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1.
The new science education reform documents call for integration of engineering into K-12 science classes. Engineering design and practices are new to most science teachers, meaning that implementing effective engineering instruction is likely to be challenging. This quasi-experimental study explored the influence of teacher-developed, engineering design-based science curriculum units on learning and achievement among grade 4–8 students of different races, gender, special education status, and limited English proficiency (LEP) status. Treatment and control students (n = 4450) completed pretest and posttest assessments in science, engineering, and mathematics as well as a state-mandated mathematics test. Single-level regression results for science outcomes favored the treatment for one science assessment (physical science, heat transfer), but multilevel analyses showed no significant treatment effect. We also found that engineering integration had different effects across race and gender and that teacher gender can reduce or exacerbate the gap in engineering achievement for student subgroups depending on the outcome. Other teacher factors such as the quality of engineering-focused science units and engineering instruction were predictive of student achievement in engineering. Implications for practice are discussed.  相似文献   

2.
The aims of this study were to determine the underlying conceptual structure of the thermal concept evaluation (TCE) questionnaire, a pencil-and-paper instrument about everyday contexts of heat, temperature, and heat transfer, to investigate students’ conceptual understanding of thermal concepts in everyday contexts across several school years and to analyse the variables—school year, science subjects currently being studied, and science subjects previously studied in thermal energy—that influence students’ thermal conceptual understanding. The TCE, which was administered to 515 Korean students from years 10–12, was developed in Australia, using students’ alternative conceptions derived from the research literature. The conceptual structure comprised four groups—heat transfer and temperature changes, boiling, heat conductivity and equilibrium, and freezing and melting—using 19 of the 26 items in the original questionnaire. Depending on the year group, 25–55% of students experienced difficulties in applying scientific concepts in everyday contexts. Years of schooling, science subjects currently studied and physics topics previously studied correlated with development of students’ conceptual understanding, especially in topics relating to heat transfer, temperature scales, specific heat capacity, homeostasis, and thermodynamics. Although students did improve their conceptual understandings in later years of schooling, they still had difficulties in relating the scientific concepts to their experiences in everyday contexts. The study illustrates the utility of using a pencil-and-paper questionnaire to identify students’ understanding of thermal concepts in everyday situations and provides a baseline for Korean students’ achievement in terms of physics in everyday contexts, one of the objectives of the Korean national curriculum reforms.  相似文献   

3.
Like their students, teachers may hold a variety of naïve conceptions that have been hypothesized to limit their ability to support students’ learning. This study examines whether changes in elementary students’ conceptions are related to their teachers’ content knowledge, attitudes, and understanding of conceptual change. The study takes place in the context of the adoption of a new unit on seasonal change in which students build and use sundials to observe seasonal differences in the apparent motion of the Sun across the sky. A mixed-method approach is used. Data sources include pre- and post-tests for students and teacher interviews and questionnaires. Results indicate that changes in students’ conceptions may be related to their teachers’ knowledge of the content, attitudes toward science, and understanding of conceptual change. One teacher had low attitude toward science and limited knowledge of conceptual change. After instruction, her students’ responses became less accurate but more homogeneous than before instruction. The other teacher had high attitude and moderate knowledge of conceptual change. Her students showed gains from pre- to post-test, including responses that were more scientifically accurate than the teachers’ initial answers.  相似文献   

4.
This research examined the relationship between content instruction and the development of elementary teacher candidates' understanding of conceptual change pedagogy. Undergraduate students (n = 27) enrolled in two sections of a science methods course received content instruction through either traditional or conceptual change methods, followed by instruction about conceptual change pedagogy. Candidates were interviewed pre- and postinstruction about their content and pedagogical knowledge and also wrote conceptual change lessons. Twelve of the 27 subjects were videotaped teaching in the field. Results indicate that prior to instruction, most candidates had weak content knowledge and held traditional pedagogical conceptions. After instruction, students in the conceptual change group had significantly larger gains in their content knowledge than those in the traditional group, gave qualitatively stronger pedagogical responses, and used conceptual change strategies more consistently in practice. These results indicate that personal experience of learning science content through conceptual change methods facilitated the development of understanding and use of conceptual change pedagogy in teaching practice. Thus if conceptual change methods are to be incorporated into teacher candidates' repertoire, science content courses that students take prior to teacher education should be taught using conceptual change pedagogy. In addition, courses in science education should use pedagogy more in line with that taught in methods courses.  相似文献   

5.
This study examined structural characteristics of university engineering students' conceptions of energy elicited through paragraph writing and their relations with categories of their conceptions specific to energy in solution processes identified through interviews. We found that structures of students' conceptions are characterized primarily by characteristic, example‐of/type‐of, and lead‐to types of relations, and these relations correspond with categories of students' conceptions. More specifically, categories of students' conceptions are exclusively related to energy transformation, and students failed to apply the notion of energy conservation demonstrated in structures of their conceptions to explain the temperature change in solution processes. It is concluded that although paragraph writing and interviews solicit different student conceptions, the conceptions identified from the two sources are related and paragraph writing tends to provide a more holistic picture of students' conceptions. This conclusion has clear implications for science curriculum development and instruction. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 423–441, 2002  相似文献   

6.
This study investigated the effect of metaconceptual teaching interventions on students’ understanding of force and motion concepts. A multimethod research design including quasi-experimental design and case study designs was employed to compare the effect of the metaconceptual activities and traditional instruction and investigate students’ reactions to metaconceptual teaching interventions. The participants (45 high school students in the USA) were enrolled in one of the two physics classes instructed by the same science teacher. In the experimental group, students’ engagement in metaconceptual knowledge and processes was facilitated through various instructional activities, including poster drawing, journal writing, group debate, concept mapping, and class and group discussions. These activities were intended to facilitate students’ engagement in (a) becoming aware of their existing and past conceptions, associated beliefs, everyday experiences, and contextual differences, (b) monitoring their understanding of the new conception, the changes in ideas, and the consistency between existing and new conceptions, and (c) evaluating the relative ability of competing conceptions to explain a physical phenomenon. In the comparison group, the same content knowledge was explained by the teacher along with the use of laboratory experiments, demonstrations, and quantitative problem solving. Students’ reactions to the designed instructional activities indicated that metaconceptual teaching interventions were successful in facilitating students’ engagement in several types of metaconceptual functioning. The results showed that students in the experimental group had significantly better conceptual understanding than their counterparts in the comparison group and this positive impact remained after a period of 9 weeks.  相似文献   

7.
The purpose of this study was to compare the effects of a conceptual change approach over traditional instruction on tenth‐grade students’ conceptual achievement in understanding chemical equilibrium. The study was conducted in two classes of the same teacher with participation of a total of 44 tenth‐grade students. In this study, a pre‐test/post‐test control group semi‐experimental design pattern was used. During teaching the topic of chemical equilibrium concepts in the chemistry curriculum, a conceptual change approach was applied in the experimental group whereas traditional instruction was followed in the control group. Data were analysed with an independent samples t‐test, and an analysis of covariance using the pre‐test scores as the covariate. The results showed that the conceptual change approach was statistically more effective than traditional instruction in terms of students’ conceptual understanding. After the six‐week intervention, interviews were conducted with 18 selected students in the study. In the interviews a prevailing alternative conception was detected beside many alternative conceptions. When they were asked to compare equilibrium constants of two different reactions they mostly responded to mean that ‘the bigger the mol number of the products, the bigger the equilibrium constant’ without considering what proportions the reactants were transformed into products in a reaction. Also, in this study a two‐tier multiple choice test was developed related to chemical equilibrium to detect students’ concepts and alternative concepts.  相似文献   

8.
The process of students' conceptual change was investigated during a computer‐supported physics unit in a Grade 10 science class. Computer simulation programs were developed to confront students' alternative conceptions in mechanics. A conceptual test was administered as a pre‐, post‐, and delayed posttest to determine students' conceptual change. Students worked collaboratively in pairs on the programs carrying out predict–observe–explain tasks according to worksheets. While the pairs worked on the tasks, their conversational interactions were recorded. A range of other data was collected at various junctures during instruction. At each juncture, the data for each of 12 students were analyzed to provide a conceptual snapshot at that juncture. All the conceptual snapshots together provided a delineation of the students' conceptual development. It was found that many students vacillated between alternative and scientific conceptions from one context to another during instruction, i.e., their conceptual change was context dependent and unstable. The few students who achieved context independent and stable conceptual change appeared to be able to perceive the commonalities and accept the generality of scientific conceptions across contexts. These findings led to a pattern of conceptual change which has implications for instructional practices. The article concludes with consequent implications for classsrooms. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 859–882, 1999  相似文献   

9.
Typical assessment systems often measure isolated ideas rather than the coherent understanding valued in current science classrooms. Such assessments may motivate students to memorize, rather than to use new ideas to solve complex problems. To meet the requirements of the Next Generation Science Standards, instruction needs to emphasize sustained investigations, and assessments need to create a detailed picture of students’ conceptual understanding and reasoning processes.

This article describes the design process and potential for automated scoring of 2 forms of inquiry assessment: Energy Stories and MySystem. To design these assessments, we formed a partnership of teachers, discipline experts, researchers, technologists, and psychometricians to align curriculum, assessments, and rubrics. We illustrate how these items document middle school students’ reasoning about energy flow in life science. We used evidence from review by science teachers and experts in the discipline; classroom experiments; and psychometric analysis to validate the assessments, rubrics, and automated scoring.  相似文献   

10.
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   

11.
The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students difficulties. The test was administered to a total of 64 eighth grade students from two classes of a general science course, taught by the same teacher. The experimental group received the conceptual change texts accompanied with concept mapping in a lecture by the teacher. This instruction explicitly dealt with students misconceptions. It was designed to suggest conditions in which misconceptions could be replaced by scientific conceptions and new conceptions could be integrated with existing conceptions. The control group received TI in which the teacher provided instruction through lecture and discussion methods. The results showed that conceptual change text accompanied with concept mapping instruction caused a significantly better acquisition of scientific conceptions related to solution concept and produced significantly higher positive attitudes toward science as a school subject than the TI. In addition, logical thinking ability and prior learning were strong predictors for the concept learning related to solution.  相似文献   

12.
Reform based curriculum offer a promising avenue to support greater student achievement in science. Yet teachers frequently adapt innovative curriculum when they use them in their own classrooms. In this study, we examine how 19 teachers adapted an inquiry‐oriented middle school science curriculum. Specifically, we investigate how teachers' curricular adaptations (amount of time, level of completion, and activity structures), teacher self‐efficacy (teacher comfort and student understanding), and teacher experience enacting the unit influenced student learning. Data sources included curriculum surveys, videotape observations of focal teachers, and pre‐ and post‐tests from 1,234 students. Our analyses using hierarchical linear modeling found that 38% of the variance in student gain scores occurred between teachers. Two variables significantly predicted student learning: teacher experience and activity structure. Teachers who had previously taught the inquiry‐oriented curriculum had greater student gains. For activity structure, students who completed investigations themselves had greater learning gains compared to students in classrooms who observed their teacher completing the investigations as demonstrations. These findings suggest that it can take time for teachers to effectively use innovative science curriculum. Furthermore, this study provides evidence for the importance of having students actively engaging in inquiry investigations to develop understandings of key science concepts. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 149–169, 2011  相似文献   

13.
Specialized science, technology, engineering, and mathematics (STEM) schools create niche areas in an attempt to attract the best students, establish the school status, and justify their privilege to valuable resources. One Singapore STEM school does this in applied science learning to differentiate its curriculum from the national prescribed curriculum. Reflecting on the issues of curriculum innovation from the perspective of a teacher and head of department in this school, the second author discusses the constraints in curriculum innovation in a specialized school context embedded within a larger system of the national curriculum. We reflect on her experiences in designing, planning, writing, and implementing applied science courses and the challenges in having to simultaneously address the standardized assessment guidelines.  相似文献   

14.
The effects of both computer animations of microscopic chemical processes occurring in a galvanic cell and conceptual change instruction based on chemical demonstrations on students' conceptions of current flow in electrolyte solutions were investigated. Preliminary results for verbal conceptual questions suggest that conceptual change instruction was effective at dispelling student misconceptions that electrons flow in aqueous solutions of electrochemical cells. Computer animations did not appear to have an effect on students' responses to visual or verbal conceptual questions. An animation/conceptual change interaction for verbal conceptual questions suggests that animations may prove distacting when the questions do not require students to visualize. Data from this study also suggests that lecture attendance and recitation participations helped students answer visual questions.  相似文献   

15.
The teacher as researcher, Colburn, and the researcher, Bianchini, investigated Colburn's use of inquiry to teach the nature of science to prospective elementary teachers; we attempted to identify those aspects of the nature of science addressed through inquiry instruction and the varied contexts in which such insights arose. We began by videotaping small group inquiries and whole class deliberations during three units of Colburn's inquiry‐oriented general science course. We then conducted separate qualitative analyses of the resulting 20 h of videotaped data. Colburn, the teacher and informant, adopted an emic perspective and employed examples of explicit and implicit deliberations and demonstrations of the nature of science to construct his case. Bianchini also used an emic perspective, but examined only what teacher and students explicitly identified as examples of and insights into the nature of science. Taken together, our analyses highlight the difficulties in presenting a cogent and comprehensive picture of the nature of science to students, the teacher's pivotal role in initiating discussions of what science is and how scientists work, and the strengths and limitations of using classroom‐based research to investigate nature of science instruction. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 177–209, 2000  相似文献   

16.
In the first part of this paper, conceptions of trainee teachers are defined, together with their importance for the process of teacher education. Many studies concerning teacher conceptions and models of teacher development show that the conceptions of instruction, knowledge, and teacher and learner roles are a key part of the teacher’s professional equipment. They affect his/her thinking, experiences and actions, and thus directly determine the quality of instruction and the teacher’s professional growth. The Slovene school system has been undergoing many changes in the past decade. The success of the reforms largely depends on the way teachers perceive knowledge and other basic educational categories. The purpose of the present study was to identify the conceptions of knowledge, teacher and learner roles held by the student teachers in primary education at the beginning of their professional training. Numerous categorizations of these conceptions were reviewed to form a four‐tiered hierarchic taxonomy of conception categories, ranging from teacher and content centred to learner and learning centred. The study shows that trainee teachers largely hold conceptions typical of the transmission model of education. The key question arising from this is how to shift the students’ conceptions towards a modern, cognitive‐constructivist model of education, which is an important basis for the didactic reform of the Slovene school system.  相似文献   

17.
Abstract: The current generation of students coming into food science and engineering programs is very visually oriented from their early experiences. To increase their interest in learning, new and visually appealing teaching materials need to be developed. Two diverse groups of students may be identified based on their math skills. Food science students tend to find it difficult to use mathematics as a problem‐solving tool for food engineering problems. Food engineering students, on the other hand, should be challenged to use emerging mathematical tools to develop their problem‐solving skills. Therefore, the approach of this project involved the development of a curriculum to train undergraduate food engineers in the effective use of computational fluid dynamics (CFD) software to solve food engineering problems by engaging them in the creation of food engineering teaching tools. These CFD outputs were then used as innovative teaching tools for the food science students. In this paper, this concept will be illustrated by unsteady‐state heat transfer and fluid flow problems. To evaluate the efficiency of the teaching materials developed, a student focus group was asked to answer the same quiz following a conventional and CFD output aided teaching session. The assessment result showed an improved understanding of the subject after the CFD teaching session. These visual aids were excellent tools to illustrate the validity of the formulas presented in class. In addition, the new visual materials enabled a better understanding of the relationships among different process parameters. In general, this helped the food science students better appreciate the food engineering concepts that govern food processing operations.  相似文献   

18.
热工过程与设备是热能与动力工程专业重要的专业课之一,是在本科生完成工程热力学、传热传质学、工程流体力学、工程燃烧学等专业基础课以及工业热工基础等专业课的学习后开设的.详细介绍热工过程与设备课程的在讲授过程中怎样良好地与以上课程结合起来,怎样系统地融入学生已经掌握的专业基础知识,大大调动学生学习的积极性和热情,拓展学生的创新能力,并为后续专业课打下坚实的应用基础.  相似文献   

19.
This article examines the merits of the proposition that design and inquiry are conceptual parallels. It does so by first looking closely at the inquiry‐related discourse within science education, then at aspects of the design discourse within engineering, and finally within technology education. Convergences and divergences of these two streams of curricular advocacy are then identified, and implications and conclusions with respect to curriculum and instruction in both subjects are suggested. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 255–281, 2006  相似文献   

20.
The frequently encountered problems of students being unable to utilize schoollearned science in different contexts, and of students forgetting what they have learned in a short time after initial instruction, are two important problems for classroom practitioners. This paper advocates a shift in focus of conceptual change learning research in order to address these problems. It draws upon four overlapping areas: conceptual change learning is the broad subject area that sets the epistemological background; transfer and durability of scientific conceptions are the two problem areas under scrutiny, while metacognition is seen as potential mediator of improvement. The paper offers a brief review of existing literature on the four areas; it proposes confronting the two problems by incorporating metacognitive instruction in the learning environment of primary school science; and it reports on recently completed research.  相似文献   

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