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1.
David P. Pursell 《CBE life sciences education》2009,8(1):15-28
BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect. 相似文献
2.
近几年来高考化学试题,总的讲覆盖面大,综合性强,单一知识点的考题较少,体现了源于课本而高于课本。因此,高三化学总复习过程中,必须重视教材、教学大纲,使学生系统、全面地掌握高中化学的主干知识,包括基本概念、基本理论等,建立各模块之间的联系,重视基础知识、兼顾能力提升,适量练习、跳出题海,认真对待考试,做好试卷的分析与讲评,学生应适时地进行自我测评与总结。 相似文献
3.
Andrew Cousins 《Cambridge Journal of Education》2015,45(2):187-204
This paper reports on research undertaken in a middle-class Australian school. The focus of the research was on the relationship between gender and students’ engagement with high school chemistry. Achievement data from many OECD countries suggest that middle-class girls are achieving equally as well as, if not better than, boys in many subjects. This has led to claims that the ‘girls and science’ agenda is no longer necessary, and indeed may have been detrimental to boys’ achievements in science subjects. The data collected from students at this site indicate that at this school this agenda is far from a completed one. These data indicate that whilst girls’ achievement levels are comparable with those of the boys, for many students chemistry is still perceived as a masculine subject. Hence, the girls in the chemistry classrooms at this school construct themselves, and are constructed, as outsiders in the subject. 相似文献
4.
Andrew Cousins 《International Journal of Science Education》2013,35(6):711-730
This paper gives a nuanced analysis of participation rates in secondary chemistry by developing the “story” behind national trends and subject selection patterns within an independent school located in a large Australian city. It supplements the documented quantitative data by presenting a case–study where 30 Year 12 chemistry students were interviewed about what motivated them to enrol in secondary chemistry. The students’ comments indicate that, despite the quantitative transformations that demonstrate increasing female success over the past few decades, chemistry is not totally gender inclusive. Secondary chemistry has not yet reached total gender inclusion due to the common gender differences that still occur in the students’ motivation to select chemistry and the influence that gender stereotypes still have on students’ subject selection. 相似文献
5.
Savas Pamuk Semra Sungur Ceren Oztekin 《International Journal of Science and Mathematics Education》2017,15(8):1423-1440
This study adopted a cross-sectional and correlational research design in an attempt to add our understanding of student- and teacher-level factors that help explain variability in students’ science achievement to the existing literature. More specifically, the present article examined students’ science achievement in relation to their constructivist learning environment perceptions, epistemological beliefs, and self-regulation as well as their science teachers’ characteristics. Data were gathered from both 137 science teachers and their 3281 seventh grade students via administering self-report questionnaires. Hierarchical linear modeling (HLM) analysis was conducted to analyze the two-level data (student level and teacher level). Students’ learning environment perceptions, epistemological beliefs, achievement goals, and self-regulation constituted student-level data while teachers’ self-efficacy, achievement goals, and epistemological beliefs constituted teacher-level data. The findings indicated that students’ constructivist learning environment perceptions were significant predictors of their science achievement. Additionally, students with sophisticated epistemological beliefs appeared to be more successful in science. Also, performance avoidance goals were negatively related to science achievement. Among teacher-level variables, teachers’ self-efficacy and sophisticated epistemological beliefs were found to be positively linked to students’ science achievement. 相似文献
6.
Evidence from the research literature suggests that a variety of cognitive factors is responsible for chemistry achievement. This investigation examined the role of four cognitive factors, namely, formal reasoning ability, prior knowledge, field dependence/ independence, and memory capacity on achievement in chemistry as measured by tests of laboratory application, chemical calculations and content knowledge. The sample comprised grade 11 students from eleven high schools who were following the same chemistry syllabus. The results indicated that prior knowledge and formal reasoning ability were each statistically significantly related to variation in chemistry achievement. Field dependence/independence and memory capacity played no significant role in chemistry achievement. 相似文献
7.
M. C. K. Aghadiuno 《Research in Science & Technological Education》2013,31(2):123-133
Abstract A causal model is proposed in order to explain secondary students’ achievement in chemistry; the seven predictor variables used in the explanation are: students’ attitude towards chemistry, understanding of science, scientific attitude, traditional cosmological world‐view, cognitive style, teachers’ attitude towards the teaching of chemistry and understanding of science. Some 460 students chosen by means of stratified cluster sampling and their 25 teachers make up the student and teacher samples, respectively. The numerical values of all the variables are obtained and their intercorrelations computed. Path analysis procedure is applied to the data to estimate the coefficients of the structural equations of the proposed model. The results of the analysis indicate that the hypothesised model is tenable. The seven predictors directly account for 21?6% of the variance in the criterion; their indirect effect is 8?4%. The implications of the findings for chemistry instruction, teacher education and curriculum development are discussed. 相似文献
8.
Lucie Hernandez Nathalie Oubrayrie-Roussel Yves Prêteur 《European Journal of Psychology of Education - EJPE》2016,31(2):193-207
Perceived social support has been widely recognized as having beneficial effects on a person’s development, and adolescence is no exception. The objective of this article is to go beyond this “stereotypical” vision of friendship by showing that social support does not always have a positive and direct effect on adolescents’ academic achievement. We sought to understand whether this relationship is mediated by the educational goals and motives that student value and pursue. If these values do not coincide with the expectations and values that the academic institution seeks to transmit, the influence of social support can become harmful, especially with regard to the students’ academic achievement. Data were collected by means of questionnaires from 676 junior high school students in 9th grade from contrasting academic institutions. We chose to observe each participant’s subjective point of view of three dimensions: social support, academic achievement, and educational goals and motives. The results showed that the relationship between social support and attention and involvement in class was negative and mediated by students’ goals. The adolescents with a high level of social support mainly pursued social goals and neglected achievement and future goals. Consequently, these students were less attentive and involved in class. The results also showed that social support was predictive of students’ investment and interest in personal work and success, but only when the students pursued achievement and future goals. 相似文献
9.
Kristina Andersson 《Cultural Studies of Science Education》2017,12(2):425-433
Marie Ståhl and Anita Hussénius have defined what discourses dominate national tests in chemistry for Grade 9 in Sweden by using feminist, critical didactic perspectives. This response seeks to expand the results in Ståhl and Hussénius’s article Chemistry inside an epistemological community box!—Discursive exclusions and inclusions in the Swedish national tests in chemistry, by using different facets of gender awareness. The first facet—Gender awareness in relations to the test designers’ own conceptions—highlighted how the gender order where women are subordinated men becomes visible in the national tests as a consequence of the test designers internalized conceptions. The second facet—Gender awareness in relation to chemistry—discussed the hierarchy between discourses within chemistry. The third facet—Gender awareness in relation to students—problematized chemistry in relation to the students’ identity formation. In summary, I suggest that the different discourses can open up new ways to interpret chemistry and perhaps dismantle the hegemonic chemistry discourse. 相似文献
10.
Matthew J. Schuelka 《教育政策杂志》2013,28(2):216-230
International tests of achievement narrowly measure specific academic subjects, but have larger educational policy implications. These tests come to summarize national education systems and are used in national and international discourse. However, students with disabilities are being entirely excluded from participation in the discourse of achievement. The Trends in International Mathematics and Science Study, Progress in International Reading Literacy Study, and Programme for International Student Assessment all actively exclude students with disabilities from being measured when the testing agencies set up ‘desired target populations’ and report out on testing participation. This exclusionary discourse establishes that students with disabilities do not belong in a culture of achievement and educational evaluation, which has an impact on policies concerning educational equity and maintains the oppression of low expectations. US policy requires that 95% of all students take achievement tests and be given reasonable accommodations. This paper concludes that international achievement tests should follow the same standard. 相似文献
11.
Per Sund 《International Journal of Science Education》2016,38(14):2220-2238
Science teachers regard practical work as important and many claim that it helps students to learn science. Besides theoretical knowledge, such as concepts and formulas, practical work is considered to be an integral and basic part of science education. As practical work is perceived and understood in different ways, comparing the results between classes and schools is difficult. One way of making the results comparable is to develop systematic inquiries to be assessed in national large-scale tests. However, introducing similar testing conditions in a laboratory environment is not always possible. Although the instructions and assessment guides for such tests are detailed, many obstacles need to be overcome if equality in the overall test situation is to be achieved. This empirical case study investigates two secondary school science teachers’ assessments of 15–16 years old students in three separate groups in the practical part of a Swedish national test in chemistry. Data are gathered using two video cameras and three pairs of spy camera glasses. The results show that individual and independent assessments are difficult due to the social interactions that take place and the physical sources of errors that occur in this type of setting. 相似文献
12.
分析当前环境污染的现状,强调在大学化学实验中培养学生绿色化学观的必要性。根据绿色化学的理念,探讨如何在滴定分析化学实验教学改进中培养大学生绿色化学观,以增强学生的环保意识。 相似文献
13.
National goals and performance standards were introduced in Sweden during the 1990s as part of a curriculum reform. The intention was to detect shortcomings among students and provide support to those students who did not reach the passing grade in one (or several) subject/s. Despite this reform, approximately one-fourth of the students do not attain a passing grade in all subjects. This study therefore investigates the support provided to low-achieving students in Swedish compulsory school. A questionnaire focusing on support in science studies was distributed to students in grade 9 (N = 1731), and data was analyzed with confirmatory factor analysis and structural equation modeling. Findings show that low-achieving students perceive that they primarily receive “simplifying support,” which involves the lowering of expectations and limiting of students’ opportunities to learn. “Scaffolding support,” which involves changes to practices and holding the same standards for all students, seems to be mainly provided to boys, regardless of achievement level.
相似文献14.
随着我国教育事业的不断发展,教学理念和教学模式都有了很大的改革和创新。在初中化学教学中,提升学生化学学习能力和水平,提高化学教学质量和效率,一直都是化学教师追求的目标。化学实验作为化学教学中必不可少的内容,直接影响化学教学的效果。提升化学实验的趣味性,才能更好地激发学生学习化学的兴趣和动力,促进化学教学质量的提升。 相似文献
15.
This study described the process of developing and validating the College Chemistry Self-Efficacy Scale (CCSS) that can be used to assess college students’ beliefs in their ability to perform essential tasks in chemistry. In the first phase, data collected from 363 college students provided evidence for the validity and reliability of the new scale. Three dimensions emerged: self-efficacy for cognitive skills, self-efficacy for psychomotor skills, and self-efficacy for everyday applications. In the second phase, data collected from an independent sample of 353 college students confirmed the factorial structure of the 21-item CCSS. The Cronbach alpha coefficients ranged from 0.82 to 0.92. In addition, each dimension of the CCSS had moderate and significant correlations with student chemistry achievement and differentiated between major and non-major students. Followed by the additional validation studies, the CCSS will serve as a valuable tool for both instructors and researchers in science education to assess college students’ chemistry self-efficacy beliefs. 相似文献
16.
We conducted a laboratory‐based randomized control study to examine the effectiveness of inquiry‐based instruction. We also disaggregated the data by student demographic variables to examine if inquiry can provide equitable opportunities to learn. Fifty‐eight students aged 14–16 years old were randomly assigned to one of two groups. Both groups of students were taught toward the same learning goals by the same teacher, with one group being taught from inquiry‐based materials organized around the BSCS 5E Instructional Model, and the other from materials organized around commonplace teaching strategies as defined by national teacher survey data. Students in the inquiry‐based group reached significantly higher levels of achievement than students experiencing commonplace instruction. This effect was consistent across a range of learning goals (knowledge, reasoning, and argumentation) and time frames (immediately following the instruction and 4 weeks later). The commonplace science instruction resulted in a detectable achievement gap by race, whereas the inquiry‐based materials instruction did not. We discuss the implications of these findings for the body of evidence on the effectiveness of teaching science as inquiry; the role of instructional models and curriculum materials in science teaching; addressing achievement gaps; and the competing demands of reform and accountability. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:276–301, 2010 相似文献
17.
新的化学课程标准,同过去的化学教学大纲相比,在很多方面都发生了相当大的变化,不仅在于名称上的不同和框架上的区别,更重要的是二者在理念上的差异。本文从课程观、课程目标、目标价值取向、课程内容、课程实施、课程评价等方面论述化学课程标准与化学教学大纲在理念上的差异。 相似文献
18.
新课程改革背景下,应当从利用化学史让学生更好地理解科学本质这一角度,重新定位和认识化学史教育的价值.这些价值包括:帮助学生理解科学知识具有暂定性和发展性;帮助学生理解科学是观察和推理的结合体;帮助学生理解科学探究的过程;帮助学生理解,一个科学观点的提出会受到科学家的个人经验和社会历史背景的影响;使学生认识真实的科学家等. 相似文献
19.
The purpose of this study was to examine the effectiveness of traditional versus guided inquiry (with problem-solving process and cognitive function training) on high school chemistry knowledge, science process skills, scientific attitudes, and problem-solving competency. Two classes of students were recruited from three classes of Grade 11 students at one school in North-eastern Thailand. Using a split-plot design, students were assigned to an experimental (N = 34) and a control group (N = 31), and were administered (a) learning achievement tests (chemistry knowledge, science process skills, and scientific attitude), (b) a problem-solving competency test, and c) tests of cognitive functioning. The findings showed that students’ learning achievement and problem-solving competency in the guided inquiry group were significantly higher than in the traditional group. The effect of the new teaching method does not seem to stem solely from improvement in cognitive functioning. We attributed the improvement to greater flexibility in the amount of information provided by the teachers, more effortful processing by the students, and greater collaboration amongst the students. 相似文献
20.
《The Journal of educational research》2012,105(2):109-120
AbstractIn spite of the abundance of research reports in the field of instructor and course evaluation by students, the application of major theoretical psychological and sociological orientations to this field has been virtually ignored. This paper adopts the Ohio State University approach to leadership theory as an analytical tool for comprehending students’ ratings. Two main determinants of instructors’ scores are their instrumental contribution to the achievement of their classes’ goals and their success in enhancing their students’ interests. These two variables are claimed to resemble Initiating Structure and Consideration (14). The identification of leadership-bound components in faculty evaluation lends powerful theoretical integrity to the presently nontheoretical research of students’ evaluations. This paper expands such an approach which was developed at the Ben Gurion University of the Negev, Beer Sheva, Israel, and tests its applicability to another university, the University of Hawaii. 相似文献