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1.
The mechanical transmission of motion, which is observable in gears’ turning direction (TD) and turning speed (TS) can be understood as part of the core concept “force and motion”. Previous studies have suggested that most children before the age of nine have naïve concepts of gears’ TD and TS. However, these studies relied on children's explanation data and might have therefore underestimated young children's potential. Moreover, these studies did not examine whether preschoolers can overcome their naïve concepts through teaching. Recently, educators have proposed guided play as an educational approach that combines children's play with teacher guidance in a purposefully designed environment. We conducted two subsequent studies. In Study 1, we investigated the children's (naïve) concepts of gears’ TD and TS with a cross‐sectional approach using a nonverbal test procedure. This study comprised 248 children aged 5–10 years and 73 adults. The results showed that the proportion of children with adequate concepts increased with age. More specifically, 7‐ to 8‐year‐olds differed significantly from 5‐ to 6‐year‐olds, indicating a developmental shift around this age. However, naïve concepts of TS were more persistent with age than naïve concepts of TD. Altogether, the results indicated the potential to foster 5‐ to 6‐year‐olds’ concepts of both TD and TS in an intervention. Thus, in Study 2, we developed and tested a guided play intervention to foster 5‐ to 6‐year‐old children's concepts of TD and TS. We conducted a prepost‐intervention design with a guided play group (n = 19) and a free play group (n = 21). The results suggested stronger learning gains in the guided play group (dTD = 0.337, dTS = 0.758) than in the free play group (dTD = 0.224, dTS = 0.158).  相似文献   

2.
In this study, metacognition refers to performing visual analysis and discrimination of real life events and situations in naïve psychology, naïve physics, and naïve biology domains. It is used, along with measuring reaction time, to examine differences in the ability of four groups of students to select appropriate pictures that correspond with other pictures representing specific events, actions, or behaviors. Results showed no significant differences between deaf, hearing students from public Arabic schools, and hearing multinational students from private English school when correct responses were measured based on reaction time. These three groups of students obtained significantly higher correct scores and took significantly less reaction time to respond to items on the test compared to students with mild mental disabilities. This study suggests that students' age, processing time, and nuances that accompany the behavior could be advanced toward developing a model that explains inter- and intra-differences in metacognition.  相似文献   

3.
The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8‐, 9‐, 10‐year‐olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66‐item scale, five components of scientific thinking were addressed, including experimental design, data interpretation, and understanding the nature of science. Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills. A partial credit model gave evidence for a hierarchical developmental progression. Across each grade transition, advanced conceptions increased while naïve conceptions decreased. Independent effects of intelligence, schooling, and parental education on scientific thinking are discussed.  相似文献   

4.
Senior pre-university education (SPE) students experience difficulties applying mathematics to physics. This paper reports the outcome of an online explorative quantitative study of teachers' belief systems about improving transfer of algebraic skills from mathematics into physics, conducted among 503 mathematics and physics teachers working in SPE. We used a questionnaire with 16 beliefs about improving transfer, and asked teachers to select a top 5 and distribute 50 points among them. We used agglomerative hierarchical clustering to cluster qualified SPE teachers with more than 10 years of teaching experience. We found 3 large clusters, each containing naïve and desirable beliefs about transfer. These clusters turned out to be rather coherent sets of beliefs. Hence, these clusters can be interpreted as belief systems, to a certain extent justifying Ernest's [(1991). The philosophy of mathematics education. London: Falmer.] idea to cluster teachers based on their belief systems. We found relations between our groups and those of Ernest. Since naïve beliefs turn out to be weak in each cluster, science teacher educators can help science teachers to change their harmful naïve beliefs, into desirable transfer enhancing beliefs. Furthermore, we discuss some implications of our results for science teacher educators, curricula, teachers and textbooks.  相似文献   

5.
To improve assessments of academic achievement, test developers have been urged to use an “assessment triangle” that starts with research‐based models of cognition and learning [NRC (2001) Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press]. This approach has been successful in designing high‐quality reading and math assessments, but less progress has been made for assessments in content‐rich sciences such as biology. To rectify this situation, we applied the “assessment triangle” to design and evaluate new items for an instrument (ACORNS, Assessing Contextual Reasoning about Natural Selection) that had been proposed to assess students' use of natural selection to explain evolutionary change. Design and scoring of items was explicitly guided by a cognitive model that reflected four psychological principles: with development of expertise, (1) core concepts facilitate long‐term recall, (2) causally‐central features become weighted more strongly in explaining phenomena, (3) normative ideas co‐exist but increasingly outcompete naive ideas in reasoning, and (4) knowledge becomes more abstract and less specific to the learning situation. We conducted an evaluation study with 320 students to examine whether scores from our new ACORNS items could detect gradations of expertise, provide insight into thinking about evolutionary change, and predict teachers' assessments of student achievement. Findings were consistent with our cognitive model, and ACORNS was revealing about undergraduates' thinking about evolutionary change. Results indicated that (1) causally‐central concepts of evolution by natural selection typically co‐existed and competed with the presence of naïve ideas in all students' explanations, with naïve ideas being especially prevalent in low‐performers' explanations; (2) causally‐central concepts were elicited most frequently when students were asked to explain evolution of animals and familiar plants, with influence of superficial features being strongest for low‐performers; and (3) ACORNS scores accurately predicted students' later achievement in a college‐level evolution course. Together, findings illustrate usefulness of cognitive models in designing instruments intended to capture students' developing expertise. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 744–777, 2012  相似文献   

6.
This paper presents the results of an interview study of 104 12‐year old children. The aim was to learn more about how children use the Internet, what they find negative on the Internet and what coping strategies they use. The media debate seems to display consensus regarding what threats the Internet poses to young people. However, this study shows a discrepancy between children's and adults' views on this subject. The children in the study handle the drawbacks of the Internet well, but they do not discuss this with adults. The study does not paint a picture of naïve children, unable to see actual threats, but of responsible people aware of the threats that exist in their digital environment and with developed methods to avoid such threats.  相似文献   

7.
Many models in the field of epistemic cognition conceptualize students' views as being on a continuum between the poles of naïve and informed views. Against this background, the aim of the present study was to find out whether views on the nature of scientific inquiry (NOSI views) should be conceptualized and quantitatively assessed in a more multiplistic manner, considering naïve and informed views in their own, separate dimensions. Based on a competence model defining three inquiry methods, we developed a Likert-scaled questionnaire containing 10 scales, each assessing one NOSI view. We administered the questionnaire to a sample of 802 students in the lower and upper levels of secondary school. Based on structural equation modeling, the analyses confirmed a 10-dimensional model, distinguishing between each naïve and informed views as the only adequate representation of the data. Latent class analysis and interview data revealed four profiles of NOSI views in the data, which differed with regard to their agreement or disagreement with different naïve and informed views. We interpret these findings as evidence that supports more multiplistic models, with relevance to conceptualizing, measuring, and fostering NOSI views. We derive future directions of nature of science and NOSI research linking basic and applied research using experimental studies.  相似文献   

8.
ABSTRACT

Introductory students regularly endorse naïve skepticism – unsupported or uncritical doubt about the existence and universality of truth – for a variety of reasons. Though some of the reasons for students’ skepticism can be traced back to the student – for example, a desire to avoid engaging with controversial material or a desire to avoid offense – naïve skepticism is also the result of how introductory courses are taught, deemphasizing truth to promote students’ abilities to develop basic disciplinary skills. While this strategy has a number of pedagogical benefits, it prevents students in early stages of intellectual development from understanding truth as a threshold concept. I argue that we can make progress against naïve skepticism by clearly discussing how metadisciplinary aims differ at the disciplinary and course levels in a way that is meaningful, reinforced, and accessible.  相似文献   

9.
This study aimed to assess grade 10 Turkish students' and science teachers' conceptions of nature of science (NOS) and whether these conceptions were related to selected variables. These variables included participants' gender, geographical region, and the socioeconomic status (SES) of their city and region; teacher disciplinary background, years of teaching experience, graduate degree, and type of teacher training program; and student household SES and parents' educational level. A stratified sampling approach was used to generate a representative national sample comprising 2,087 students and 378 science teachers. After establishing their validity in the Turkish context, participants were administered a questionnaire comprising 14 modified “Views on Science‐Technology‐Society” (VOSTS) items to assess their views of certain aspects of NOS. A total of 2,020 students (97%) and 362 teachers (96%) completed the questionnaire. Participant responses were categorized as “naïve,” “have merit,” or “informed,” and the frequency distributions for these responses were compared for various groupings of participants. The majority of participants held naïve views of a majority of the target NOS aspects. Teacher views were mostly similar to those of their students. Teacher and student views of some NOS aspects were related to some of the target variables. These included teacher graduate degree and geographical region, and student household SES, parent education, and SES of their city and geographical region. The relationship between student NOS views and enhanced economic and educational capitals of their households, as well as the SES status of their cities and geographical regions point to significant cultural (specifically Western) and intellectual underpinnings of understandings about NOS. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1083–1112, 2008  相似文献   

10.
The aprioristic (classical, naïve and symmetric) and frequentist interpretations of probability are commonly known. Bayesian or subjective interpretation of probability is receiving increasing attention. This paper describes an activity to help students differentiate between the three types of probability interpretations.  相似文献   

11.
Children’s naive theories include misconceptions which can interfere with science learning. This research examined the effect of pairing anomalies with alternative theories, and their order of presentation, on children’s belief revision. Children believe that heavy objects sink and light ones float. In a pre-, mid-, and post-test design, 5-year-olds (N = 96) were assigned to one of two conditions, where they were either exposed to an alternative theory about buoyancy and then observed anomalies (Explanation-First), or the reverse (Anomalies-First). At mid-test, children were more likely to revise their beliefs after exposure to an alternative theory than anomalies alone. At post-test, children revised their naïve belief when they had access to an alternative theory before the anomalous evidence than in the opposite order.  相似文献   

12.
Using a grounded theory research design, the author examined 180 reflective essays of teacher candidates who participated in a ‘Learning Process Project,’ in which they were asked to synthesize and document their discoveries about the learning process over the course of a completely new learning experience as naïve learners. This study explored (1) the use of grounded theory as a systematic and exploratory research tool, (2) the transformative insights of the teacher candidates as they discovered the impact of the naïve learner perspective on their teaching philosophies, and (3) the role of the naïve learner perspective in effective refinement of teaching and learning ability. Further discussion in this study examined the potential of the ‘Learning Process Project’ to assist post secondary instructors as mentors in supporting empathic teacher candidates who will in turn support and mentor the children in their care.  相似文献   

13.
The purpose of this study was twofold. First, it was aimed to identify Turkish pre‐service physics teachers’ knowledge and understanding of the Moon, Moon phases, and other lunar phenomena. Second, the effects of model‐based teaching on pre‐service teachers’ conceptions were examined. Conceptions were proposed as mental models in this study. Four different questionnaires including 22 generative, explanation, and factual questions were used through the study. The pre‐service physics teachers’ mental models generated in response to lunar phenomena might be representations of their naïve knowledge as a result of their causal observations and experiences with the world, and their misconceptions as a result of inconsistencies between their naïve knowledge and scientific knowledge. Therefore, the pre‐service teachers’ mental models were categorized based on the work by Chi and Roscoe. Some of the pre‐service teachers’ mental models shifted from flawed or incomplete mental models to correct mental models of the Moon and lunar phenomena with the facilitation of model‐based teaching. The conclusions of the study carry implications for curriculum developers and teacher education.  相似文献   

14.
Students' poor argumentation in the context of socio‐scientific issues has become a concern in science education. Identified problems associated with student argumentation in socio‐scientific issues are misevaluation of evidence, naïve nature of science conceptualizations, and inappropriate use of value‐based reasoning. In this theoretical paper, the authors propose that incorporation of decision‐making research findings to argumentation research may help students overcome these problematic areas. For this aim, decision‐making research findings about value‐focused decision‐making framework and common heuristics have been discussed. Specifically, the authors propose that explicit teaching of argumentation research should provide students a decision‐making framework in which students can consider their values about a socio‐scientific issue and assess different alternatives as well as incorporate teaching about common heuristics. The authors believe that this incorporation is necessary for a quality student argumentation in socio‐scientific issues.  相似文献   

15.
In this essay, I argue that Roy Bhaskar's philosophy of meta‐Reality creates the middle way to theorize emancipation in critical science education: between empiricism and idealism on the one hand, and naïve realism and relativism, on the other hand. This theorization offers possibilities to transcend the usual dichotomies and dualisms that are often perpetuated in some feminist and multiculturalist accounts of critical science education. Further, meta‐Reality suggests a radically new way to re‐visit the suspect notion of emancipation. The implications for critical science education are discussed.  相似文献   

16.
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17.
This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated (N = 572; age span = 13.94–19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within‐person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years.  相似文献   

18.
This study investigated the benefits of self‐distancing (i.e., taking an outsider's view of one's own situation) on young children's perseverance. Four‐ and 6‐year‐old children (N = 180) were asked to complete a repetitive task for 10 min while having the option to take breaks by playing an extremely attractive video game. Six‐year‐olds persevered longer than 4‐year‐olds. Nonetheless, across both ages, children who impersonated an exemplar other—in this case a character, such as Batman—spent the most time working, followed by children who took a third‐person perspective on the self, or finally, a first‐person perspective. Alternative explanations, implications, and future research directions are discussed.  相似文献   

19.
Video cases are becoming more and more prevalent throughout the United States to assist in the development and growth of preservice teachers’ instruction. This research investigates the perspectives of preservice teachers and their naïve understandings of the kinds of learning and assistance video cases can provide in their methodology courses. Personal Construct Theory was used to uncover participants’ perceptions of their needs in terms of curriculum content of video cases. Hierarchical cluster analysis revealed six distinct clusters which serve as themes for discussing the early needs of preservice teachers and how video cases might be configured to address these perceived needs. Results reveal that preservice teachers’ beliefs, though naïve, do reflect the research on the actual needs of teachers in their first years of induction and support. Perhaps if preservice teachers’ predilections are examined, this data can help guide the future implementation of video cases in their university courses.  相似文献   

20.
In this study we present the structure and implementation of a model-based inquiry teaching–learning sequence (TLS) integrating expressive, experimental and exploratory modelling pedagogies in a cyclic manner, with the aim of enhancing primary education student teachers’ epistemological beliefs about the aspects, nature, purpose and change of models as well as their conceptual understanding of light phenomena related to properties of optical fibres. The subjects were 16 prospective primary teachers involved in modelling activities, employing both hands-on experiments and computer modelling activities, based on the application of the ray model. Student teachers were tested before and after the implementation of the TLS by semi-structured interviews and a written questionnaire. Results show that before the TLS most students adopted epistemologically naïve realistic beliefs about models, whereas after the TLS there was an overall significant transition from naïve to more sophisticated epistemological beliefs, as well as significant improvements in their conceptual knowledge about light phenomena. Nevertheless, the relation between epistemological beliefs and conceptual understanding seems to be aspect-dependent, so our evidence suggests that more educational effort is required in order to establish a coherent relationship between them.  相似文献   

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