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Emily E. Scott Jack Cerchiara Jenny L. McFarland Mary Pat Wenderoth Jennifer H. Doherty 《科学教学研究杂志》2023,60(1):63-99
In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate-of-change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry. 相似文献
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In this article, we present a framework for assessing changes in conceptual knowledge commonly found in scientific domains. In particular, we identify the underlying organizational patterns and contents that make up pictorial, diagrammatic, process, and procedural knowledge. These patterns are called knowledge models. Once we have defined and illustrated these models, we then demonstrate how the knowledge-updating strategies of accretion, fine tuning, and restructuring (Vosniadou & Brewer, 1987) can be rendered measurable. We next demonstrate how knowledge modeling can be used to profile changes in students' conceptual knowledge as they learn about meiosis (Cavallo, 1991). We conclude by discussing how knowledge modeling can be used to provide (a) comparability and common interpretability between studies investigating knowledge acquisition, (b) a framework for teachers to organize and transmit knowledge in their classrooms, (c) a framework for students to construct understanding of scientific phenomena, and (d) a framework for designing systematic hypertext and multimedia environments. We argue that, by using the knowledge models proposed in this article, researchers, teachers, students, and instructional designers can communicate through a universal interface for organizing and updating conceptual knowledge. 相似文献
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Positioning as not‐understanding: The value of showing uncertainty for engaging in science 
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下载免费PDF全文 Jessica Watkins David Hammer Jennifer Radoff Lama Z. Jaber Anna M. Phillips 《科学教学研究杂志》2018,55(4):573-599
Not understanding is central to scientific work: what scientists do is learn about the natural world, which involves seeking out what they do not know. In classrooms, however, the position of not‐understanding is generally a liability; confusion is an unfortunate condition to resolve as quickly as possible, or to conceal. In this article, we argue that students' public displays of uncertainty or confusion can be pivotal contributions to the classroom dynamics in initiating and sustaining a class's science inquiry. We present this as a central finding from a cross‐case analysis of eight episodes of students' scientific engagement, drawing on literature on framing to show how participants positioned themselves as not‐understanding and how that was consequential for the class's scientific engagement. We show how participants enacted this positioning by asking questions or expressing uncertainty around a phenomenon or model. We then analyze how participants' displays of not‐understanding shaped the conceptual, epistemic, and social aspects of classroom activity. We present two cases in detail: one in which a student's positioning helped initiate the class's scientific engagement and another in which it helped sustain it. We argue that this work motivates considering how to help students learn to embrace and value the role of expressing one's confusion in science. 相似文献
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Anita Stender Martin Schwichow Corinne Zimmerman Hendrik Härtig 《International Journal of Science Education》2013,35(15):1812-1831
ABSTRACTMany science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed. 相似文献
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Science consists of a body of knowledge and a set of processes by which the knowledge is produced. Although these have traditionally been treated separately in science instruction, there has been a shift to an integration of knowledge and processes, or set of practices, in how science should be taught and assessed. We explore whether a general overall mastery of the processes drives learning in new science content areas and if this overall mastery can be improved through engaged science learning. Through a review of literature, the paper conceptualizes this general process mastery as scientific sensemaking, defines the sub-dimensions, and presents a new measure of the construct centered in scenarios of general interest to young adolescents. Using a dataset involving over 2500 6th and 8th grade students, the paper shows that scientific sensemaking scores can predict content learning gains and that this relationship is consistent across student characteristics, content of instruction, and classroom environment. Further, students who are behaviorally and cognitively engaged during science classroom activities show greater growth in scientific sensemaking, showing a reciprocal relationship between sensemaking ability and effective science instruction. Findings from this work support early instruction on sensemaking activities to better position students to learn new scientific content. 相似文献
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The purpose of this research was to investigate students' understanding of electrochemistry following a course of instruction. A list of conceptual and propositional knowledge statements was formulated to identify the knowledge base necessary for students to understand electric circuits and oxidation-reduction equations. The conceptual and propositional knowledge statements provided the framework for the development of a semistructured interview protocol which was administered to 32 students in their final year of high school chemistry. The interview questions about electric circuits revealed that several students in the sample were confused about the nature of electric current both in metallic conductors and in electrolytes. Students studying both physics and chemistry were more confused about current flow in metallic conductors than students who were only studying chemistry. In the section of the interview which focused on oxidation and reduction, many students experienced problems in identifying oxidation-reduction equations. Several misconceptions relating to the inappropriate use of definitions of oxidation and reduction were identified. The data illustrate how students attempted to make sense of the concepts of electrochemistry with the knowledge they had already developed or constructed. The implications of the research are that teachers, curriculum developers, and textbook writers, if they are to minimize potential misconceptions, need to be cognizant of the relationship between physics and chemistry teaching, of the need to test for erroneous preconceptions about current before teaching about electrochemical (galvanic) and electrolytic cells, and of the difficulties experienced by students when using more than one model to explain scientific phenomena. 相似文献
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Phenomena-based approaches have become popular for elementary school teachers to engage children's innate curiosity in the natural world. However, integrating such phenomena-based approaches in existing science courses within teacher education programs present potential challenges for both preservice elementary teachers (PSETs) and for laboratory instructors, both of whom may have had limited opportunities to learn or teach science within the student and instructor roles inherent within these approaches. This study uses a convergent parallel mixed-methods approach to investigate PSETs' perceptions of their laboratory instructor's role within a Physical Science phenomena-based laboratory curriculum and how it impacts their conceptual development (2 instructors/121 students). We also examine how the two laboratory instructors' discursive moves within the laboratory align with their's and PSETs' perceptions of the instructor role. Qualitative data includes triangulation between a student questionnaire, an instructor questionnaire, and video classroom observations, while quantitative data includes a nine-item open response pre-/post-semester conceptual test. Guided by Mortimer's and Scott's analytic framework, our findings show that students primarily perceive their instructors as a guide/facilitator or an authoritarian/evaluator. Using Linn's knowledge integration framework, analysis of pre-/post-tests indicates that student outcomes align with students' perceptions of their instructors, with students who perceive their instructor as a guide/facilitator having significantly better pre-/post-outcomes. Additional analysis of scientific discourse from the classroom observations illustrates how one instructor primarily supports PSETs' perspectives on authentic science learning through dialogic–interactive talk moves whereas the other instructor epistemologically stifles personally relevant investigations with authoritative–interactive or authoritative–noninteractive discourse moves. Overall, this study concludes by discussing challenges facing laboratory instructors that need careful consideration for phenomena-based approaches. 相似文献
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Erno Lehtinen Kaarina Merenluoto Eero Kasanen 《European Journal of Psychology of Education - EJPE》1997,12(2):131-145
From an educational point of view, mathematics is supposed to have a completely hierarchical structure in which all new concepts logically follow from prior ones. In this article we try to show that there are also concepts in mathematics which are difficult to learn because of problematic continuity from prior knowledge to new concepts. We focus on the problems of conceptual change connected with the learning of calculus and the shift from rational to real numbers. We demonstrate the difficulty of this conceptual change with the help of historical and psychological evidence. In the empirical study 65 students of higher secondary school were tested after a 40 hour calculus course. In addition, 11 students participated in individual interview. According to the results the conceptual change from a discrete to a continuous idea of numbers seems to be difficult for students. None of the subjects had developed an adequate understanding of real numbers although they had learned to carry out algorithmic procedures belonging to calculus. We discuss how appropriate recent theoretical ideas on conceptual change are for explaining learning problems in this domain. Also some educational implications are presented. 相似文献
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《The Journal of educational research》2012,105(6):333-347
Abstract The authors examined the thinking of children who had the opportunity to construct personal knowledge about division of fractions. The authors based this study on a teaching experiment design and used relevant contexts/situations to foster students' development of knowledge. Participants were a group of mixed-ability, 5th-grade mathematics students. They used pictures, symbols, and words to resolve situations and communicate their solutions. The authors analyzed the solutions to describe the students' constructions of division-of-fractions concepts and procedures. All strategies that the students used represented some manifestation of conceptual knowledge about addition and subtraction of fractions and a definition of division. Some students developed formal symbolic procedures, and others developed pictorial procedures; none invented an invert-and-multiply procedure. Through the window of constructivism, this study allowed the authors to glimpse children's constructions of knowledge and provided alternatives to the traditional view of the expected procedure (invert and multiply) that children should learn for division of fractions. 相似文献
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This study was based on the framework of the “conflict map” to facilitate student conceptual learning about causes of the seasons. Instruction guided by the conflict map emphasizes not only the use of discrepant events, but also the resolution of conflict between students' alternative conceptions and scientific conceptions, using critical events or explanations and relevant perceptions and conceptions that explicate the scientific conceptions. Two ninth grade science classes in Taiwan participated in this quasi‐experimental study in which one class was assigned to a traditional teaching group and the other class was assigned to a conflict map instruction treatment. Students' ideas were gathered through three interviews: the first was conducted 1 week after the instruction; the second 2 months afterward; and the third at 8 months after the treatment. Through an analysis of students' interview responses, it was revealed that many students, even after instruction, had a common alternative conception that seasons were determined by the earth's distance to the sun. However, the instruction guided by the framework of the conflict map was shown to be a potential way of changing the alternative conception and acquiring scientific understandings, especially in light of long‐term observations. A detailed analysis of students' ideas across the interviews also strongly suggests that researchers as well as practicing teachers need to pay particular attention to those students who can simply recall the scientific fact without deep thinking, as these students may learn science through rote memorization and soon regress to alternative conceptions after science instruction. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1089–1111, 2005 相似文献
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创造性思维是艺术设计中处于核心地位的思维能力,它以发散性思维为主要特征,讲究科学理性和艺术感性的融合,并强调灵感和直觉的运用。在艺术设计教育中培养学生的创造性思维能力,要让学生突破思维定势,学会发散思维;了解创造性思维的过程,学会捕捉灵感,形成创意;要改进评价机制,营造富有竞争力的艺术设计教学氛围来激励和启发学生的创造能力。 相似文献
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本科生综合实验是检验学生理论知识与实践能力相结合的有效手段之一,可以有效提升学生的动手能力、创新思维;另一方面,本科生综合实验可以有效结合科学研究前沿成果,使学生了解新技术、学习新理论、掌握新知识,不断提高学生的综合素质。本综合实验中,在表面活性剂作用下,以硝酸钴和2-甲基咪唑为原料,通过反应生成具有立方体形貌的金属有机框架化合物。将其在惰性气氛下煅烧制备钴/碳复合纳米催化剂,并应用于4-硝基苯酚的绿色催化还原中。上述实验内容不仅能够加强学生在材料合成方面的知识,锻炼学生实验动手能力,还可以使学生了解材料表征技术与原理,深入理解材料结构特性,结合数据处理,探究材料结构与催化性能的关系。通过综合实验的锻炼,学习使用相关软件,逐渐培养学生的科研兴趣,为未来培养具有创新能力的科研人才奠定基础。 相似文献
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Grady Venville 《科学教学研究杂志》2004,41(5):449-480
Although research from a developmental/psychological perspective indicates that many children do not have a scientific understanding of living things, even by the age of 10 years, little research has been conducted about how students learn this science topic in the classroom. This exploratory research used a case‐study design and qualitative data‐collection methods to investigate the process of conceptual change from ontological and social perspectives when Year 1 (5‐ and 6‐year‐old) students were learning about living things. Most students were found to think about living things with either stable, nonscientific or stable, scientific framework theories. Transitional phases of understanding also were identified. Patterns of conceptual change observed over the 5‐week period of instruction included theory change and belief revision as well as reversals in beliefs. The predominant pattern of learning, however, was the assimilation of facts and information into the students' preferred framework theory. The social milieu of the classroom context exposed students' scientific and nonscientific beliefs that influenced other individuals in a piecemeal fashion. Children with nonscientific theories of living things were identified as being least able to benefit from socially constructed, scientific knowledge; hence, recommendations are made for teaching that focuses on conceptual change strategies rather than knowledge enrichment. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 449–480, 2004 相似文献
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Neil Harrison 《Teaching Education》2013,24(4):375-384
Critical thinking is conceived in the theories as a skill that students consciously learn and practice while the teacher is positioned as the one who can teach students how to critique. However, one of the major insights gained through research conducted at a university in the Northern Territory is that students are already critiquing what they say and do in the classroom as they negotiate a position in relation to the lecturer as an authority. The research finds that critical thinking is not just a cognitive attribute, it is constituted through a practice that is always at work, albeit in hidden ways in the classroom. It is through this hidden practice of critique that indigenous students at this university speak and learn outside an assimilation to the power and knowledge of the non‐indigenous teacher. 相似文献
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概念是生物学的基础,如何在概念教学中发展学生的生物核心素养尤为重要。研究采用课堂观察法,通过教学案例研究,分析了目前概念教学中存在的问题:重考点知识忽视重要概念,学生归纳与分析等能力的培养欠缺;重识记忽视理解过程,忽视学生分析与综合思维能力的培养;重"知识点"忽视概念体系,学生系统思维和逻辑思维能力的培养欠缺;重结论忽视探究过程,忽视学生科学精神与科学思维能力的培养。提出关注重要概念、注重概念理解、重视概念形成过程与概念应用等建议。 相似文献
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Clinton Golding 《Teaching in Higher Education》2019,24(4):478-492
We expect our students to learn different ways of thinking, such as historical empathy or scientific reasoning, reflection, critical analysis, or clinical reasoning. But how do we discern if they have learned these ways of thinking when thinking is often abstract, tacit and seemingly invisible? In this conceptual and theoretical article, I argue that we can discern any kind of thinking, however we define it, if we focus on the observable actions or thinking behaviours associated with that thinking. Based on this argument, I then offer a theoretical framework for teachers so they might recognise and informally assess the particular kind of student thinking they want to cultivate. This framework synthesises several important theories about how we learn to think, and distinguishes six general features a teacher might look for to be more discerning about any kind of thinking: visibility, complexity, frequency, flexibility, independence, and application of the thinking behaviours. 相似文献
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陈美清 《江西教育学院学报》2012,33(3):20-23
在初中数学解题教学中,怎样培养学生的思维品质直接影响着教学的成败。笔者认为,在初中数学解题教学中,除了让学生熟练解题的一般步骤,学会解题的一些通法与利用认知理论做解题后反思外,还应让学生不断感受数学的思维过程,学到思维方法,培养思维品质,从而学会独立探索,有所发现,有所创新,以便更好地掌握和应用知识。思维品质是衡量数学思维质量的指标,它包括思维的广阔性、敏捷性、深刻性、批判性等。 相似文献
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Keith S. Taber 《Cultural Studies of Science Education》2017,12(1):81-91
Lisa Borgerding’s work highlights how students can understand evolution without necessarily committing to it, and how learners may come to see it as one available way of thinking amongst others. This is presented as something that should be considered a successful outcome when teaching about material that many students may find incompatible with their personal worldviews. These findings derive from work exploring a cause célèbre of the science education community—the teaching of natural selection in cultural contexts where learners feel they have strong reasons for rejecting evolutionary ideas. Accepting that students may understand but not commit to scientific ideas that are (from some cultural perspectives) controversial may easily be considered as a form of compromise position when teaching canonical science prescribed in curriculum but resisted by learners. Yet if we take scholarship on the nature of science seriously, and wish to reflect the nature of scientific knowledge in science teaching, then the aim of science education should always be to facilitate understanding of, yet to avoid belief in, the ideas taught in science lessons. The philosophy of science suggests that scientific knowledge needs to be understood as theoretical in nature, as conjectural and provisional; and the history of science warns of the risks of strongly committing to any particular conceptualisation as a final account of some feature of nature. Research into student thinking and learning in science suggests that learning science is often a matter of coming to understand a new viable way of thinking about a topic to complement established ways of thinking. Science teaching should then seek to have students appreciate scientific ideas as viable ways of making sense of the currently available empirical evidence, but should not be about persuading students of the truth of any particular scientific account. 相似文献
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陈栋 《乐山师范学院学报》2013,28(3):128-131
新课程改革强调培养学生的创新能力和创造性思维,而科学课程能激发学生的学习兴趣和求知欲望,通过实践活动能够显著培养其科学思维能力。借鉴国外课程经验可知,农村小学科学课程建设既是国家战略与农村发展的需要,又有利于学生全面发展与创新精神的培养及其主动学习与价值评判的形成。农村小学科学课程建设应当遵循以下路径:着重于科学课程资源开发与管理,关注科学课程的动态生成,构建和谐高效的科学课堂。 相似文献