Mathematics Education》2005,3(1):117-140
Scientific literacy and authenticity have gained a lot of attention in the past few decades worldwide. The goal of the study was to develop various authentic assessments to investigate students scientific literacy for corresponding to the new curriculum reform of Taiwan in 1997. In the process, whether ninth graders were able to apply school knowledge in real-life problems was also investigated. Over the course of our two-year study, we developed authentic assessments to investigate a stratified random sampling of 1,503 ninth graders levels of scientific literacy, including scientific cognition, process skills, application of science, habits of mind, nature of science, and attitude towards science. The purpose of this article is to discuss three different formats of authentic assessments: multiple-choice, open-ended, and hands-on test items, which we developed to investigate scientific cognition. To validate the three formats of authentic assessments, students performance on these three assessments were compared with the science section of Taiwans Academic Attainment Testing (STAAT), and the values of Pearson correlation coefficient were all at the significant level, ranging from 0.205 to 0.660 (p<0.01). We found that our three authentic assessments were better in evaluating students authentic abilities in science than standardized tests (such as STAAT). Further authentic assessments, particularly the hands-on activity, benefited low-achieving students. Concerning the common themes tested in the authentic assessments, students performed better in a multiple-choice test than an open-ended test on electricity and heat and temperature. In addition, two themes of chemical reactions and reactions of acid and base with indicators were performed best in a hands-on test than in the other two tests. In this article, we provide evidence that authentic assessments could be developed in different formats to investigate students scientific cognition as part of the national test. Of these formats, the multiple-choice, open-ended, and hands-on test items are all shown to be sensitive in their evaluation of students cognition in science. 相似文献
9.
Matthew Kearney 《Research in Science Education》2004,34(4):427-453
This paper focuses on the use of multimedia-based predict–observe–explain (POE) tasks to facilitate small group learning conversations. Although the tasks were given to pairs of students as a diagnostic tool to elicit their pre-instructional physics conceptions, they also provided a peer learning opportunity for students. The study adopted a social constructivist perspective to analyse and interpret the students conversations, focussing on students articulation and justification of their own science conceptions, clarification of and critical reflection on their partners views, and negotiation of new, shared meanings. Two senior science classes participated in this interpretive study. Data sources were mainly qualitative and included audio and video recordings of students small group discussions at the computer, interviews with selected students and their teachers, classroom observations, and student surveys. Findings indicate that the computer-based POE tasks supported students peer learning conversations, particularly during the prediction, reasoning and observation stages of the POE strategy. The increased level of student control of the POE tasks, combined with the multimedia nature of the program, initiated quality peer discussions. The findings have implications for authentic, technology-mediated learning in science. 相似文献
10.
This study explores the use of Valsiners zone theory as a way to interpret the zones of proximal development of three secondary teachers in mathematics and science. Specifically, we used classroom discourse to identify what the participating teachers promoted (zone of promoted action) or allowed (zone of free movement) in the classroom as a way to understand better their potential for development. We found that teachers who promoted actions or events that they ultimately did not allow students to experience seemed to be at a point in their development analogous to Vygotskys pseudo-conceptual stage, prior to full concept formation. Moreover, we found that, at this illusionary zone, the teachers capacity to listen actively to students thinking seemed to affect the teachers transition toward more inquiry-based forms of practice. We concluded that understanding the zone of promoted action and the zone of free movement the teacher organizes in the classroom can indicate the existence or absence of an illusionary zone and thereby provide insight into a teachers potential for development. 相似文献
11.
This study was aimed at clarifying relations between the way students learn and personal, contextual and performance variables. Students from seven different academic disciplines completed the Inventory of Learning Styles (ILS). Besides, data about their age, gender, academic discipline, prior education and exam performance were gathered. Regression and correlations analyses were used to analyse the data. The results showed that students learning patterns were indeed associated with personal and contextual factors such as academic discipline, prior education, age and gender, but that the different learning patterns had different sources. Second, students learning patterns proved to explain an important part of the variance in their academic performance. However, the results also revealed that exams as usually used in the first years of higher education hardly capitalise on students use of critical, analytical and concrete processing strategies. 相似文献
12.
This paper problematises confidence as a frequently used explanation for performance in the mathematics classroom. I report on an interview-based study of how some English Advanced level (16+) students who have chosen to study mathematics, and their teachers, speak about confidence with respect to the learning of mathematics. I outline what constitutes confident learners for these teachers and, differently, for their students and what the students feel teachers could do to improve the students confident state. I discuss the implications of this for the education of prospective teachers of mathematics. 相似文献
13.
summary This article presents a case study class response to Mildred Taylors now classic and widely read novel, Roll of Thunder Hear My Cry. Through data collected during one school year, the ways urban, adolescent students use their contemporary lenses to interpret the literary theme of confronting, overcoming and challenging racism are discussed. The participants responses are organized into four reader response categories that explicate the complex and interactive interpretations developed by the children while reading the novel. In addition to providing insights about the participants textual understanding, pedagogical findings indicate that the book can also be used to explore the nature of racism while creating a safe space to confront and more deeply understand racisms impact on the past as well as the students current reality. 相似文献
14.
This study involved the development and application of a two-tier diagnostic test measuring students understanding of flowering plant growth and development. The instrument 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 open response answers. The data were used to develop 13 two-tier multiple-choice items. The conceptual knowledge examined was flowering plant life cycles, reproduction, precondition of germination, plant nutrition, and mechanism for growth and development. The diagnostic instrument was administered to 477 high school students. The correlation coefficient of test-retest was 0.75. Difficulty indices ranged from 0.24 to 0.82, and discrimination indices ranged from 0.32 to 0.65. Results of the Flowering Plant Growth and Development Diagnostic Test suggested that students did not acquire a satisfactory understanding of plant growth and development concepts. Nineteen misconceptions were identified through analysis of the items that could inform biology instruction and resource. 相似文献
15.
Robert J. Manthei 《International journal for the advancement of counseling》1995,18(2):115-128
Counselling clients who fail to begin counselling or terminate after one session are often labelled failures, dropouts, unmotivated, etc. There is some evidence, however, that such clients cannot be assumed automatically to be failures or unimproved. The present study used a series of self-report questions similar to those reported in Talmon (1990) in a telephone follow-up of no show and one session only clients at a community counselling agency in Christchurch, New Zealand. The aims were to replicate Talmon's research by determining the rates of improvement and the reasons for not commencing or continuing counselling in these two groups of clients. In addition, the reasons for any improvements among clients in both groups were investigated. Results indicated that substantial percentages of both groups reported problem improvement. Reasons for not beginning or continuing in counselling included excessive cost, being waitlisted and practical problems like lack of transportation. Reasons for improvement included efforts at self-improvement and/or having sought counselling elsewhere (no show clients) or having benefitted sufficiently from their single session (one session only clients). Implications for counselling agencies are discussed.Robert Manthei, a Senior Lecturer in Counsellor Education at the University of Canterbury, has been involved in counsellor education in New Zealand for over 20 years. 相似文献
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17.
The Carnegie classification system has served as a framework for research on colleges and universities for more than 30 years. Today, the systems developers are exploring criteria that more effectively differentiate among institutions. One approach being considered is classifying institutions based on students educational experiences. This study explored whether it is possible to create a typology of institutions based on students experiences. Results indicated that such a typology could be created, and the types were somewhat independent of institutional mission (i.e., Carnegie classification)Paper presented at the annual meeting of the Association for Institutional Research, Boston, MA (May 2004) 相似文献
18.
There is a growing interest in the mathematics education community in the notion of abstraction and its significance in the learning of mathematics. Reducing abstraction is a theoretical framework that examines learners behavior in terms of coping with abstraction level. It refers to situations in which learners are unable to manipulate concepts presented in a given problem; therefore, they unconsciously reduce the level of abstraction of the concepts involved to make these concepts mentally accessible. This framework has been used for explaining students conception in different areas of undergraduate mathematics and computer science. This article extends the applicability scope of this framework from undergraduate mathematics to school mathematics. We draw on recently published research articles and exemplify how students behavior can be described in terms of various interpretations of reducing abstraction level. 相似文献
19.
Caroline Bardini Robyn U. Pierce Kaye Stacey 《International Journal of Science and Mathematics Education》2004,2(3):353-376
This study analyses some of the consequences of adopting a functional/modelling approach to the teaching of algebra. The teaching of one class of 17 students was observed over five weeks, with 15 students undertaking both pre- and post-tests and 6 students and the teacher being interviewed individually. Use of graphics calculators made the predominantly graphical approach feasible. Students made considerable progress in describing linear relationships algebraically. They commented favourably on several aspects of learning concepts through problems in real contexts and were able to set up equations to solve contextualised problems. Three features of the program exerted a triple influence on students use and understanding of algebraic symbols. Students concern to express features of the context was evident in some responses, as was the influence of particular contexts selected. Use of graphics calculators affected some students choice of letters. The functional approach was evident in the meanings ascribed to letters and rules. Students were very positively disposed to the calculators, and interesting differences were observed between the confidence with which they asked questions about the technology and the diffidence with which they asked mathematical questions.
Kaye Stacey: Author for correspondence. 相似文献
20.
This study is intended to develop an assessment instrument to investigate students understandings about internal transport in plants and human circulatory system. A refined process of a two-tier diagnostic test was used to develop the instrument. Finally, three versions of the Internal Transport in Plants and the Human Circulatory System test were developed for different educational levels: elementary, secondary and high school level. The test–retest reliability, the degree of difficulty, and the range of discrimination were found to be reasonable for all three versions. The statistical variances across educational levels of the verification samples and the test applications are discussed. The students major alternative conceptions on internal transport of plants and human were classified into three attributes of explanations: interconnectedness, language and anthropomorphism. Based on the nature of students explanations, card-sorting with justification, learning cycle and concept mapping were recommended for in-depth learning of the concept. 相似文献