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1.
Ellen Skinner Emily Saxton Cailin Currie Gwen Shusterman 《International Journal of Science Education》2013,35(17):2433-2459
ABSTRACTAs part of long-standing efforts to promote undergraduates’ success in science, researchers have investigated the instructional strategies and motivational factors that promote student learning and persistence in science coursework and majors. This study aimed to create a set of brief measures that educators and researchers can use as tools to examine the undergraduate motivational experience in science classes. To identify key motivational processes, we drew on self-determination theory (SDT), which holds that students have fundamental needs – to feel competent, related, and autonomous – that fuel their intrinsic motivation. When educational experiences meet these needs, students engage more energetically and learn more, cumulatively contributing to a positive identity as a scientist. Based on information provided by 1013 students from 8 classes in biology, chemistry, and physics, we constructed conceptually focused and psychometrically sound survey measures of three sets of motivational factors: (1) students’ appraisals of their own competence, autonomy, and relatedness; (2) the quality of students’ behavioural and emotional engagement in academic work; and (3) students’ emerging identities as scientists, including their science identity, purpose in science, and science career plans. Using an iterative confirmatory process, we tested short item sets for unidimensionality and internal consistency, and then cross-validated them. Tests of measurement invariance showed that scales were generally comparable across disciplines. Most importantly, scales and final course grades showed correlations consistent with predictions from SDT. These measures may provide a window on the student motivational experience for educators, researchers, and interventionists who aim to improve the quality of undergraduate science teaching and learning. 相似文献
2.
This study follows an ethnically and economically diverse sample of 33 high school students to explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted. Through longitudinal interviews and surveys, students shared narratives about their developing science identities, SEM participation and aspirations. In analysis, three groups emerged (High Achieving Persisters, Low Achieving Persisters, and Lost Potentials), each experiencing different interactions and experiences within science communities of practice in and outside of school and within the extended family. These different microclimates framed students' perceptions of their SEM study, abilities, career options, and expected success, thereby shaping their science identities and consequent SEM trajectories. School science was often hard and discouraging; there were very few science advocates at school or home; and meaningful opportunities to work with real science professionals were scarce, even in schools with science or health academies. Students expressed positive attitudes toward science and non‐science pursuits where they experienced success and received support from important people in their lives. Results underscore the key role communities of practice play in career and identity development and suggest a need for interventions to help socializers better understand the value and purpose of science literacy themselves so as to encourage students to appreciate science, be aware of possible career options in science and enjoy learning and doing science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 564–582, 2010 相似文献
3.
The seventeenth century in England, bounded by the scientific stimulus of Francis Bacon at the beginning and Isaac Newton at the end, seemingly saw a huge leap from the Aristotelian dialectic of the past to a reconstruction of knowledge based on inductive methods, empirical investigation and cooperative research. In mid‐century, Puritan reformers inspired both by the scientific thinking of Bacon and by the educational reforms of Comenius, hoped that educational reform at both school and university level would follow political and religious changes. In 1661, after the restoration of the monarchy, the founding of the Royal Society suggested that acceptance of experimental and practical science at the highest level had been achieved and that this would impinge on education. None of these assumptions can be accepted at face value. Indeed, the whole intellectual and educational history of the seventeenth century is far more complex than often portrayed. Various scientific and philosophical world‐views and different methods of scientific investigation jostled for supremacy and major leaps forward in scientific knowledge were often a combination of some of these. The physical sciences still came under the umbrella of ‘natural philosophy’. Nevertheless, this period is seen as the beginnings of a scientific revolution that has profoundly affected, even generated the modern world. Generally such developments have been both hailed and derided as masculinist. Earlier historians usually neither saw nor looked for women's place in scientific development: more recently, feminist historians have both tried to correct the picture and sought to explain the exclusion of women from most of it. Some have seen Western science itself in this period constructing notions of masculinity and femininity that would prevent women participating in the scientific ventures which represent modernity. This article will investigate the position of women within the scientific and educational developments of seventeenth‐century England. The development of Baconian science and its effects on Puritan reformers, especially Samuel Hartlib, John Dury and other like‐minded scholars, will be examined. It will be shown that their ideals, like those of Jan Comenius whom they admired and worked with, had positive implications for female education. Although, however, some females were affected by the educational reforming impulses of the Hartlib circle, in the changeable political and intellectual world of seventeenth‐century England, very little lasting reform was achieved. Generally women were not well educated in this period. They were excluded from formal educational institutions such as the grammar school and the university although these were not necessarily where scientific and educational reform took place. The advent of printing in the sixteenth century and the growth of scientific lectures in the seventeenth enabled upper and some middle‐ranking women to take part in some of the intellectual ferment of the day and women naturally had a place in science through their culinary and medical roles. Contemporary research has uncovered some of the scientific work done by women and stimulated significant discussion on what can be counted as ‘science’. In England, female relatives of those who espoused scientific and educational reform were themselves involved in such initiatives. On the other hand, they were shut out from membership of the Royal Society for the Improvement of Natural Knowledge, established in 1662, or any other formal institution. Some women were affected by Cartesianism and other scientific theories including those on both natural magic and more occult philosophies. This was a century, however, when unorthodox thinking could meet with frightful consequences and eminent thinkers across the continent fell foul of religious and political authorities. The period was shamed by the highest number of witchcraft trials ever in Central and Western Europe, including England, chiefly against women, albeit mainly the old and the poor. In the second half of the century, longings for stability and peace were more likely to consolidate patriarchical and conservative mores than give way to radical social ideas. Nevertheless, as this study will show, a number of women, chiefly of aristocratic lineage or at least educated above the norm, were able even to publish their scientific ideas. Two of the women mentioned here did so through translation: Lucy Hutchinson, translating Lucretius, and Aphra Benn, translating Bernard le Bouvier de Fontenelle. Hutchinson particularly revealed her own thinking through the notes she added to her edition. Margaret Cavendish, Duchess of Newcastle, chose to pour out the scientific and philosophical ideas she gathered through reading and conversation, in a torrent of unedited publications. Anne, Viscountess Conway, in more measured tones and timing, drew from her private form of higher education to publish The Principles of the Most Ancient and Modern Philosophy, which influenced leading philosophers of her day, including Liebniz. Both she and Margaret Cavendish were sufficiently confident to critique Descartes, although Anne Conway's thinking was based on a sounder education. Bathsua Makin was able from her own excellent education and her contacts with the Hartlib circle at home and Anna Maria van Schurmann and others abroad to promulgate an education for girls that would enable them to learn and use a range of sciences and mathematics in an extended female role. Even so, these women were a privileged few and promoted scientific and educational ideas from a vantage point of their own fortunate educational and/or social position. For none of them was this uncomplicated, while for other women, even ones within intellectual circles such as that of Mary Evelyn, their scientific impulses were restrained by gendered notions. Thus it is shown that in both the opportunities offered by new scientific and educational ideas and in their exclusion from the mainstream the position of women was in line with conflicting modern principles that underlay a contested terrain in science for the centuries to come. In addition, this brief exploration of these gendered contradictions of the scientific revolution in England shows the benefits of understanding the large areas of learning which are outside or juxtaposed to formal education, the networks that facilitate leaning and the contemporary context of gendered and scientific beliefs pervading different forms of knowledge. 相似文献
4.
Naomi Haywood 《Environmental Education Research》2018,24(8):1085-1101
Botanic gardens, as well as being widely acknowledged as beautiful places, are often scientific organisations that aim to engage visitors, including families, in science learning. Yet, the extent to which families view them as settings for science learning is largely unexplored. Drawing upon social constructivist perspectives, this paper investigates families’ views of science learning at Kew Gardens. Kew is one of the largest botanic gardens worldwide and an internationally renowned scientific organisation located in London, UK. Twenty-four families took part in the study, which involved interviews and accompanied visits. Findings indicate that all families referred primarily to the aesthetic beauty of Kew, while its function as a site for science learning was less well acknowledged. However, interpretation helped families establish what constitutes science at Kew, and linked science to the beautiful plants, which offered avenues for families to appreciate science learning. The findings provide implications for developing interpretive provision in botanic gardens. 相似文献
5.
This study investigated how preservice teachers develop collective efficacy when preparing lesson plans for a science methods course, and how this collective efficacy changed over time. The data were collected from four preservice science teachers working in a group to fulfil the requirements of the course. Findings revealed that four factors, including collaborative work, sharing the same goal, attitudes towards group work and group cohesion, played an important role in the development of collective efficacy among preservice teachers. The study also showed that collective efficacy improved continuously over the semester. 相似文献
6.
George Marx 《International Journal of Science Education》2013,35(1):31-45
The astronomy concepts of 345 young people were studied over a 10‐year period using a multi‐media, multi‐modal methodology in a research design where survey participants were interviewed three times and control subjects were interviewed twice. The purpose of the research was to search for evidence to clarify competing theories on conceptual coherence versus knowledge‐in‐pieces, distinguishing between coherence as revealed in the representational systems at any particular stage in a young person’s development and the changes evident in mental growth thereafter. Thus five research questions concerned with the elements and structure of understanding were investigated: (1) conceptual coherence shown as patterns of high correlation of concept representations between the media used to assess subjects’ understanding within a survey, as well as (2) coherence revealed as consistency of representation of those concepts across media and modalities; (3) enhanced conceptual understanding and skill through repeated interviews across (longitudinal) surveys, as young people develop their knowledge; (4) cultural similarity in subjects’ representations of basic static concepts (e.g. the shape of the Earth); and (5) improved understanding of basic dynamic concepts (e.g. the motion of the Earth) and complex dynamic concepts (e.g. seasons and eclipses), through “knowledge‐skill compounding”. The research findings supported conceptual coherence and rejected the counter argument of knowledge‐in‐pieces (at an alpha level of .05). Further research is recommended to replicate current research in cultures other than those of China and New Zealand studied here to confirm the view that cognition and knowledge are inherently coherent in young people. 相似文献
7.
Jennifer Yeo 《Cultural Studies of Science Education》2009,4(4):913-919
What does it mean to understand science? This commentary extends Brown and Kloser’s argument on the role of native language for science learning by exploring the meaning of understanding in school science and discusses the extent that science educators could tolerate adulterated forms of scientific knowledge. Taking the perspective of social semiotics, this commentary looks at the extent that school science can be represented with other discourse practices. It also offers an example to illustrate how everyday language can present potential hindrance to school science learning. 相似文献
8.
e CAD by making use of Auto LISP.Auto LISP; CAD drawing; machine design; drawing0南昌高专学报Journal of Nanchang Junior College82-83TP391.72I138;C12;H;II138_C12;闵旭光000700050017000279-80WEB服务器在Internet网中的安全与防范邓剑文,黄芸,漆强南昌高等专科学校计 相似文献
9.
Emma Smith 《Educational studies》2011,37(1):59-71
This paper describes patterns of participation and attainment in A‐level physics, chemistry and biology from 1961 to 2009. The A level has long been seen as an important gateway qualification for higher level study, particularly in the sciences. This long‐term overview examines how recruitment to these three subjects has changed in the context of numerous policies and initiatives that seek to retain more young people in the sciences. The results show that recruitment to the pure sciences has stagnated, general trends have hardly varied and the track record of government policy in influencing change is not strong. There is no evidence for increasing achievement gaps between the sexes at A level and even national policy requiring that all young people study science up to the age of 16 appears to have had little impact on recruitment at this level. 相似文献
10.
Sandra Patricia Rojas Rojas Alejandra Meneses Emilio Sánchez Miguel 《International Journal of Science Education》2013,35(13):1827-1847
ABSTRACTReading is a tool that promotes the learning of science across schooling. Scientific texts are conceptually and linguistically complex, especially for students from low-income contexts because they have neither the experience with the language nor the literacy skills to face the challenges of scientific knowledge. This study used a mix method approach to compare the cognitive scaffolding practiced by teachers during science reading activities in high- and low-performing schools. Three teachers and 141 fourth grade students from low socioeconomic background schools participated in 48 class sessions. Classes were video-recorded and transcribed. The data were analyzed using Sanchez’ Pedagogic Practice Analysis System. The results show that teachers from both types of schools continuously use reading as a tool for learning. The effective teacher uses reading with non-invasive scaffolding and varied verbal participation to elaborate knowledge, promoting literal and inferential comprehension and more opportunities for the students to construct knowledge. By contrast, less effective teachers use reading with invasive scaffolding and little verbal participation of the students to consolidate knowledge, promoting mainly literal comprehension. This study shed light on different approaches teachers use to foster reading comprehension for science learning. 相似文献
11.
Aik-Ling Tan 《Cultural Studies of Science Education》2011,6(3):559-567
In response to Meyer and Crawford’s article on how nature of science and authentic science inquiry strategies can be used
to support the learning of science for underrepresented students, I explore the possibly of reconciliation between the cultures
of school, science, school science as well as home. Such reconciliation is only possible when science teachers are cognizant
of the factors affecting the cultural values and belief systems of underrepresented students. Using my experience as an Asian
learner of WMS, I suggest that open and honest dialogues in science classrooms will allow for greater clarity of the ideals
that WMS profess and cultural beliefs of underrepresented students. This in-depth understanding will eliminate guesswork and
unrealistic expectations and in the process promote tolerance and acceptance of diversity in ways of knowing. 相似文献
12.
R. M. Garrett 《International Journal of Science Education》2013,35(2):125-137
In this paper the author explores the concept of problem‐solving as generally employed in the science education literature and suggests that a useful distinction can be drawn between puzzles, for which solutions are known or assumed to exist, and problems, for which no solution may be possible. The ability to recognize a problem, it is suggested, is possibly more important than its solution and this is dependent upon the experience, knowledge and interests of the individual. Successful encountering of problems and puzzles and the relationship of this activity to originality and creativity is also discussed. It is proposed that both puzzle and problem‐solving activities are important to provide in school science but that too little attention is paid to real problem‐solving with the result that the specific skills required are not practised. 相似文献
13.
The resort to experiment is considered to be essential for teaching physics. But it often consists of an inductivist method where students are supposed to be able to find physical laws by observing phenomena. In fact it is not as easy for the students as it is for the physicist. We propose and test another way. When studying a new phenomenon, an initial discussion is performed between students in the class. They can propose various (eventually contradictory) explanatory models. Experiments are then used to make a choice between these models. Sequences in class situation are described, with learning behaviour and results reported for pupils in French schools (grades 6 and 8, 11‐14‐year olds). 相似文献
14.
This contribution aims to examine how different areas of self‐regulation are related to academic achievement in adolescents and young adults. The study involved participants, drawn from following age groups: 14–15, 17–18 and 22–23. In order to get information about cognitive, metacognitive, motivational and emotional aspects of self‐regulation, self‐report questionnaires were used. Differences between age‐groups revealed following tendency: there has been a decrease in all fields of self‐regulation from age of 14 (end of primary school) to the age of about 18 years (end of secondary school), and then results slowly improved to the age of about 22 years (students of undergraduate studies). The results obtained are mirroring perceived competence of self‐regulation and differ from the results concerning metacognitive accuracy. Metacognitive self‐regulation persists as an important predictor of school achievement at all developmental levels, and the motivational self‐regulation has significant impact on performance in the first and second age group. 相似文献
15.
16.
Amal Reda Malkawi Ebtesam Qassim Rababah 《International Journal of Science Education》2018,40(9):961-976
This study investigated the degree that Science and Engineering Practices (SEPs) criteria from the Next Generation Science Standards (NGSS) were included in self-reported teaching practices of twelfth-grade science teachers in Jordan. This study sampled (n?=?315) science teachers recruited from eight different public school directorates. The sample was surveyed using an instrument adapted from Kawasaki (2015). Results found that Jordanian science teachers incorporate (SEPs) in their classroom teaching at only a moderate level. SEPs applied most frequently included ‘using the diagram, table or graphic through instructions to clarify the subject of a new science,’ and to ‘discuss with the students how to interpret the quantitative data from the experiment or investigation’. The practice with the lowest frequency was ‘teach a lesson on interpreting statistics or quantitative data,’ which was moderately applied. No statistically significant differences at (α?=?0.05) were found among these Jordanian science teachers’ self-estimations of (SEP) application into their own teaching according to the study’s demographic variables (specialisation, educational qualification, teaching experience). However, a statistically significant difference at (α?=?0.05) was found among Jordanian high school science teachers’ practice means based on gender, with female teachers using SEPs at a higher rate than male teachers. 相似文献
17.
Yasemin Özdem Yilmaz Jale Cakiroglu Hamide Ertepinar Sibel Erduran 《International Journal of Science Education》2013,35(11):1443-1464
ABSTRACTArgumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students’ spoken or written argumentation. Consequently, teachers’ pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers’ theory and pedagogy of argumentation. Data sources included the participants’ video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants’ written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ?St??rategies for ?Argumentation, and Meta-strategic Instructional ?St??rategies for ?Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers’ instructional practices while they are implementing argumentation-based lessons. 相似文献
18.
The Biology Fellows Program at the University of Washington aims to enhance diversity in science by helping students succeed in the rigorous introductory biology classes and motivating them to engage in undergraduate research. The composite Scholastic Achievement Test scores and high school grade point averages of the Biology Fellows are comparable to those of students who are not in the program; however, they earn, on average, higher grades in introductory biology classes than non-Biology Fellows. Underrepresented minorities and disadvantaged students in the program also earn higher grades in the introductory biology classes than do their non-Biology Fellows counterparts. Analysis of the performance of Biology Fellows shows that the program assists students who are not proficient in certain science process skills and that students who lack these skills are at risk for failing introductory biology. This evaluation provides insight for designing programs that aim to enhance the performance of beginning students of biology, particularly for underrepresented minorities, who want to obtain a life science degree. 相似文献
19.
The aim of this study was to analyse whether conducting physical education lessons according to different motivational climates leads to a significant difference between students' achievement goals, motivational strategies and attitudes towards physical education. Participants (81-ninth grade students) were allocated to one of three experimental groups. The researchers conducted a 12-week programme of physical education lessons with the experimental groups. The programme used the same lesson plans; however, in each experimental group, the researchers created different motivational climates (mastery, performance approach or performance avoidance) according to the Motivational Climate Observer Control List. The students' achievement goals, motivational strategies and attitudes towards physical education were measured at the beginning and end of the semester. Consequently, it was observed that the mastery-and performance-approach focused-motivational climates within physical education lessons produced positive outputs in terms of cognitive and affective scores. 相似文献
20.
There are increasing calls in the science education community for ‘science for citizenship’ as an important goal for the school science curriculum of the 21st century. The potential influence of portrayals of science and scientists in popular culture on the achievement of this goal is explored in this paper through a review of the literature. We develop a framework of important questions citizens ask in considering personal and social decision making in relation to science and technology issues, and how portrayals of science and scientists might contribute to this decision making process. 相似文献