共查询到20条相似文献，搜索用时 15 毫秒
1.
Fran C. Blumberg Kristen P. Bierwirth Allison J. Schwartz 《Early Childhood Education Journal》2008,36(2):101-104
A commonly accepted belief is that the violence depicted in television programs, particularly cartoons, has a negative impact
on young children’s behavior. However, young children may be less inclined to emulate violent actions seen on television than
currently thought. Research indicates that young children have limited comprehension of television content but relatively
sophisticated moral reasoning. Children’s understanding of the immorality of violence on television and the distinction between
reality and make-believe may mediate these effects, as may the comic aspect of cartoons they view. We review current research
concerning the effects of cartoon violence on children’s moral understanding and behavior to with the goal of helping early
childhood educators and parents make informed decisions about children’s television viewing. 相似文献
2.
Michael Barnett Heather Wagner Anne Gatling Janice Anderson Meredith Houle Alan Kafka 《Journal of Science Education and Technology》2006,15(2):179-191
Researchers who have investigated the public understanding of science have argued that fictional cinema and television has proven to be particularly effective at blurring the distinction between fact and fiction. The rationale for this study lies in the notion that to teach science effectively, educators need to understand how popular culture influences their students’ perception and understanding of science. Using naturalistic research methods in a diverse middle school we found that students who watched a popular science fiction film, The Core, had a number of misunderstandings of earth science concepts when compared to students who did not watch the movie. We found that a single viewing of a science fiction film can negatively impact student ideas regarding scientific phenomena. Specifically, we found that the film leveraged the scientific authority of the main character, coupled with scientifically correct explanations of some basic earth science, to create a series of plausible, albeit unscientific, ideas that made sense to students. 相似文献
3.
Russell Tytler 《Research in Science Education》1994,24(1):338-347
A study of primary school children's explanations of a range of phenomena concerning air pressure revealed considerable fluidity
in their use of conceptions. A measure of consistency was developed and applied to children's written and oral explanations
in a range of contexts. While the results showed a general trend with age toward more abstract, ‘generalizable’ conceptions,
the notion of parsimony was found to be problematic on a number of levels. Children do not apply a single conception to a
phenomenon, but rather operate with multiple conceptions in their explanations, complicating the whole notion of consistency.
Moreover, as they develop and apply more advanced conceptions, children inevitably display temporary reductions in consistency.
These findings suggest a rather more complex model of conceptual advance than implied in the literature on ‘conceptual change’.
Specializations: children's science explanations, conceptual change, primary science teacher education, physics education. 相似文献
4.
Miyoung Hong Nam-Hwa Kang 《International Journal of Science and Mathematics Education》2010,8(5):821-843
This study examined science teachers’ conceptions of creativity in science education, pedagogical ideas, and contextual factors
perceived as constraints on teaching for creativity and any differences in the conceptions of teachers from South Korea and
the United States. Participants in the study consisted of 44 South Korean and 21 US secondary science teachers. Data was collected
from open-ended and Likert-type questionnaires. Results indicated that each individual teacher’s conception was considerably
limited, but the teachers’ conceptions of creativity as a whole group were consistent with the literature. In terms of teaching
methods for creativity, the teachers commonly emphasized problem-based or project-based inquiry which was consistent with
the literature. The South Korean teachers tended to consider ethics as a more important criterion for judging creativity than
the US teachers and emphasized providing thinking opportunity for fostering creativity, while the US teachers emphasized environmental
or emotional support. Possible sources of these differences were discussed. The commonly mentioned constraints included pressure
of content coverage for high-stakes tests, difficulties in assessing creativity, and class size. Suggestions for professional
development of teachers and further research questions were made based on the findings. 相似文献
5.
Vicente Mellado María Luisa Bermejo Lorenzo J. Blanco Constantino Ruiz 《International Journal of Science and Mathematics Education》2008,6(1):37-62
We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher’s conceptions
of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when
teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom
observations. The results reflected Miguel’s relativist conceptions of the nature of science that were consistent with his
constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of
external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that
knowledge. Miguel’s classroom behavior was completely contrary to his conceptions, which were to reinforce the students’ alternative
ideas through debate, and not by means of teacher explanation. 相似文献
6.
A total of 111 children, 55 aged 8 to 9 years and 56 aged 14 to 15 years of age, watched one of two single‐topic prime‐time science programmes. Recall and comprehension scores following the viewing of the programmes were assessed. In addition, a number of demographic factors including age, sex, linguistic fluency, prior television viewing and reading habits were investigated as possible predictors of learning from television. It was found that age was a significant factor in both recall and comprehension, but even more important was general knowledge. Sex and linguistic fluency was neither systematically nor frequently associated with good performance. Prior viewing habits concerning science programmes on television and reading behaviour were found to have particular effects but were not major predictors of performance. Knowledge growth (defined as differences in performance between pre‐ and post‐test performance on key, repeated, items specifically addressed by the viewed programme) was consistently observed. This major finding indicated clearly that children can learn prime‐time television science information. 相似文献
7.
This investigation assessed the impact of situating explicit nature of science (NOS) instruction within the issues surrounding
global climate change and global warming (GCC/GW). Participants in the study were 15 preservice elementary teachers enrolled
in a science methods course. The instructional intervention included explicit NOS instruction combined with explicit GCC/GW
instruction situated within the normal elementary science methods curriculum. Participants’ conceptions of NOS and GCC/GW
were assessed with pre- and postadministrations of open-ended questionnaires and interviews. Results indicated that participants’
conceptions of NOS and GCC/GW improved over the course of the semester. Furthermore, participants were able to apply their
conceptions to decision making about socioscientific issues. The results provide support for context-based NOS instruction
in an elementary science methods course. 相似文献
8.
In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media
campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS
has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions
of the disease, based on these media messages influence students’ development of conceptual understanding of the disease,
its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the
indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual
change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions
on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools:
girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology
lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned.
These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews.
Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications
for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with
the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what
is happening now—insensitivity to misconceptions about the disease—is needed. 相似文献
9.
Integrating History of Science in Science Education through Historical Microworlds to Promote Conceptual Change 总被引：1，自引：0，他引：1
This paper proposes a new way to integrate history of science in science education to promote conceptual change by introducing the notion of historical microworld, which is a computer-based interactive learning environment respecting historic conceptions. In this definition, “interactive” means that the user can act upon the virtual environment by changing some parameters to see what ensues. “Environment respecting historic conceptions” means that the “world” has been programmed to respect the conceptions of past scientists or philosophers. Three historical microworlds in the field of mechanics are presented in this article: an Aristotelian microworld respecting Aristotle’s conceptions about movement, a Buridanian microworld respecting the theory of impetus and, finally, a Newtonian microworld respecting Galileo’s conceptions and Newton’s laws of movement. 相似文献
10.
Kristina Andersson 《Research in Science Education》2012,42(2):281-302
This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since
2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop
their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings
of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been
carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s
and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several
levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider
that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions
of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls
are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children
can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements
about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way,
the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students. 相似文献
11.
M. Gail Jones Amy Taylor James Minogue Bethany Broadwell Eric Wiebe Glenda Carter 《Journal of Science Education and Technology》2007,16(2):191-202
The classic film “Powers of Ten” is often employed to catalyze the building of more accurate conceptions of scale, yet its
effectiveness is largely unknown. This study examines the impact of the film on students’ concepts of size and scale. Twenty-two
middle school students and six science teachers participated. Students completed pre- and post-intervention interviews and
a Scale Card Sorting (SCS) task; all students observed the film “Powers of Ten.” Experienced teachers’ views on the efficacy
of the film were assessed through a short written survey. Results showed that viewing the film had a positive influence on
students’ understandings of powers of ten and scale. Students reported that they had more difficulty with sizes outside of
the human scale and found small scales more difficult to conceptualize than large scales. Students’ concepts of relative size
as well as their ability to accurately match metric sizes in scientific notation to metric scale increased from pre- to post-viewing
of the film. Experienced teachers reported that the film was a highly effective tool. Teachers reported that the design of
the film that allowed students to move slowly from the human scale to the large and small scales and then quickly back again
was effective in laying the foundation for understanding the different scales.
This material is based upon work supported by the National Science Foundation under Grants No. 0411656 and 0507151. 相似文献
12.
Science teachers need an adequate understanding of nature of science (NOS) and the ability to embed NOS in their teaching.
This collective case study aims to explore in-service science teachers’ conceptions of NOS and the embeddedness of NOS in
their teaching about astronomy and space. Three science teachers participated in this study. All participants attended the
NOS workshop based on an explicit-reflective approach. They were asked to respond to the Myths of Science Questionnaire on
three different occasions, i.e., at the beginning and the end of the NOS workshop and a semester after the workshop. Classroom
observation, interviews after teaching, and a collection of related documents were also employed to collect data. The data
were analyzed using a constant comparative method. The results revealed two important assertions. First, science teachers’
conceptions of NOS are stable and resistant to change. However, an explicit-reflective approach employed in the NOS workshop,
to some extent, promoted science teachers’ understanding and reasoning about NOS. Second, science teachers’ conceptions of
NOS are not directly related to their classroom practices. With different degrees of NOS understanding, all participants taught
NOS implicitly and missed most of the opportunities to address aspects of NOS embedded in the topics they taught. The implications
of these findings are also discussed. 相似文献
13.
Benny Hin Wai Yung Siu Ling Wong Man Wai Cheng Ching Sum Hui Derek Hodson 《Research in Science Education》2007,37(3):239-259
A CD-ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit,
develop and track the changing conceptions of good science teaching of student teachers enrolled for the one-year Postgraduate
Diploma in Education (PGDE) at several stages during the programme. It was found that the videos acted as an effective probe
to elicit student teachers’ conceptions and had significant impact on those conceptions at different stages of the programme
through the provision of teacher models demonstrating exemplary teaching. The experience has extended novice teachers’ awareness
of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different
classroom situations, provided proof of existence of good practices and prompted them to reflect on their current conceptions
of good science teaching. Most importantly, the strategy of asking student teachers to watch the same videos on three separate
occasions at different times of the course was recognized by them as a crucial element in facilitating their reflection on
their changing conceptions of good science teaching.
PGDE is the standard form of pre-service teacher education in Hong Kong. It provides qualified teacher status within Hong
Kong. Student teachers enrolled for the PGDE have completed a relevant undergraduate degree. 相似文献
14.
Jacob N. Burgoon Mandy L. Heddle Emilio Duran 《Journal of Science Teacher Education》2011,22(2):101-114
There is a large body of research that has explored students’ misconceptions about science phenomena. Less research, however,
has been devoted to identifying teachers’ misconceptions, but the results of the few existing studies demonstrate that teachers
and students possess similar misconceptions. This study explored the physical science conceptions of 103 elementary science
teachers to determine whether, after three decades of misconception research, teachers still possess conceptions similar to
those held by students. We found that our teachers expressed misconceptions regarding gravity, magnetism, gases, and temperature
that were similar to common student misconceptions. Suggestions for improving science professional development programs are
discussed. 相似文献
15.
Impact of class lecture webcasting on attendance and learning 总被引：1，自引：0，他引：1
Tomoko Traphagan John V. Kucsera Kyoko Kishi 《Educational technology research and development : ETR & D》2010,58(1):19-37
The present study investigated the impact of class lecture webcasts on students’ attendance and learning. The research design
employed four data collection methods in two class sections—one with webcast access and another without—of the same course
taught by the same instructors. Results indicated the following four major findings. (1) The availability of webcasts negatively
impacted student attendance but the availability of other online resources such as PowerPoint slides had a greater negative
impact on attendance. (2) Webcast access appeared to nullify the negative effects absenteeism had on student performance.
(3) For most performance measures based on lecture content, more webcast viewing was associated with higher performance. (4)
Most students in the webcast section reported positive learning experiences and benefits from using webcasts, even though
a majority also reported using webcasts for missing a class. In summary, these results collectively suggest that webcasts
could have positive effects on students’ learning experiences and performance, even if class attendance does decline. 相似文献
16.
Jacob N. Burgoon Mandy L. Heddle Emilio Duran 《Journal of Science Teacher Education》2010,21(7):859-872
There is a large body of research that has explored students’ misconceptions about science phenomena. Less research, however,
has been devoted to identifying teachers’ misconceptions, but the results of the few existing studies demonstrate that teachers
and students possess similar misconceptions. This study explored the physical science conceptions of 103 elementary science
teachers to determine whether, after three decades of misconception research, teachers still possess conceptions similar to
those held by students. We found that our teachers expressed misconceptions regarding gravity, magnetism, gases, and temperature
that were similar to common student misconceptions. Suggestions for improving science professional development programs are
discussed. 相似文献
17.
J. Lawrence Bencze G. Michael Bowen 《International Journal of Science and Mathematics Education》2009,7(1):133-159
School science systems tend to emphasize teaching and learning about achievements of science (such as laws and theories) at
the expense of providing students with opportunities to develop realistic conceptions about science and science inquiry and
expertise they could use to conduct their own science inquiry projects. Among reasons for such an emphasis, teachers’ lack
of experiences with realistic science inquiry appears to be particularly problematic. Accordingly, we engaged student-teachers
in a university-based course that attempted to balance instruction about science and science inquiry with student-teachers’
own theorization about science and science inquiry. Qualitative data collected mainly from nine student-teachers in four focus
groups indicate that these student-teachers’ motivation for promoting student-led science inquiry projects in schools significantly
increased by the end of the course. Analyses suggest that this outcome was influenced by changes in their conceptions about
the nature of science, changes in how they associated science inquiry with student learning, and the inductive-deductive dialectic
immersion that was built into their pre-service methods course. Implications of these findings for science teacher education
are explored in this paper. 相似文献
18.
It is a commonly accepted belief that the violence depicted in television programs, particularly cartoons, has a negative impact on young children's behavior. However, young children may be less inclined to emulate violent actions seen on television than currently thought. Research indicates that preschoolers have limited comprehension of television content but relatively sophisticated moral reasoning. This research review critically examines the effects of cartoon violence on children's moral understanding and behavior for the purposes of enabling early childhood educators and parents to make informed decisions about what constitutes potentially harmful television viewing. 相似文献
19.
20.
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