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1.
培养学生的科学探究能力是学校科学教育的重要目标.目前国外研究者对科学探究能力的认识不同,采用的评价方法也不同.一种观点认为,科学探究能力是过程技能的集合,对科学探究能力的评价主要采用纸笔测验的方式;另一种观点认为,科学探究能力是一种科学思维和科学推理能力,对科学探究能力的评价多采用动手的探究任务,通过观察学生的探究过程和事后访谈来评定学生的实验设计能力和证据评价能力. 相似文献
2.
曹宝 《学生之友(初中版)》2007,(Z1)
实验探究是化学研究的重要方式,是同学们自主地获得知识和技能,体验和了解科学探究的活动过程;培养同学们创新意识、实践能力、掌握科学方法的重要手段。通过探究实验设计的考察可以较好的反映出同学们的分析推理、创新实践、解决实际问题的能力。根据初中学生学习化学的特点,所涉及到的探究实验的设计主要有以下三种:条件因素类探究实验设计、成分鉴定类探究实验设计、原理分析类探究实验设计。针对每一种不同类型的探究实验设计,在设计过程中所要注意的问题也各不相同。 相似文献
3.
探究实验题是近年中考考查的重点和热点,试题涉及化学基本原理、概念、技能;实验目的、材料的使用;实验操作、方法步骤、对实验现象的分析、实验设计和结果预测等多个方面．通过实验、探究、分析题目考查科学探究的一般步骤,要求学生掌握基本的科学探究方法及探究步骤;考查实验设计过程的思维,能够评价一个实验方案的合理性,能够运用证据和逻辑进行推理等;考查探究实验中的对照,思考如何控制变量、设计实验、处理数据、作出解释等,除了掌握对照实验必须控制的单一变量因素外,还必须对实验的可行性、可信性、可靠性做出理性的思考．但不少同学对于科学探究类试题,往往不知如何入手去解答． 相似文献
4.
为了考察被试在完成经典的课表编排任务中目标类型和认知灵活性对任务绩效的影响,采用被试间实验设计开展实验研究,结果发现,目标类型主效应显著,设定有挑战性绩效目标的被试任务绩效显著高于设定有学习目标的被试;认知灵活性主效应显著,与认知灵活性较低的被试相比,认知灵活性高的被试任务绩效更高;目标类型与认知灵活性交互作用显著,认知灵活性高的被试在设定绩效目标时任务绩效更高;认知灵活性低的被试在设定学习目标时任务绩效更高。研究结果表明,在复杂问题解决中,人们会综合考虑自己对当前任务相关知识或技能的掌握水平,以及自己的认知灵活性,合理设定任务目标类型。 相似文献
5.
《赣南师范学院学报》2016,(6):120-124
传统的测量模型有一重要假设,即被试在完成测验过程中自始至终采用同一种策略.事实上,被试会根据题目类型不同而改变其解题策略,称之为策略转换.使用策略转换模型和潜在类别分析两种方法对平衡秤任务测验作答过程中的策略转换现象进行了分析比较.结果显示:策略转换模型存在策略位置参数越界、顺序混乱等缺陷,不适于策略转换问题研究;使用潜在类别分析方法可有效分析被试的策略转换行为,儿童在完成平衡秤任务测验时呈现出不同的策略转换路径. 相似文献
6.
幼儿园科学活动中,教师使用的指导策略可分为直接解答、讲解阐释、演练示范、引导操作和启发探究五种类型。实践中,教师使用指导策略存在如下问题:对各指导策略的特点把握不准确;指导有较强的控制性;指导的知识传授倾向较强;指导观念与行为之间存在落差。针对这些问题,教师应掌握不同指导策略的特点,转变儿童观,给予幼儿更多的探究空间,重视幼儿科学素质的全面发展。 相似文献
7.
目前,心理学对科学探究学习的研究主要包括两方面的内容,一是对探究技能和策略的研究,二是教学干预.前者主要集中在实验技能和证据评价两个方面,后者主要关注如何促进儿童探究技能以及科学认识论的发展.笔者认为,未来的研究应当在完整的任务中探讨学生的探究技能,并且关注探究的认知机制. 相似文献
8.
高中遗传学实验设计类试题是生物学科高考的热点和难点。文章以一对基因位置判断、两对基因位置关系探究及变异个体产生原因探究等高中遗传学实验设计类试题为例,实践与研究以"假说-演绎"法指导学生掌握解题思路与策略,培养学生的科学思维能力与科学探究能力。 相似文献
9.
目的:探究积极自我暗示对高三学生自我效能感的作用.方法:采用前后测实验设计,使用施瓦泽(Schwarzer)等人编制的一般自我效能感量表(GSES)与自编积极自我暗示材料,对190名高三学生施测.结果:(1)通过积极自我暗示,被试的自我效能感水平得到提高,t=15.101,P＜0.001.(2)前测与后测中,自我效能水平在性别维度上均无显著差异.(3)被试受暗示性在性别维度上差异显著,女生更易受暗示,男生自我效能更稳定,t=2.932,P＜0.01.结论:证实了积极自我暗示对自我效能感有提高的作用,同时也为高三学生明确了一种简单易行、效果良好的减压方法. 相似文献
10.
万迪芬 《试题与研究：高中理科综合》2019,(7):0171-0172
本文分析了初中生科学知识掌握较强、部分科学 素养较弱的原因。认为我国学业考试具有选拔性,考试大纲考 核科学知识是关键因素。其对科学知识的了解、理解、应用有明 确的考分比例要求,但对技能型水平和体验性水平,却无分数 比例要求。主观性题目出题难、评分难,导致出题量较少。未来 应该修改考试大纲,增补技能性和体验性水平的分数指标,增 加主观题,加强出题教师培训,逐步弓丨起各种统考、学校期末试 卷、练习试卷变化,从而引导科学老师加强对学生的科学探究 技能、科学阅读与写作技能、实验设计和科学实验操作水平的培养。 相似文献
11.
This study investigated what types of learning patterns and strategies elementary school students use to carry out ill- and- well-structured tasks. Specifically, it was investigated which and when learning patterns actually emerge with respect to students’ task solutions. The present study uses computer log file traces to investigate how conditions of task types that might affect strategic learning. Elementary school students (N = 12) participated in two science study lessons. During these lessons the students were asked to solve well- and ill-structured tasks. For both of these tasks, the students used the gStudy learning environment designed to support strategic learning. In addition, gStudy records traces of each student’s strategic actions as they proceed with tasks. First, the students’ task solutions was rated according to three categories, namely “on track”, “off track” and “partial solution”. Second, learning patterns in terms of learning strategies that emerged throughout these tasks were investigated. Third, detailed cross case analysis was used to explore in depth how and when these learning patterns were used with respect to the students’ task solutions. The results show that young students’ can provide in-depth task solutions, but also adapt to the task complexity. However, despite the task types being different, the students had same types of learning patterns. The detailed cross-case comparison of the students’ task solutions with respect to learning patterns indicates that there are intra individual differences concerning how students allocate their learning strategy use. Especially if the task is ill-structured, it can also mislead the students to focus on irrelevant aspects and hinder strategic learning. 相似文献
12.
浙江省2019年初中教育质量监测数据的再挖掘,揭示了初中学生学习品质的发展水平、结构特征及影响机制。结果显示,学生学习动力、一般领域学习策略以及数学问题解决策略和科学探究策略中等偏上,自主学习习惯及语文阅读策略相对薄弱。学习品质与学业成绩存在显著性相关,学习动力对学业成绩的影响最大,其次是特定学科的学习策略,再次是自主学习习惯。教师教学和家庭教育等因素能通过学生个性品质对其学习品质产生影响,也能通过对学生一般领域学习品质和特定学科学习策略的影响来影响学业成绩,这与2018年浙江省小学生学习品质评价结果一致。 相似文献
13.
Limeng Liang 《International Journal of Disability, Development & Education》2016,63(3):369-383
This article reports on a mixed-method inquiry into pre-service and in-service secondary school teachers’ knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and attitudes toward students with this disorder in Hong Kong. The inquiry revealed no differences between pre-service and in-service secondary school teachers concerning their knowledge of ADHD and attitudes toward students with ADHD. It also identified possible sources of participants’ knowledge and a variety of factors underlying their attitudes toward students with ADHD including sociocultural beliefs and working conditions. The findings call for teacher educators to develop better education programmes to support both pre-service and in-service teachers in undertaking the challenging task of teaching students with ADHD. 相似文献
14.
Larry D. Yore 《科学教学研究杂志》1984,21(7):745-753
This study explored Morine and Morine's (Discovery: A challenge to teachers. Englewood Cliffs, NJ: Prentice-Hall, 1973) assumptions regarding age and cognitive development of learners successfully utilizing two types of inquiry, specifically structured inductive and semi-deductive. Two groups of elementary school students from grades one, three and five were individually assessed on six conservation tasks and a multiplicative classification task. The two groups were instructed on two different science topics utilizing different inquiry strategies. Achievement data from topic specific tests were analyzed by an ANOVA technique. The results indicated that age made a significant difference on achievement for both inquiry strategies. The significant contributions were due to the differences between grade one and grades three and five. The differences between grade three and grade five were not significant. The effect of cognitive development was more noticeable in the less structured semi-deductive strategy in which four conservation tasks and the multiplicative classification tasks were significant. 相似文献
15.
Chiu-Lin Lai Gwo-Jen Hwang Yi-Hsuan Tu 《Educational technology research and development : ETR & D》2018,66(4):863-892
Recently, researchers have demonstrated the benefits of technology-enhanced science inquiry activities. To improve students’ self-regulation and assist them in controlling their own learning pace through inquiry activities, in this study, a self-regulated science inquiry approach was developed to assist them in organizing information from their real-world exploration. A quasi-experimental design was conducted in an elementary school natural science course to evaluate the students’ performance using the proposed learning approach. One class assigned as the treatment group learned with the self-regulated science inquiry approach, while the other class assigned as the control group learned with the conventional science inquiry approach. The students’ learning achievement, tendency of information help seeking, tendency of self-regulation, and self-efficacy were evaluated. The results of the study revealed that the self-regulated science inquiry approach improved the students’ learning achievement, especially for those students with higher self-regulation. In addition, the students who conducted inquiry with the self-regulated learning strategy increased their tendency of information help seeking, self-efficacy, and several aspects of self-regulation, including time management, help seeking, and self-evaluation. Accordingly, this study demonstrated the effectiveness of the self-regulated learning strategy, an approach with high learner control, in terms of improving students’ learning achievement and their self-regulation. 相似文献
16.
Marian Hickendorff 《European Journal of Psychology of Education - EJPE》2018,33(4):577-594
Strategy flexibility, adaptivity, and the use of clever shortcut strategies are of major importance in current primary school mathematics education worldwide. However, empirical results show that primary school students use such shortcut strategies rather infrequently. The aims of the present study were to analyze the extent to which Dutch sixth graders (12-year-olds) use shortcut strategies in solving multidigit addition, subtraction, multiplication, and division problems, to what extent student factors and task instructions affected this frequency of shortcut strategy use, and to what extent the strategies differed in performance. A sample of 648 sixth graders from 23 Dutch primary schools completed a paper-and-pencil task of 12 multidigit arithmetic problems, designed to elicit specific shortcut strategies such as compensation. Based on the students’ written work, strategies were classified into whether a shortcut strategy was used or not. Results showed that the frequency of shortcut strategies ranged between 6 and 21% across problem types, and that boys and high mathematics achievers were more inclined to use shortcut strategies. An explicit instruction to look for a shortcut strategy increased the frequency of these strategies in the addition and multiplication problems, but not in the subtraction and division problems. Finally, the use of shortcut strategies did not yield higher performance than using standard strategies. All in all, spontaneous as well as stimulated use of shortcut strategies by Dutch sixth graders was not very common. 相似文献
17.
Merce Garcia‐Mila Christopher Andersen Nubia E. Rojo 《International Journal of Science Education》2013,35(7):915-942
The present study examines the mutual interaction between students' writing and scientific reasoning among sixth‐grade students (age 11–12 years) engaged in scientific inquiry. The experimental task was designed to promote spontaneous record keeping compared to previous task designs by increasing the saliency of task requirements, with the design goal of making the relationship between record keeping and inquiry strategies more explicit and visible. Compared to previous studies, this new task design resulted both in a higher amount of record keeping overall and in a higher quality of information, which is interpreted to be a result of increased participants’ metatask and metastrategic knowledge arising from greater engagement with the task. The study found a significant relationship between the quality of students' record keeping and the inquiry strategies that were investigated. However, this relationship varied depending on the type of inquiry strategy. Strategies that are employed during the design of experiments (i.e., factorial combination strategy and control‐of‐variables strategy [CVS]) were statistically related to the number of complete comments (plans and intents), but not with the total number of comments. In contrast, the study found that for strategies employed while evaluating evidence (i.e., drawing inferences), student production of quality records is a necessary but not sufficient condition for effective evidence evaluation; in addition to recording high‐quality information, students must also review their records (both from design and evaluation phases). 相似文献
18.
The purpose of this study is to examine the effect of two strategies for negotiating the question for exploration during science
inquiry on student achievement and teachers' perceptions. The study is set in the context of the Science Writing Heuristic.
The first strategy (small group) consisted of each group of four students negotiating a question for inquiry with the teacher
while the second strategy (whole class) consisted of the entire class negotiating a single question for inquiry with the teacher.
The study utilized a mixed-method approach. A quasi-experimental repeated measures design was used to determine the effect
of strategy on student achievement and semi-structured teacher interviews were used to probe the question of teacher perceptions
of the two strategies. Teacher observations were conducted using the Reformed Teaching Observation Protocol (RTOP) to check
for variation in implementation of the two strategies. Iowa Test of Basic Skills Science (ITBSS) (2005 and 2006) and teacher/researcher
developed unit exams (pre and post) were used as student achievement measures. No statistically significant differences were
found among students in the two treatment groups on the ITBSS or unit exams. RTOP observations suggest that teacher implementation
was consistent across the two treatment strategies. Teachers disclosed personal preferences for the two strategies, indicating
the whole class treatment was easier to manage (at least at the beginning of the school year) as students gained experience
with science inquiry and the associated increased responsibility. Possible mechanisms linking the two strategies, negotiated
questions, and student outcomes are discussed. 相似文献
19.
利用Oxford(1990)编制的语言学习策略量表(SILL),对广西贺州市富川瑶族自治县两所中学的235名高二学生进行了问卷调查,分析了他们英语学习策略使用的总体情况,且对学习策略的使用是否与英语成绩存在相关关系及高分组与低分组学生、男生与女生在策略的使用上是否存在差异进行了研究。研究结果表明:(1)学生最经常使用的策略是补偿策略,使用频率最低的是记忆策略;(2)高分组学生在记忆、认知、元认知及情感策略的使用上显著高于低分组学生;女生在记忆、认知、元认知、情感及社交策略上的使用频率显著高于男生;(3)除补偿策略外,其余五项策略与英语学习成绩显著相关,元认知策略对英语成绩具有36%的预测力,对瑶族高中学生英语学习成绩影响最大。 相似文献