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1.
Students’ understanding of models in science has been subject to a number of investigations. The instruments the researchers used are suitable for educational research but, due to their complexity, cannot be employed directly by teachers. This article presents forced choice (FC) tasks, which, assembled as a diagnostic instrument, are supposed to measure students’ understanding of the nature of models efficiently, while being sensitive enough to detect differences between individuals. In order to evaluate if the diagnostic instrument is suitable for its intended use, we propose an approach that complies with the demand to integrate students’ responses to the tasks into the validation process. Evidence for validity was gathered based on relations to other variables and on students’ response processes. Students’ understanding of the nature of models was assessed using three methods: FC tasks, open-ended tasks and interviews (N?=?448). Furthermore, concurrent think-aloud protocols (N?=?30) were performed. The results suggest that the method and the age of the students have an effect on their understanding of the nature of models. A good understanding of the FC tasks as well as a convergence in the findings across the three methods was documented for grades eleven and twelve. This indicates that teachers can use the diagnostic instrument for an efficient and, at the same time, valid diagnosis for this group. Finally, the findings of this article may provide a possible explanation for alternative findings from previous studies as a result of specific methods that were used. 相似文献
2.
While proof is central to mathematics, difficulties in the teaching and learning of proof are well-recognised internationally. Within the research literature, a number of theoretical frameworks relating to the teaching of different aspects of proof and proving are evident. In our work, we are focusing on secondary school students learning the structure of deductive proofs and, in this paper, we propose a theoretical framework based on this aspect of proof education. In our framework, we capture students’ understanding of the structure of deductive proofs in terms of three levels of increasing sophistication: Pre-structural, Partial-structural, and Holistic-structural, with the Partial-structural level further divided into two sub-levels: Elemental and Relational. In this paper, we apply the framework to data from our classroom research in which secondary school students (aged 14) tackled a series of lessons that provided an introduction to proof problems involving congruent triangles. Using data from the transcribed lessons, we focus in particular on students who displayed the tendency to accept a proof that contained logical circularity. From the perspective of our framework, we illustrate what we argue are two independent aspects of Relational understanding of the Partial-structural level, those of universal instantiation and hypothetical syllogism, and contend that accepting logical circularity can be an indicator of lack of understanding of syllogism. These findings can inform how teaching approaches might be improved so that students develop a more secure understanding of deductive proofs and proving in geometry. 相似文献
3.
Rosalind Driver 《International Journal of Science Education》2013,35(5):481-490
This introductory article to the Special Issue of the International Journal of Science Education attempts to review the theoretical contexts for research into children's conceptions in science and to identify future directions for research programmes in this field. 相似文献
4.
Investigating Students’ Understanding of the Dissolving Process 总被引：1，自引：1，他引：0
5.
《Africa Education Review》2013,10(3):581-594
Abstract Many students enter tertiary education unfamiliar with the ‘norms and conventions’ of their disciplines. Research into academic literacies has shown that in order to succeed in their studies, students are expected to conform to these norms and conventions, which are often unrecognized or seen as ‘common sense’ by lecturers. Students have to develop their own ‘map’ of their programme's expectations in order to make sense of the seemingly mysterious practices they are expected to take on. This study, undertaken at a University of Technology in South Africa, details students’ perceptions of their writing difficulties and their attempts to navigate their way through various writing tasks. The findings reveal that students experience a range of difficulties and that the students often feel unsupported in their travails with academic writing. 相似文献
6.
Translation is a kind of communicative function of language behavior.In English teaching,translation capabilities must be one of the purposes of our teaching.As a teaching activity it aims to lay a good foundation in English for students and effective teaching methods,but also comprehensive language skills,students study the benchmark one. 相似文献
7.
Allan B. I. Bernardo Auxencia A. Limjap Maricar S. Prudente Lydia S. Roleda 《Asia Pacific Education Review》2008,9(3):285-295
This study used a modified version of the Perception of Science Classes Survey (Kardash & Wallace, 2001) to survey 7,885 grade
school and high school students in different provinces in the Philippines regarding their perceptions of their science classes.
Factor analysis revealed five dimensions of the students ’ perceptions that relate to different aspects of the teacher ’s
pedagogy and the learning environment created by the teachers: (a) Learner-Centered Pedagogy, (b) Science Inquiry Activities,
(c) Positive Affect and Attitudes, (d) Grades as Feedback, and (e) Support for Self-Learning and Effort. Factor scores were
compared across grade levels and genders. The results indicate a decrease in science inquiry activities and the use of grades
as feedback in the higher grades, but an increase in support for self-learning and effort, and also positive affects and attitudes.
These trends were discussed in relation to possible problems related to teacher practices that may contribute to low student
achievement levels in science.
This research was part of a research project commissioned by the Japan International Cooperation Agency-Philippines. 相似文献
8.
Variation in Students’ Experiences of the ‘Oxford Tutorial’ 总被引：2，自引：0，他引：2
This paper examines Oxford University students’ conceptions of the role of the tutorial in their learning. An analysis of
interviews with 28 students constituted four qualitatively different conceptions of the ‘Oxford Tutorial’. These ranged from
the tutorial involving the tutor explaining to the student what the student did not know, to the tutorial involving the tutor
and the student in exchanging different points of view and both coming to a new understanding of the topic under discussion.
These different conceptions also appeared to be related to variations in students’ views of the role of the work done in preparation
for the tutorial, their view of the student’s and tutor’s roles in the tutorial, and the conception of knowledge that students
adopted in relation to the tutorial. The implications of this study are discussed in terms of the relations between students’
conceptions of tutorials and their anticipated learning outcomes and its implications for contexts outside of Oxford in terms
of students’ conceptions of academic tasks. 相似文献
9.
English study is becoming more and more important.However,art students have weak English level on average.Thus,it’ s a problem for students and teachers to improve the quality of English study.In this article,it analyses the reason for the weak English level and the responding strategy.What’ s more,it encourages students to study actively and advocates teach ing based on art knowledge. 相似文献
10.
The answers given by a group of physics graduate students to two problems on the speed of light are analysed. The results seem to confirm the use of spontaneous ideas which are very similar to those which form the ‘spontaneous’ kinematics proposed by Saltiel (1980). Some consequences related to the teaching of physics and special relativity are discussed. 相似文献
11.
This paper reports data from a study aiming to explore secondary students’ preconceptions and explanations about evolutionary
processes. Students may exhibit both alternative and scientifically acceptable conceptions and bring different ones into play
in response to different problem contexts. Hence, the examination of their explanations before instruction within different
problem contexts is expected to highlight the concepts that instruction should put more emphasis on. To achieve this, an open-ended
questionnaire in conjunction with semi-structured interviews was used to allow students to express their own views on issues
related to evolution. Students’ explanations highlighted their lack of knowledge of important evolutionary concepts such as
common descent and natural selection. In addition, many students explained the origin of traits as the result of evolution
through need via purposeful change or as carefully designed adaptations. Rather than evolutionary, final causes formed the
basis for the majority of students’ explanations. In many cases students provided different explanations for the same process
to tasks with different content. It seems that the structure and the content of the task may have an effect on the explanations
that students provide. Implications for evolution education are discussed and a minimal explanatory framework for evolution
is suggested. 相似文献
12.
The quality assessment agency higher education review noted that assessment and feedback in higher education still remains an area of concern for students. Despite this, very little research has been carried out to assess students’ experience of assessments. The evidence for what factors within assessments actually contribute to student engagement is not fully understood and more research is required. This research was a qualitative study comprising of three focus groups. The student participants were 4 male and 19 female undergraduate psychology students. The data was analysed using experiential inductive thematic analysis. Two themes were identified as effecting student learning. The first was teaching factors which included two subthemes: timeliness and type of assessment. The second theme was student factors which included two subthemes: academic maturity and emotions. These themes were found to be mediated by the relationship between tutors and students. The outcome relates to previous research while also providing a better understanding into the role personal qualities and emotional factors have on learner engagement. Strategies to promote academic maturity and reduce stress and fear in students could foster a more constructive approach to learning. 相似文献
13.
Alejandra J. Magana Sadhana Balachandran 《Journal of Science Education and Technology》2017,26(3):332-346
Electromagnetism is an umbrella encapsulating several different concepts like electric current, electric fields and forces, and magnetic fields and forces, among other topics. However, a number of studies in the past have highlighted the poor conceptual understanding of electromagnetism concepts by students even after instruction. This study aims to identify novel forms of “hands-on” instruction that can result in representational competence and conceptual gain. Specifically, this study aimed to identify if the use of visuohaptic simulations can have an effect on student representations of electromagnetic-related concepts. The guiding questions is How do visuohaptic simulations influence undergraduate students’ representations of electric forces? Participants included nine undergraduate students from science, technology, or engineering backgrounds who participated in a think-aloud procedure while interacting with a visuohaptic simulation. The think-aloud procedure was divided in three stages, a prediction stage, a minimally visual haptic stage, and a visually enhanced haptic stage. The results of this study suggest that students’ accurately characterized and represented the forces felt around a particle, line, and ring charges either in the prediction stage, a minimally visual haptic stage or the visually enhanced haptic stage. Also, some students accurately depicted the three-dimensional nature of the field for each configuration in the two stages that included a tactile mode, where the point charge was the most challenging one. 相似文献
14.
15.
Science & Education - This article reports on the theoretical output of a design research study, which concerns the design of a learning environment (LE) for helping students challenge the... 相似文献
16.
Students’ judgments about “what counts” as mathematics in and out of school have important consequences for problem solving and transfer, yet our understanding of the source and nature of these judgments remains incomplete. Thirty-five sixth grade students participated in a study focused on what activities students judge as mathematical, and how they make their judgments. Students completed a photo sorting activity; took, viewed, and captioned their own photos of mathematics; viewed and commented on classmates’ photos; and participated in a small group discussion. Across multiple sources of data, findings showed that students attended to two major features of photos and activities when making judgments: surface cues present in the photos, such as numbers and money, and the possibility for mathematical action. Some students looked for the possibility of mathematics, while others asked if mathematics was necessary. Students also gave higher ratings to activities with which they had personal experience. The article concludes with possible implications for practice. 相似文献
17.
This paper presents the findings of a research that examines students perception of the change in the Singapore Education System and how that impacts on their satisfaction and outlook. Analysis of the data obtained through a questionnaire and face-to-face interviews shows that the more favourable the perception of change amongst students, the more favourable is their satisfaction and outlook. The implication for education leaders is that it is important to understand student perception of change because they are the ultimate beneficiary of change. 相似文献
18.
In this study, 120 tenth-grade students from 8 schools were examined to determine the extent of their ability to perceive the human body as a system after completing the first stage in their biology curriculum - “The human body, emphasizing homeostasis”. The students’ systems thinking was analyzed according to the STH thinking model, which roughly divides it into three main levels that are arranged “pyramid” style, in an ascending order of difficulty: 1. Analysis of system components—the ability to identify the components and processes existing in the human body system; 2. Synthesis of system components—ability to identify dynamic relations within the system; 3. Implementation—ability to generalize and identify patterns in the system, and to identify its hidden dimensions. The students in this study proved largely incapable of achieving systems thinking beyond the primary STH level of identifying components. An overwhelming majority if their responses corresponded to this level of the STH model, further indicating a pronounced favoring of structure over process, and of larger, macro elements over microscopic ones. 相似文献
19.
Faik O. Karatas Amy Micklos George M. Bodner 《Journal of Science Education and Technology》2011,20(2):123-135
This study investigated the views of the nature of engineering held by 6th-grade students to provide a baseline upon which
activities or curriculum materials might be developed to introduce middle-school students to the work of engineers and the
process of engineering design. A phenomenographic framework was used to guide the analysis of data collected from: (1) a series
of 20 semi-structured interviews with 6th-grade students, (2) drawings created by these students of “an engineer or engineers
at work” that were discussed during the interviews, and (3) field notes collected by the researchers during the interviews.
The 6th-grade students tended to believe that engineers were individuals who make or build products, although some students
understood the role of engineers in the design or planning of products, and, to a lesser extent in testing products to ensure
that they “work” and/or are safe to use. The combination of drawings of “engineers or engineering at work” and individual
interviews provided more insight into the students’ views of the nature of engineering than either source of data would have
offered on its own. Analysis of the data suggested that the students’ concepts of engineers and engineering were fragile,
or unstable, and likely to change within the time frame of the interview. 相似文献
20.
This paper is part of a larger study that aims at highlighting students’ interpretations of the idea of the ‘Balance of Nature’,
as well as its use in their reasoning about the future of an ecosystem, in order to subsequently develop a learning environment
that might promote a reconsideration of its validity and usefulness. Our focus here is particularly set on whether and how
non biology-major students use this idea when making predictions about (a) the future of an ecosystem that is supposed to
have suffered a human-driven disturbance, and (b) the future of an ecosystem that is supposed to be protected against such
disturbances. Administering a questionnaire of 12 items - 4 of which concern us here - to 61 1st-year educational sciences
students at the University of Patras, we traced - among others - their reasoning about (a) the future of three ecosystems
(forest, sea, lake), supposed to have suffered different human-driven disturbances (fire, oil spill, new population introduction),
and (b) the future of a protected forest ecosystem of a national park. According to our findings, most of the students found
it very likely for a disturbed ecosystem to fully recover its initial state - mainly due to a ‘recovery process’ or inherent ‘recovery mechanisms’ - showing a strong belief in an extremely resilient ‘Balance of Nature’. Moreover, most of them appeared to believe that
if human-protected, an ecosystem will be in a continuous ‘balance’, while very few were skeptical enough to claim a non-predictable
future for it. 相似文献