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《Africa Education Review》2013,10(1):38-54
Abstract The research reported on in this article was conducted to determine if student teachers enrolled in a Bachelor of Education programme at a South African University are able to integrate science and technology in their teaching. The participants were a cohort of students registered for a course aimed at preparing them to teach grades 4 to 6 in the primary school. The theoretical framework applied in the study is Rogan's Zone of feasible Innovation (ZFI) which uses the analogy that curriculum strategies are good when they proceed just ahead of current practice. Students' understanding of integration of two learning areas was compared to their knowledge base. The findings suggest that students who have very little knowledge of science and/or technology have difficulty in understanding what the scientific and technological processes mean and without this understanding are unable to integrate science and technology effectively in their teaching. It is recommended that the B.Ed programme at this university focuses more on providing opportunities for students to acquire sound knowledge of the two disciplines before attempting any form of integration. 相似文献
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Practical (laboratory) work in science education has traditionally been used to allow students to rediscover already known concepts and ideas, to demonstrate concepts taught in the classroom or, in the case of inquiry‐based science curricula, to teach concepts. Often, these laboratory practicals do not achieve their goals and may even confuse or demotivate students. It is not that using ‘wet’ practicals is intrinsically wrong; rather, it is that they are often used for the wrong reasons. They do have a place in science curricula ‐ for the conveyance of tacit knowledge that can only be achieved in the laboratory setting. In our view, their use should be restricted to that. Non‐laboratory practicals ('dry labs'), and especially multimedia practicals, tend to be used for completely different reasons. They are best used to help students achieve specific cognitive skills (such as analysis, synthesis and evaluation) needed to practise science and to carry out scientific inquiry. This article sketches the problems associated with the use of dry laboratories in science education, presents design considerations for the use of such practicals in science education and presents examples of innovative non‐traditional practicals. 相似文献
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One of the challenges of science education is for students to develop scientific knowledge that is personally meaningful and applicable to real‐life issues. This article describes a middle‐school science intervention fostering adolescents' critical reasoning in the context of HIV by strengthening their conceptual understanding of HIV biology. The intervention included two components: critical reasoning activities that fostered knowledge integration and application to real‐world problem solving, and science writing activities that promoted argument building. Two seventh‐grade classes participated in the study. One class participated in the critical reasoning and writing activities (CR&W); the other class participated in critical reasoning activities only (CR group). Results demonstrate significant pre‐ and posttest improvements on measures of students' HIV knowledge, HIV understanding, and critical reasoning about realistic scenarios in the context of HIV, with the improvements being greater in the CR&W group. The discussion focuses on the role of conceptual knowledge in health reasoning, the role of science writing in fostering knowledge integration, and the benefits of a “thinking curriculum” approach to integrated health and science education. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 844–863, 2007 相似文献
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George E. DeBoer 《科学教学研究杂志》2000,37(6):582-601
Scientific literacy is a term that has been used since the late 1950s to describe a desired familiarity with science on the part of the general public. A review of the history of science education shows that there have been at least nine separate and distinct goals of science education that are related to the larger goal of scientific literacy. It is argued in this paper that instead of defining scientific literacy in terms of specifically prescribed learning outcomes, scientific literacy should be conceptualized broadly enough for local school districts and individual classroom teachers to pursue the goals that are most suitable for their particular situations along with the content and methodologies that are most appropriate for them and their students. This would do more to enhance the public's understanding and appreciation of science than will current efforts that are too narrowly aimed at increasing scores on international tests of science knowledge. A broad and open‐ended approach to scientific literacy would free teachers and students to develop a wide variety of innovative responses to the call for an increased understanding of science for all. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 582–601, 2000 相似文献
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This study explored the effects of Roundhouse diagram construction on a previously low-performing middle school science student's struggles to understand abstract science concepts and principles. It is based on a metacognition-based visual learning model proposed by Wandersee in 1994. Ward and Wandersee introduced the Roundhouse diagram strategy and showed how it could be applied in science education. This article aims at elucidating the process by which Roundhouse diagramming helps learners bootstrap their current understandings to reach the intended meaningful understanding of complex science topics. The main findings of this study are that (a) it is crucial that relevant prior knowledge and dysfunctional alternative conceptions not be ignored during new learning if low-performing science students are to understand science well; (b) as the student's mastery of the Roundhouse diagram construction improved, so did science achievement; and (c) the student's apt choice of concept-related visual icons aided progress toward meaningful understanding of complex science concepts. 相似文献
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Changes in science teachers' conceptions and connections of STEM concepts and earthquake engineering
ABSTRACTThe authors find justification for integrating science, technology, engineering, and mathematics (STEM) in the complex problems that today's students will face as tomorrow's STEM professionals. Teachers with individual subject-area specialties in the STEM content areas have limited experience in integrating STEM. In this study, the authors investigated the conceptual changes of secondary school teachers teaching domain-specific STEM courses after a week-long professional development experience integrating earthquake engineering and domain-specific concepts. They documented and then triangulated outcomes of the experience using participating teachers' concept maps and teacher-generated written materials, respectively. Statistical comparisons of participants' concept maps revealed significant increases in their overall understanding of earthquake engineering and more accurate linkages with and among science domain-specific concepts. Content analyses of teachers' learning products confirmed the concept map analysis and also provided evidence of transfer of workshop learning experiences into teacher-designed curriculum products accurately linking earthquake engineering and domain-specific STEM content knowledge. 相似文献
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Noel Gough 《International Journal of Science Education》2013,35(11):1217-1237
This paper critically appraises a number of approaches to 'thinking globally' in environmental education, with particular reference to popular assumptions about the universal applicability of Western science. Although the transnational character of many environmental issues demands that we 'think globally', I argue that the contribution of Western science to understanding and resolving environmental problems might be enhanced by seeing it as one among many local knowledge traditions. The production of a 'global knowledge economy' in/for environmental education can then be understood as creating transnational 'spaces' in which local knowledge traditions can be performed together, rather than as creating a 'common market' in which representations of local knowledge must be translated into (or exchanged for) the terms of a universal discourse. 相似文献
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ABSTRACTThe concept of science capital has a growing influence in science education research for understanding young people’s science trajectories. Popularised in the UK, this paper aims to extend and evaluate the applicability of science capital in the context of China by drawing on PISA2015. More specifically, we make use of existing items in the PISA2015 survey as a proxy for operationalising the construct of science capital to explore the science career aspirations and attainments of 15-year-old Chinese and UK students (n?=?23,998). Our findings indicate that science capital has more explanatory power for understanding UK students’ science career aspirations than for Chinese students, where science attainment seems most important. We raise the potential challenge for Chinese students to convert their science capital into scientific self-efficacy and science career aspirations as we highlight the importance of recognising cultural and national differences in operationalising science capital. 相似文献
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Sandra Abell Mariana Martini Melissa George 《International Journal of Science Education》2013,35(11):1095-1109
In a science methods course for elementary education majors, students investigated the phases of the moon for six weeks. The moon investigation emphasized that scientific knowledge: a) is empirically based; b) involves the invention of explanations; and c) is socially embedded. After the moon investigation, students realized that scientists make observations and generate patterns, but failed to recognize that observation could precede or follow theory building. Students could separate the processes of observing from creating explanations in their learning, but did not articulate the role of invention in science. Similarly, students valued the social dimensions of learning, but were unable to apply them to the activity of scientists. Although our teaching was explicit about students' science learning, we did not help them make direct connections between their science learning activities and the nature of science [NOS]. We provide a set of recommendations for making the NOS more explicit in the moon investigation. 相似文献
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This article reports a study of the knowledge of experienced science teachers in the context of a reform in science education in The Netherlands. The study focused on a major goal of the reform, that is, improving students' knowledge and abilities in the field of models and modelling in science. First, seven teachers of biology and chemistry were interviewed about the teaching and learning of models and modelling in science. Next, a questionnaire was designed consisting of 30 items on a Likert-type scale. This questionnaire was completed by a group ( n = 74) of teachers of biology, chemistry and physics. Results indicated that the teachers could be grouped in two subgroups, who differed in terms of their self-reported use of teaching activities focusing on models: one sub-group applied such activities substantially more often than the other sub-group. This distinction appeared not to be related to the teachers' subject, or teaching experience. Moreover, the use of teaching activities seemed only loosely related to the teachers' knowledge of their students, particularly, students' views of models and modelling abilities. Implications for the design of teacher education are discussed. 相似文献
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The purpose of this study was to describe the knowledge base of a group of science teachers in terms of their knowledge of the structure, function, and development of their disciplines, and their understanding of the nature of science. The study also aimed to relate the teachers' knowledge base to their level of education, years of teaching experience, and the class level(s) that they teach. Twenty inservice science teachers were selected to respond to a modified version of the Views on Science–Technology–Society (VOSTS) questionnaire to assess their understanding of the nature of science. The teachers then constructed concept maps and were interviewed. The concept maps were scored and the interviews analyzed to assess teachers' knowledge of the structure, function, and development of their disciplines. The teachers' knowledge base was found to be lacking in all respects. Teachers held several naive views about the nature of science and did not demonstrate adequate knowledge and understanding of the structure, function, and development of their disciplines. Moreover, the teachers' knowledge base did not relate to their years of teaching experience, the class level(s) that they teach, and their level of education. It was reasoned that teacher preparation programs are not helping teachers develop the knowledge base needed for teaching science. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 673–699, 1997. 相似文献
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Meadow Schroeder Anne McKeough Susan A. Graham Stephen P. Norris 《Research in Science & Technological Education》2019,37(2):239-257
Background: Uncertainty is a crucial element of scientific knowledge growth. Students should have some understanding of how science knowledge is developed and why scientific conclusions are considered more or less certain than others. A component of the nature of science, it is considered an important aspect of science education and allows students to recognize the limitations of scientific research.
Purpose: This study examined Grades 5 and 9 students’ views of uncertainty in their personal scientific research and the formal scientific research of professionals.
Sample: This study included 33 students in Grade 5 (n = 17) and Grade 9 (n = 16). The students were recruited from a charter school that emphasised inquiry instruction.
Design and methods: Data were collected through interviews. Students were asked their views of their inquiry-based projects and their views of professional science.
Results: Interview data and statistical analyses indicated that students recognized uncertainty in personal science, which varied across elements of the scientific process. Additionally, their views of uncertainty in formal science tended to change across grades and knowledge of uncertainty in personal and formal science were positively correlated.
Conclusion: These findings offer insights into the processes by which students come to understand uncertainty in science and point to ways of fostering such knowledge through teaching practices. 相似文献
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AbstractCitizen science is a valuable tool in environmental and formal education in creating scientific knowledge for the researchers and facilitating learning and fostering a positive relationship toward the environment and study species. We present a case study on the Helsinki Urban Rat Project in which students surveyed rat occurrence in their own near environments. According to our results, experientiality, involvement, meaningfulness, freedom to choose, ease of participation, and the rats themselves contributed to students’ increased interest in participation. Furthermore, students described diverse factual, conceptual, procedural, and metacognitive knowledge that they acquired during their participation. In general, students described negative attitudes toward rats, but they less negative views on rats after participation. We reflect on the success of the citizen science project and implications of planning a future citizen science project and incorporating citizen science in formal education. 相似文献
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Public understanding of science is commonly seen in terms of lay persons' understanding of the contents of science. This article argues that it may be more salient to consider public understanding of the internal processes of science ‐ of the nature of scientific knowledge and of the sorts of information that science can reasonably be expected to provide. Drawing on the reported statements of non‐scientists in the media following the Chernobyl nuclear reactor accident, the article argues that the view of scientific knowledge that many people appear to hold is not one that can help them interpret and cope successfully with sts issues. The role that formal science education plays in sustaining this unhelpful view of science is discussed and some implications for practice are considered. 相似文献
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Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous research. Using a two‐level hierarchical linear model, we analyze year‐end knowledge integration performance of 4,513 students taught by 40 teachers across five states. Results indicate that students of teachers who value inquiry teaching strategies have significantly higher levels of knowledge integration understanding than those of teachers who believe in traditional teaching methods. In addition, workshop attendance and having a partner teacher teaching the same unit in the same school also have a positive impact on students' knowledge integration levels. The results underscore the importance of professional development and collegial support in enhancing student success in inquiry science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:807–819, 2010 相似文献
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The traditional approach to the education of language minority students separates English language development from content instruction because it is assumed that English language proficiency is a prerequisite for subject matter learning. The authors of this article take the alternate view that the integration of inquiry science and language acquisition enhances learning in both domains. The report describes a conceptual framework for science–language integration and the development of a five‐level rubric to assess teachers' understanding of curricular integration. The science–language integration rubric describes the growth of teacher expertise as a continuum from a view of science and language as discreet unrelated domains to the recognition of the superordinate processes that create a synergistic relationship between inquiry science and language development. Examples from teacher interviews are used to illustrate teacher thinking at each level. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 664–687, 2002 相似文献