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1.
The study examined into the relationship between gender and students' misconceptions in science. Two different groups were treated with two different teaching strategies, namely, teaching strategy 1, which is basically didactic in nature, and teaching strategy 11, which incorporates students' misconceptions and applies the Generative Learning Model. Two groups of secondary three students (N=26,27; randomly sampled), underwent 6 weeks of instruction, with the respective strategies mentioned above. Each group consisted of male and female students, the numbers of which resulted from the grouping based on their academic achievements. A constructed and validated diagnostic instrument was used as a means to measure the effectiveness of these two teaching strategies. The findings showed that gender differences did not relate well to students' misconceptions in science. The implications of this finding are discussed. 相似文献
2.
Over the last 20 years, science education studies have reported that there are very different understandings among students of science regarding the key aspects of climate change. We used the cognitive linguistic framework of experientialism to shed new light on this valuable pool of studies to identify the conceptual resources of understanding climate change. In our study, we interviewed 35 secondary school students on their understanding of the greenhouse effect and analysed the conceptions of climate scientists as drawn from textbooks and research reports. We analysed all data by metaphor analysis and qualitative content analysis to gain insight into students' and scientists' resources for understanding. In our analysis, we found that students and scientists refer to the same schemata to understand the greenhouse effect. We categorised their conceptions into three different principles the conceptions are based on: warming by more input, warming by less output, and warming by a new equilibrium. By interrelating students' and scientists' conceptions, we identified the students' learning demand: First, our students were afforded with experiences regarding the interactions of electromagnetic radiation and CO2. Second, our students reflected about the experience-based schemata they use as source domains for metaphorical understanding of the greenhouse effect. By uncovering the—mostly unconscious—deployed schemata, we gave students access to their source domains. We implemented these teaching guidelines in interventions and evaluated them in teaching experiments to develop evidence-based and theory-guided learning activities on the greenhouse effect. 相似文献
3.
Computational thinking (CT) is a way of making sense of the natural world and problem solving with computer science concepts and skills. Although CT and science integrations have been called for in the literature, empirical investigations of such integrations are lacking. Prior work in natural selection education indicates students struggle to explain natural selection in different contexts and natural selection misconceptions are common. In this mixed methods study, secondary honors biology students learn natural selection through CT by engaging in the design of unplugged algorithmic explanations. Students learned CT principles and practices and applied them to learn and explain the natural selection process. Algorithmic explanations were used to scaffold transfer of natural selection knowledge across contexts through investigation of three organisms and the creation of generalized natural selection algorithms. Students' pre- and post-unit algorithmic explanations of natural selection were analyzed to answer the following research questions: (a) How do students' conceptions of natural selection change over the course of a CT focused unit? (b) What is the relationship between CT and natural selection in students' algorithmic explanations? (c) What are students' perspectives of learning natural selection with CT? Results indicate students' conceptions of natural selection increased and natural selection misconceptions decreased over the course of the unit. Within their post-unit algorithmic explanations, students used specific CT principles in conjunction with natural selection concepts to explain natural selection, which helped them to learn the details of the natural selection process and correct their natural selection misconceptions. Students indicated the use of CT in unplugged algorithmic explanations in different contexts helped them learn natural selection. This study shows unplugged CT can be used to teach students science content, and it provides an example for further CT and science integrations. Implications for the field are discussed. 相似文献
4.
Uri Zoller 《科学教学研究杂志》1990,27(10):1053-1065
Both chemistry teachers and nonmajor students appear to agree that freshman chemistry may well be the most problematic traditional science discipline taught in the first year of college—as far as students' misunderstandings, learning difficulties, and misconceptions are concerned. The above is probably due to the many abstract, nonintuitive concepts, which are not directly interrelated. Consequently, in such cases, the powerful, general teaching strategy of “concept mapping” must be replaced by alternative, specific strategies. Selected illustrative examples of students' learning difficulties and misconceptions in freshman general and organic chemistry are presented in the students' terms, followed by the corresponding successfully applied, specific, concept-oriented, eclectic intervention strategies the author uses in order to overcome the difficulties. Based on longitudinal in-class observations, interpretive study, and analysis it is suggested that those students' misconceptions in freshman chemistry which are not interrelated logically and/or derived from one another are not prone to the general “concept mapping” approach and should be dealt with by using the appropriate, specific teaching strategy. 相似文献
5.
《学习科学杂志》2013,22(2):115-163
This article uses a critical evaluation of research on student misconceptions in science and mathematics to articulate a constructivist view of learning in which student conceptions play productive roles in the acquisition of expertise. We acknowledge and build on the empirical results of misconceptions research but question accompanying views of the character, origins, and growth of students' conceptions. Students have often been viewed as holding flawed ideas that are strongly held, that interfere with learning, and that instruction must confront and replace. We argue that this view overemphasizes the discontinuity between students and expert scientists and mathematicians, making the acquisition of expertise difficult to conceptualize. It also conflicts with the basic premise of constructivism: that students build more advanced knowledge from prior understandings. Using case analyses, we dispute some commonly cited dimensions of discontinuity and identify important continuities that were previously ignored or underemphasized. We highlight elements of knowledge that serve both novices and experts, albeit in different contexts and under different conditions. We provide an initial sketch of a constructivist theory of learning that interprets students' prior conceptions as resources for cognitive growth within a complex systems view of knowledge. This theoretical perspective aims to characterize the interrelationships among diverse knowledge elements rather than identify particular flawed conceptions; it emphasizes knowledge refinement and reorganization, rather than replacement, as primary metaphors for learning; and it provides a framework for understanding misconceptions as both flawed and productive. 相似文献
6.
Instructional practices in secondary science: How teachers achieve local and standards-based success
Beth A. Covitt Elizabeth Xeng de los Santos Qinyun Lin Christie Morrison Thomas Charles W. Anderson 《科学教学研究杂志》2024,61(1):170-202
This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success. 相似文献
7.
The main purpose of this study was to concurrently investigate Taiwanese high-school students' and their science teachers' conceptions of learning science (COLS) and conceptions of science assessment (COSA). A total of 1,048 Taiwanese high-school students and their 59 science teachers were invited to fill out two questionnaires assessing their COSA and COLS. The main results indicated that, first, although a handful of different patterns occurred, students and teachers were found to have similar COLS–COSA patterns. In general, students and teachers with COSA as reproducing knowledge and rehearsing tended to possess lower-level COLS, such as learning science as memorizing, testing, and calculating and practicing. In contrast, if students and teachers viewed science assessment as improving learning and problem-solving, they would be prone to regard science learning as increase of knowledge, applying, and understanding and seeing in a new way. However, the students' conceptions did not align with those of the teachers' in certain aspects. The students tended to regard science learning and assessment at a superficial level (COLS as ‘memorizing’, ‘testing’, and ‘calculating and practicing’ and COSA as ‘reproducing knowledge’), while the teachers’ conceptions were at a more sophisticated level (COLS as ‘application’ and ‘understanding and seeing in a new way’ and COSA as ‘improving learning’). It is evident that a dissonance exists between the students' and teachers' COLS and COSA. Based on the results, practical implications and suggestions for future research are discussed. 相似文献
8.
Conceptual change is a gradual process that occurs as students integrate new information into their existing conceptions. Throughout this process, assessing learning requires measures to diagnose misconceptions and understand how knowledge is changing. We developed three measures of misconceptions to assess students' knowledge early in instruction on decimals that measured the: 1) prevalence of misconception errors based on response patterns, 2) existence of misconceptions in a more abstract context, and 3) strength of misconceptions using confidence ratings. Students ages 9–11 (N = 297) completed the assessment at three time points. These measures revealed that whole number and role of zero misconceptions decreased and fraction misconceptions increased over time. The current measures also differentiated between weaker misconceptions that were changed after brief instruction and strongly held misconceptions. The current measures can create a more complete picture of knowledge than only measuring students' accuracy, providing a window into the conceptual change process. 相似文献
9.
Anna Henderson Endreny 《科学教学研究杂志》2010,47(5):501-517
This study aimed to determine how 33 urban 5th grade students' science conceptions changed during a place‐based inquiry unit on watersheds. Research on watershed and place‐based education was used as a framework to guide the teaching of the unit as well as the research study. A teacher‐researcher designed the curriculum, taught the unit and conducted the research using qualitative data sources such as concept maps, science notebooks and interviews. Most students came to understand that their watershed was part of an urban environment where water drains from the surrounding land into a body of water. Thus, they began to understand how urban land use affects water quality. This study provides evidence for the use of place‐based learning in developing students' knowledge of the National Science Education Standards (NRC, 1996) and watersheds. Implications of this study include the use of place‐based learning in urban settings and the experiences needed for students to conceptualize watersheds. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 501–517, 2010 相似文献
10.
In this article, we focus on three aspects of students' prior experiences of learning: evoked conceptions of learning, evoked motivation and evoked self-efficacy. We show how, for a first-year undergraduate population, these three aspects of evoked prior experience relate to students' approaches to learning and their perceptions of the learning environment as well as to their previous schooling, their gender and the broad discipline area in which they are studying. In doing so, we confirm that evoked prior experiences are distinct and measurable and can be used to better understand the ways in which students experience learning in higher education. 相似文献
11.
《International Journal of Educational Research》2004,41(6):429-444
Learners are active actors in learning environments and not mere consumers of instructional designers' products. In line with mediating paradigm instructional conceptions of students are analysed. These conceptions act as cognitive filters that affect students' use of both instructional interventions and support in learning environments. To gain insight in the complexity of students' instructional conceptions, the concept is analysed and its theoretical assumptions scrutinised. Next, research findings regarding instructional conceptions are reviewed. Attention is paid to the nature and development of students' instructional conceptions and to the relationship with similar conceptions. In the Discussion section, current limitations of both the conceptualisation and instrumentation of instructional conceptions are described and perspectives are opened on further research. 相似文献
12.
This study was designed to identify and analyze possible factors that mediate the effect of gender on ninth‐grade Turkish students' misconceptions concerning electric circuits. A Simple Electric Circuit Concept Test (SECCT), including items with both practical and theoretical contexts, and an Interest‐Experience Questionnaire about Electricity (IEQ) were administered to 1,678 ninth‐grade students (764 male, 914 female) after the completion of a unit on electricity to assess students' misconceptions and interests‐experiences about electricity. Results of the concept test indicated that general performances of the students were relatively low and that many students had misconceptions in interpreting electric circuits. When the data were analyzed using MANOVA and follow‐up ANOVAs, a gender difference for males was observed on the dependent variable of total scores on the 10 practical items; however, there was no significant gender difference on the dependent variable of total scores on the six theoretical items. Moreover, when the same data were analyzed using MANCOVA and follow‐up ANCOVAs, controlling students' age and interest‐experience related to electricity, the observed gender difference was mediated on the total scores on the practical items. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 603–616, 2004 相似文献
13.
Thirty-four clinical interviews were conducted with Grade 10 students (15–16 years old) who had received four years of physics instruction. The interview's focus was to understand students' responses from their point of view and not solely from the physicist's angle. The results of the study confirm and deepen, on the one hand, findings from other studies concerning students' severe difficulties in learning the energy concept, the particle model, and the distinction between heat and temperature. On the other hand, students' qualitative conceptions in a new area—the second law of thermodynamics—are revealed. For instance, in the case of irreversibility (i.e., the idea that all processes take place by themselves only in one direction), most students came to conclusions similar to those of modern physicists. But their explanations of irreversibility are based on significantly different conceptual frameworks. The results of the study suggest that a mere enlargement of the traditional physics curriculum by the addition of ideas of the second law is not sufficient to familiarize students with these ideas. A totally new teaching approach to heat, temperature, and energy is necessary. In this approach, basic qualitative ideas of the second law should be a central and integral part from the beginning of instruction. 相似文献
14.
One of the factors affecting students' learning in science is their existing knowledge prior to instruction. The students' prior knowledge provides an indication of the alternative conceptions as well as the scientific conceptions possessed by the students. This study is concerned primarily with students' alternative conceptions and with instructional strategies to effect the learning of scientific conceptions; i.e., to effect conceptual change from alternative to scientific conceptions. The conceptual change model used here suggests conditions under which alternative conceptions can be replaced by or differentiated into scientific conceptions and new conceptions can be integrated with existing conceptions. The instructional strategy and materials were developed for a particular student population, namely, black high school students in South Africa, using their previously identified prior knowledge (conceptions and alternative conceptions) and incorporate the principles for conceptual change. The conceptions involved were mass, volume, and density. An experimental group of students was taught these concepts using the special instructional strategy and materials. A control group was taught the same concepts using a traditional strategy and materials. Pre- and posttests were used to assess the conceptual change that occurred in the experimental and control groups. The results showed a significantly larger improvement in the acquisition of scientific conceptions as a result of the instructional strategy and materials which explicitly dealt with student alternative conceptions. 相似文献
15.
The purpose of this study is to explore students' self‐regulation and teachers' influence in science and to examine interplay between ethnicity and gender. Analysis of data from seven Oslo schools (1112 sampled students in the first year of high school) shows that the ethnic minority students reported using learning strategies in science more intensively than ethnic majority students and they had a stronger motivation to learn science. Ethnic majority students are defined here as students who were born in Norway and have at least one parent born in Norway. The study also shows that minority students generally evaluate their science teacher's influence on their learning more positively than the majority. The strongest interplay effects between gender and ethnicity are found in students' perceptions of the relevance of science, as well as their degree of negative responses to the pressure to learn science. 相似文献
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17.
Research has shown that students bring na?ve scientific conceptions to learning situations which are often incongruous with accepted scientific explanations. These preconceptions are frequently determined to be misconceptions; consequentially instructors spend time to remedy these beliefs and bring students' understanding of scientific concepts to acceptable levels. It is reasonable to assume that students also maintain preconceptions about the processes of authentic scientific research and its associated activities. This study describes the most commonly held preconceptions of authentic research activities among students with little or no previous research experience. Seventeen undergraduate science majors who participated in a ten week research program discussed, at various times during the program, their preconceptions of research and how these ideas changed as a result of direct participation in authentic research activities. The preconceptions included the belief that authentic research is a solitary activity which most closely resembles the type of activity associated with laboratory courses in the undergraduate curriculum. Participants' views showed slight maturation over the research program; they came to understand that authentic research is a detail-oriented activity which is rarely successfully completed alone. These findings and their implications for the teaching and research communities are discussed in the article. 相似文献
18.
This paper looks at the effect of instruction on pre-service science teachers' conceptions of the scientist. Twenty-six pre-service science teachers involved in a 14-week course were the subjects. The constructivist teaching approach was adopted. The students' preconceptions were the starting point for the teaching. Seven students were selected for in-depth interview to determine the reasons for their positions (change or no change in view at the end of the period). It was found that instruction enhanced better conceptions of the scientist. The pre-test to post-test change scores differed from zero and the difference was significant at the 0·05 level of significance. However, the interview revealed that the changes in conceptions were mediated by the students' life worldviews. We therefore conclude that whereas remediating strategies enhance understanding (comprehension), worldview of the students has a greater effect on meaningful learning (apprehension). 相似文献
19.
Ruth Stavy 《科学教学研究杂志》1991,28(4):305-313
A new approach to change misconceptions of students is to build on ideas which match their students' existing intuitive knowledge. This can be done by analogy. The use of an analogical relation between the known and the unknown can help students learn new information and discard or modify misconceptions. Previous studies have confirmed this result in such areas as mathematics. The present study examined the use of analogical instruction to overcome misconceptions about conservation of matter. Students who understood the concept of conservation of matter when iodine was evaporated were able to transfer their understanding to the evaporation of acetone. This indicates that teaching by analogy can be an effective tool in science. The author is now studying the relative effectiveness of conflict training and learning by analogy. 相似文献
20.
Okhee Lee David C. Eichinger Charles W. Anderson Glenn D. Berkheimer Theron D. Blakeslee 《科学教学研究杂志》1993,30(3):249-270
The purpose of this study was two-fold: (1) to understand the conceptual frameworks that sixth-grade students use to explain the nature of matter and molecules, and (2) to assess the effectiveness of two alternative curriculum units in promoting students' scientific understanding. The study involved 15 sixth-grade science classes taught by 12 teachers in each of two successive years. Data were collected through paper-and-pencil tests and clinical interviews. The results revealed that students' entering conceptions differed from scientific conceptions in various ways. These differences included molecular conceptions concerning the nature, arrangement, and motion of molecules as well as macroscopic conceptions concerning the nature of matter and its physical changes. The results also showed that the students taught by the revised unit in Year 2 performed significantly better than the students taught by the original commercial curriculum unit in Year 1 for 9 of the 10 conceptual categories. Implications for science teaching and curriculum development are discussed. 相似文献