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1.
This study investigates how the enactment of a climate change curriculum supports students’ development of critical science
agency, which includes students developing deep understandings of science concepts and the ability to take action at the individual
and community levels. We examined the impact of a four to six week urban ecology curriculum on students from three different
urban high schools in the USA. Data collection included pre and posttest written assessments from all students (n = 75) and pre and post interviews from focal students (n = 22) to examine how students’ conceptual understandings, beliefs and environmental actions changed. Our analyses showed
that at the beginning of the curriculum, the majority of students believed that climate change was occurring; yet, they had
limited conceptual understandings about climate change and were engaged in limited environmental actions. By the end of the
curriculum, students had a significant increase in their understanding of climate change and the majority of students reported
they were now engaged in actions to limit their personal impact on climate change. These findings suggest that believing a
scientific theory (e.g. climate change) is not sufficient for critical science agency; rather, conceptual understandings and
understandings of personal actions impact students’ choices. We recommend that future climate change curriculum focus on supporting
students’ development of critical science agency by addressing common student misconceptions and by focusing on how students’
actions can have significant impacts on the environment. 相似文献
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Romaizah Salleh Grady J. Venville David F. Treagust 《Research in Science Education》2007,37(3):291-312
With increasing numbers of students learning science through a second language in many school contexts, there is a need for
research to focus on the impact language has on students’ understanding of science concepts. Like other countries, Brunei
has adopted a bilingual system of education that incorporates two languages in imparting its curriculum. For the first three
years of school, Brunei children are taught in Malay and then for the remainder of their education, instruction is in English.
This research is concerned with the influence that this bilingual education system has on children’s learning of science.
The purpose was to document the patterns of Brunei students’ developing understandings of the concepts of living and non-living
things and examine the impact in the change in language as the medium of instruction. A cross-sectional case study design
was used in one primary school. Data collection included an interview (n = 75), which consisted of forced-response and semi-structured interview questions, a categorisation task and classroom observation.
Data were analysed quantitatively and qualitatively. The results indicate that the transition from Malay to English as the
language of instruction from Primary 4 onwards restricted the students’ ability to express their understandings about living
things, to discuss related scientific concepts and to interpret and analyse scientific questions. From a social constructivist
perspective these language factors will potentially impact on the students’ cognitive development by limiting the expected
growth of the students’ understandings of the concepts of living and non-living things.
A paper accepted by Research in Science Education, August, 2006. 相似文献
4.
College Students’ Perceptions About the Plausibility of Human-Induced Climate Change 总被引：2，自引：0，他引：2
Overcoming students’ misconceptions may be a challenge when teaching about phenomena such as climate change. Students tend
to cite short-term weather effects as evidence to support or refute long-term climate transformations, which displays a fundamental
misunderstanding about weather and climate distinctions. Confusion about weather and climate may also reflect student misunderstanding
about deep time, a concept that spans several scientific content areas. This study examines the relationships between students’
understanding of deep time and their understandings of the distinctions between weather and climate, as well as how these
understandings influence students’ perceptions about the plausibility of human-induced global climate change. Undergraduate
students enrolled in an introductory science class on global climate change completed measures of their (a) understanding
of distinctions between weather and climate, (b) knowledge of deep time, and (c) plausibility perceptions of human-induced
climate change, both at the beginning and end of the course. The study includes comparison groups of similar students enrolled
in introductory physical geography classes. Results revealed that greater knowledge of deep time and increased plausibility
perceptions of human-induced climate change provide significant explanation of variance in students’ understanding of weather
and climate distinctions. Furthermore, students achieve significantly increased understanding of weather and climate, even
with brief instruction. 相似文献
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Sri Rahayu Masakazu Kita 《International Journal of Science and Mathematics Education》2010,8(4):667-688
This study investigated Indonesian and Japanese students’ understandings of macroscopic and submicroscopic levels of representing
matter and its changes and the difficulties they have with these concepts. A multiple-choice questionnaire was constructed
and delivered to 447 Indonesian and 446 Japanese public senior high school students. The data were analyzed using quantitative
and qualitative methods. The findings of the study show students’ understandings of macro- and submicroscopic levels are stronger
for higher-grade levels, except that the Indonesian students’ pattern is slightly different. The average percentage of students
responding correctly on the macroscopic level ranges between 62% and 69% (Indonesia) and between 58% and 73% (Japanese), whereas
on the submicroscopic level ranges between 56% and 62% (Indonesian) and 44% and 66% (Japanese). Their understandings of the
macroscopic level, however, are higher than for the submicroscopic level. The soundness of students’ understandings of the
concepts increases with grade level, except for Indonesian pattern slightly different. The average percentage of students
responding correctly ranges between 37% and 48% (Indonesian) and between 28% and 52% (Japanese). Furthermore, students’ level
of sound understandings of the concepts is lower than their understandings on either the macroscopic level or the submicroscopic
level. It is found that students have great difficulties with and hold some alternative conceptions of the concepts of homogeneous
mixtures, phase changes from solid to liquid, and phase changes from solid to gas. The study has implications, for example,
the use of several routes to meaningful learning and the careful use of technical words. 相似文献
7.
Research on student learning in higher education suggests that threshold concepts within various disciplines have the capacity
to transform students’ understanding. The present study explores students’ understanding in relation to particular threshold
concepts in mathematics—integral and limit—and tries to clarify in what sense developing an understanding of those threshold
concepts involves a transformation of understanding in relation to ways of thinking in mathematics. Drawing on data collected
in interviews with students taking a basic course on calculus the analysis offers an initial characterisation of students’
understandings as algorithmic. It then proceeds to construct a more fine-grained theoretical account for how these understandings
develop in the course of the interview, suggesting that the transformative aspects of threshold concepts may be conceptualised
in terms of shifts in students’ contextualisations allowing the development of conceptions at different levels of abstraction
simultaneously interacting to shape students’ awareness of the ways of thinking and practising in the subject. 相似文献
8.
Brian L. Jones 《Research in Science Education》1990,20(1):161-170
The term ‘concept’ is used in different ways within educational literature and has at least two different, although related,
referents in relation to science knowledge, namely, public knowledge and private understandings. A taxonomic structure for
‘science concepts’ (public knowledge) has been developed to provide a rationale for the choice of phenomena to be used in
the investigation of students’ ‘concepts’ and also to act as a frame of reference for generating insights about the data to
be collected. Furthermore, it may be a useful heuristic to predict other science concepts likely to be highly problematic
in school teaching situations and thus worthy of detailed research. The taxonomy, called a ‘Scale of Empirical Distance’ (SED),
enables science concepts to be mapped according to their degree of closeness to concrete realities. The scale shows a recognition
of the empirical basis of science concepts and the role of human senses in the perception of the material world even though
“absolute objectivity of observation is not a possible ideal of science” as Harre (1972) has noted. The scale uses two binary
variables, namely, ‘visual’ and ‘tactile’, to generate four categories of science concepts ranging on a continuum from concrete
to abstract. Some concepts related to ‘matter’ will be classified and discussed.
Specializations: science teacher education, primary science curriculum and methods, students’ personal meanings of phenomena. 相似文献
9.
Children’s Participation in a Virtual Epidemic in the Science Classroom: Making Connections to Natural Infectious Diseases 总被引：1，自引：3，他引：1
Nina Neulight Yasmin B. Kafai Linda Kao Brian Foley Cathleen Galas 《Journal of Science Education and Technology》2007,16(1):47-58
This study investigated students’ understanding of a virtual infectious disease in relation to their understanding of natural
infectious diseases. Two sixth-grade classrooms of students between the ages of 10 and 12 (46 students) took part in a participatory
simulation of a virtual infectious disease, which was integrated into their science curriculum. The results from our analyses
reveal that students perceived the simulation as similar to a natural infectious disease and that the immersive components
of the simulation afforded students the opportunity to discuss their understandings of natural disease and to compare them
to their experiences with the virtual disease. We found that while the virtual disease capitalized on students’ knowledge
of natural infectious disease through virtual symptoms, these symptoms may have led students to think of its transfer more
as an observable or mechanical event rather than as a biological process. These findings provide helpful indicators to science
educators and educational designers interested in creating and integrating online simulations within classroom environments
to further students’ conceptual understanding. 相似文献
10.
Christina Solomonidou Dimitrios Kolokotronis 《Education and Information Technologies》2008,13(3):185-219
This paper mainly describes the role of the multimedia software package ‘Interactions between Objects’ on students’ learning
of mechanical interaction forces and Newton’s laws. We designed and developed this software within social constructivism on
the basis of 226 students’ initial conceptions (categorized in six categories), in order to help students construct appropriate
knowledge about the subject. Teaching with the software was conducted in 13 primary, lower secondary and upper secondary school
classes. In the software’s evaluation research 226 students (aged 11–16) and 13 teachers of the classes participated. Data
analysis showed students’ substantial learning gains with respect to their initial alternative conceptions of the six conceptual
categories. Particularly, the students’ incorrect answers to the post-test questionnaire have perceptibly decreased (a mean
of 65%). In contrast, their correct answers to the questions reached high percentages, from 60% to 90% depending on the question
and the students’ age. Also the teachers’ opinions and comments enhanced software’s evaluation. The contribution of the software’s
specific characteristics on students’ learning is discussed along with implications for designing constructivist science learning
tools. 相似文献
11.
This study examined relationships between important aspects of a university education and the assessment and development of
generic skills. A sample of 323 students enrolled in single or double arts, engineering and/or science degrees from a research-intensive
university in Australia were administered the Graduate Skills Assessment to measure four generic skills—critical thinking,
interpersonal understandings, problem solving and written communication. As expected, students’ grade point average was generally
found to be significantly related to scores for all four skill scales both within each discipline area and across the total
sample. Reporting of academic achievement through the GPA therefore provides some measure of students’ generic skill levels.
However, since relationships were modest, GPA should be considered an imperfect indicator of levels of generic skills attainment.
In addition, we found only limited evidence that students’ skill levels increased with progression through their studies,
with study length being consistently related only to Problem Solving. Finally, our analyses revealed significant, interdisciplinary
variations in students’ skill scores. Results are discussed with respect to theoretical, practical and methodological implications. 相似文献
12.
Most studies indicate primary students’ attitudes towards and interest in science decline as they progress into the secondary
years. Longitudinal qualitative research exploring this phenomenon is rare as is research which focuses on the students’ voice
as they cross the interface. In this study multiple qualitative data sources, supported by a ‘science interest’ composite
scale, followed 20 students over 2 years. In contrast to baseline data on their peers these students, in general, maintained
their interest in science. Apart from identifying the teacher’s pedagogical approach and classroom environment as two key
issues in understanding these students’ journeys, the importance of listening to and heeding the students’ voice may be an
even more critical concern in addressing the decline in students’ attitudes and interest in science. 相似文献
13.
Bayram Co&#;tu Alipa&#;a Ayas Mansoor Niaz Suat ünal Muammer ?alik 《Journal of Science Education and Technology》2007,16(6):524-536
The objective of this study was to construct a teaching strategy for facilitating students’ conceptual understanding of the
boiling concept. The study is based on 52 freshman students in the primary science education department. Students’ ideas were
elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students’ alternative conceptions.
Conceptual change in students’ understanding of boiling was evaluated by administering a pre-, post- and delayed post-test.
The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student
test scores pointed to statistically significant differences in the tests and total scores (p < 0.05). Quantitative analysis of students’ responses on each test revealed different schema about changing their knowledge
system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students’ conceptual understanding.
No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching
strategy enabled students to retain their new conceptions in the long-term memory. 相似文献
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15.
In this study, we investigated distinctions among the diversity of religious traditions represented by Lebanese and Egyptian
Muslim high school students regarding their understanding and acceptance of biological evolution and how they relate the science
to their religious beliefs. We explored secondary students’ conceptions of evolution among members of three Muslim sects—Sunni,
Shiite, and Druze—in two cultural contexts; one in which the overwhelming majority of the population is Muslim (Egypt) and
another in which there is a sizable Christian community (Lebanon). Data were collected via surveys that examined students’
scientific and religious understandings of evolution among 162 Egyptian students (all Sunni Muslims; 63% females and 37% males)
and 629 Lebanese students (38.5% Sunni, 38% Shiite, and 23.5% Druze; 49% females and 51% males). Additional data were collected
via semi-structured interviews with 30 Lebanese students to allow triangulation of data for accuracy and authenticity. Results
indicate that many Egyptian and Lebanese Muslim students have misconceptions about evolution and the nature of science which
often lead to rejection of evolution. Also, Lebanese Sunni and Shiite students and Egyptian Sunni students tend to exhibit
high levels of religiosity, and these students report that their religious beliefs influence their positions regarding evolution.
Finally, Sunni and Shiite Lebanese students have religious beliefs, conceptions of evolution, and positions regarding evolution
similar to those of Sunni Egyptian students. These conceptions and positions, however, are substantially different from those
of Druze Lebanese students. 相似文献
16.
Mijung Kim Heesook Yoon Young Rae Ji Jinwoong Song 《International Journal of Science and Mathematics Education》2012,10(1):71-97
With recognition of the importance of scientific literacy for the nation and yet the increasing students’ disinterest in science
through school science curriculum, the Korea Science Foundation launched an innovative program called ‘Everyday Science Class
(ESC)’ in partnership with universities and local government offices in 2003. In this work, we introduce the structure and
dynamics of the ESC program in K-district through examining (1) how everyday contexts helped learners’ perceptions and attitudes
toward science and (2) how the dynamics of learning environments effected learners’ learning process. We employed interviews
and video recording of classes for data collection. To analyze the data, we used the process of thematic coding to understand
the outcomes and effects of ESC program. The research findings showed that everyday context and a unique environment of learning
with parents in the ESC program could bring forth learners’ understandings on the connection between science and their everyday
lives and positive attitudes toward science learning. We also found that there were certain issues to be taken into account
in terms of children’s cognitive development for further development. 相似文献
17.
Carina M. Rebello Marcelle A. Siegel Stephen B. Witzig Sharyn K. Freyermuth Bruce A. McClure 《Research in Science Education》2012,42(2):353-371
The purpose of this investigation was to explore students’ epistemic beliefs and conceptual understanding of biotechnology.
Epistemic beliefs can influence reasoning, how individuals evaluate information, and informed decision making abilities. These
skills are important for an informed citizenry that will participate in debates regarding areas in science such as biotechnology.
We report on an in-depth case study analysis of three undergraduate, non-science majors in a biotechnology course designed
for non-biochemistry majors. We selected participants who performed above average and below average on the first in-class
exam. Data from multiple sources—interviews, exams, and a concept instrument—were used to construct (a) individual profiles
and (b) a cross-case analysis of our participants’ conceptual development and epistemic beliefs from two different theoretical
perspectives—Women’s Ways of Knowing and the Reflective Judgment Model. Two independent trained researchers coded all case
records independently for both theoretical perspectives, with resultant initial Cohen’s kappa values above .715 (substantial
agreement), and then reached consensus on the codes. Results indicate that a student with more sophisticated epistemology
demonstrated greater conceptual understandings at the end of the course than a student with less sophisticated epistemology,
even though the latter performed higher initially. Also a student with a less sophisticated epistemology and low initial conceptual
performance does not demonstrate gains in their overall conceptual understanding. Results suggest the need for instructional
interventions fostering epistemological development of learners in order to facilitate their conceptual growth. 相似文献
18.
Cassie Quigley Khemmawadee Pongsanon Valarie L. Akerson 《Journal of Science Teacher Education》2010,21(7):887-907
There have been substantial reform efforts in science education to improve students’ understandings of science and its processes
and provide continual support for students becoming scientifically literate (American Association for the Advancement of Science
in Benchmarks for science literacy, Oxford University Press, New York, 1993; National Research Council in Mathematics and science education around the world, National Academy Press, Washington DC,
1996; National Science Teachers Association in NSTA position statement 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize
the ideas that are recommended in the reforms (Akerson V, Volrich M (2006) Journal of Research and Science Teaching, 43, 377–394). The purpose of this study was to explore how explicit-reflective
instruction could improve young students’ understanding of NOS. During an informal education setting, the authors taught NOS
aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding
of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across
different aspects. Students improved the most in their understanding of the tentative nature of science and the roles of observation
in scientific work, although there was still some confusion regarding the distinction between observation and inference. More
work needs to be done exploring these specific topics and the role explicit reflective practice can play in identifying the
particular problems students have in distinguishing these constructs. 相似文献
19.
Using a two-tier test in examining Taiwan graduate students’ perspectives on paraphrasing strategies
Yu-Chih Sun 《Asia Pacific Education Review》2009,10(3):399-408
This study examines Taiwanese English as a foreign language (EFL) graduate students’ perspectives on paraphrasing strategies.
A two-layer scenario survey was developed to identify the reasoning behind students’ judgments that certain paraphrasing is
appropriate or inappropriate. The first-layer scenario survey is in a true–false format that consists of nine paraphrasing
scenarios and that served to elicit from students their declarative knowledge of appropriate paraphrasing strategies. The
second-layer scenario survey is in an open-ended question format that explores students’ explanatory knowledge underlying
their first-layer choices. In addition, an attitude survey and a demographic survey were designed and implemented to explore
learner variables in relation to the learners’ perspectives on paraphrasing strategies. A total of 141 EFL graduate students
participated in the study. The results shed considerable light on students’ diverse perceptions and reasoning regarding paraphrasing
strategies. More than half of the students considered surface-level paraphrasing (patchwriting) to be acceptable strategy
use. Significant correlation was found between students’ responses to the acceptability of paraphrasing strategies and the
following factors: (1) perceived difficulty in paraphrasing, (2) perceived value of appropriate source use, (3) perceived
competence in overcoming the temptation to plagiarize, (4) perceived disadvantage as a foreign-language learner with paraphrasing,
(5) gender, and (6) paraphrasing-related training. Pedagogical implications of the results are discussed. 相似文献
20.
Research apprenticeships for secondary students provide authentic contexts for learning science in which students engage in
scientific investigations with practicing scientists in working laboratory groups. Student experiences in these research apprenticeships
vary depending on the individual nature of the laboratory in which students have been placed. This study explores potential
relationships among student experiences in apprenticeship contexts and desired student outcomes (e.g. science content knowledge,
understandings of nature of science, and aspirations for science oriented career plans). The following two research questions
guided the study: How do participant experiences in and outcomes resulting from an authentic research program for high school
students vary? How does variation in participant experiences in an authentic research program relate to participant outcomes?
Primary data sources were student and mentor interviews in addition to student generated concept maps. Results indicated that
the greatest variance in student experiences existed in the categories of collaboration, epistemic involvement, and understandings
of the significance of research results. The greatest variation in desired student outcomes was observed in student understandings
of nature of science and in students’ future science plans. Results suggested that collaboration and interest in the project
were experience aspects most likely to be related to desired outcomes. Implications for the design of research apprenticeships
for secondary students are discussed. 相似文献