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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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针对赣南师范学院普通理科专业《C语言程序设计》课程教学过程中存在的问题,结合教学实际介绍如何在实际教学中运用知识可视化技术将真实问题与程序学习结合起来,加强C语言符号的表征能力,再造学生的算法想象力,从而真正使学生掌握C语言程序开发的技能,提高教学质量,并利用SPSS软件分析知识可视化技术对学生学习成绩的影响. 相似文献
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The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers. 相似文献
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Learning science interpreted in existing theoretical frameworks often means that students are assimilated, accommodated or enculturated from the entity of the vernacular world to the entity of the scientific world. However, there are some unsolved questions as to how students can best learn purely a new language or new knowledge of science. The purpose of this study is to conduct microanalysis of moment-to-moment interactions in order to understand how science language is taught and learned in details. Informed by Bakhtin’s dialogism, the analysis indicates that learning science is a process of appropriating authoritative discourse into internally persuasive discourse. Based on our analysis and findings, we propose the framework of discursive evolution to describe the process of teaching and learning the language of science. Four different stages of discursive evolution are identified to demonstrate the discursive changes during the course of science teaching and learning discourse: (a) using deictic references to connect scientific terminologies, (b) understanding science terminologies through its derivatives, (c) communicating science practices conventionally through science terminologies, and (d) communicating science practices innovatively through mutated science terminologies. The findings suggest that science teaching and learning comprise a heterogeneous process which draws on both science and non-science language and is a constantly evolving process. Understanding teaching and learning as a heterogeneous and constantly evolving process allows us to reunite the roles of teachers and students as mutually responsible collaborators rather than science knowledge givers and consumers. 相似文献
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脑科学研究发现,大脑活动有4大功能区:感受区、储存区、想象区和评价区,评价区又称判断区.学生对数学知识、方法、思想以及对学习过程的感受,并非只是大脑感受区的事,而是大脑4大功能区密切配合、协同活动的结果.感受的心理过程一般为:"感"→"储"→"想"→"判"→"断"→"象"→"存"→"受".感受的特点主要有主体性、亲历性、过程性、协同性等.感受的心理过程对数学教学有多方面的启示,如数学教学应重视情感体验,激活全脑思维,提倡问题探究,崇尚审美立美等. 相似文献
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Markus Wilsing Nil Akpinar‐Wilsing 《The International Journal of Art & Design Education》2004,23(1):73-80
The imagination of human beings and the exploration of novel ideas have always contributed to developments in science. These developments lead us to re‐examine the existing structures in our environment and society so that they can be further improved. The review of literature regarding science fiction and its place in education also highlights the need for novel topics in design education. Thus, integrating a course in the curriculum of design education that aims to explore futuristic and visionary oriented environments like Mars Colonies, Orbital Space Colonies or Orbital Space Hotels would seem crucial. Such topics would probably not only stimulate the students in their design process, but also develop their imagination, as they require research and synectic thinking. As to whether stimulating imagination should be among the priorities in teaching, in fact, it is the dreams, imagination and creativity that has shaped and will shape human development and social‐cultural contexts. 相似文献
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Dely Elliot Delia Wilson Stephen Boyle 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):571-580
Scotland's rich heritage in the field of science and engineering and recent curricular developments led to major investment in education to equip pupils with improved scientific knowledge and skills. However, due to its abstract and conceptual nature, learning science can be challenging. Literature supports the role of multimedia technology in addressing the difficulties associated with science learning. This paper reports on a two‐phase investigation that explored the impact of multimedia resources situated in a national e‐learning portal to (1) assist generalist and specialist science teachers' teaching practices and (2) stimulate pupils' interest, encourage engagement and improve overall science learning experiences. Our research also investigated how portal resources facilitated and/or acted as barriers for teaching and learning. Findings from our research affirm that multimedia technology has transformed science learning; with these resources accessible through a national portal, radically different learning experiences ensued. These findings raise serious implications for teacher education and professional development in ensuring that teachers acquire sound science content and pedagogical knowledge as well as practical strategies for utilising technology‐rich environments, as this is likely to become the norm. Harnessing the fullest potential that information and communication technology, multimedia and e‐learning portals can offer starts by addressing these challenges. 相似文献
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Vaille Dawson Patricia Forster Doug Reid 《International Journal of Science and Mathematics Education》2006,4(2):345-363
There is an expectation that new science teachers will be able to effectively use a range of information communication technology (ICT) related resources inthe science classroom in order to enhance student learning. All school systems in Australia are in the process of providing teachers with ICT professional development and infrastructure. This paper outlines a range of initiatives designed to integrate ICT in a compulsory science education unit for students enrolled in a Graduate Diploma in Secondary Education. An action research model based on constructivist principles was used to evaluate the effectiveness of modelling, open-ended co-operative group activities and authentic assessment in enabling students to enhance their ICT skills, knowledge and pedagogical content knowledge in a science education context. Multiple sources of data were generated including a pre and post unit questionnaire that was analysed using Rasch modelling. The questionnaire determined students' perceptions of their preparedness to teach using ICT. The findings of this research suggest that some skills warranted greater attention in the unit, but students' pedagogical knowledge and knowledge and critique of ICT resources were enhanced over the duration of the unit. 相似文献
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秦堃 《南京晓庄学院学报》2006,22(2):67-69,86
弹性化的教学过程中,动态的教学过程是师生双方对既定教学任务有价值的突破和超越,包括知识拓展、认知升华、信息的积聚扩散、勃发的想象力、灵感问题、思维拓展、新问题的产生、情感激发、自我期待的实现。动态生成不仅发生在学生身上,也发生在教师身上,在教学过程中随时可能出现。教育的效果越来越依赖教师的综合素质、整体智慧,比如:道德修养、人际交往能力、专业知识水平、人文素养、教学机智、应变能力、积极的人生观、健康的社会观、理性的怀疑精神、科学的批判精神等等。 相似文献
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Lilia Halim Sharifah Intan Sharina Syed Abdullah T. Subahan Mohd Meerah 《Journal of Science Education and Technology》2014,23(2):227-237
Pedagogical content knowledge (PCK) is a type of teacher knowledge to be developed by a teacher. PCK is said to contribute to effective teaching. Most studies investigated the development of PCK and its influence on students’ learning from the teachers’ perspectives. Only a limited number of studies have investigated the components of science teachers’ PCK that helped students’ learning from the perspective of students. Thus, it is the aim of this study to investigate the level of science teachers’ PCK from students’ perspective, in particular whether or not students of different achieving ability had different views of teachers’ PCK in assisting their learning and understanding. Based on the PCK research literature, six components of PCK have been identified, which were as follows: (1) subject matter knowledge, (2) knowledge of teaching strategies, (3) knowledge of concept representation, (4) knowledge of teaching context, (5) knowledge of students, and (6) knowledge of assessment in learning science. A questionnaire consisting of 56 items on a five-point Likert-type scale were used for data collection from 316 Form Four students (16 years old). One-way analysis of variance revealed that the differences in science teachers’ PCK identified by students of different achieving abilities were statistically significant. Overall, students of various academic achieving abilities considered all the components of PCK as important. The low-achieving students viewed all the components of PCK as being less important compared to the high and moderate achievers. In particular, low-achieving students do not view ‘knowledge of concept representation’ as important for effective teaching. They valued the fact that teachers should be alert to their needs, such as being sensitive to students’ reactions and preparing additional learning materials. This study has revealed that PCK of science teachers should be different for high and low-achieving students and knowledge of students’ understanding plays a critical role in shaping teachers PCK. 相似文献
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Chien-hsing Wang Yi-Ting Ke Jin-Tong Wu Wen-Hua Hsu 《Journal of Science Education and Technology》2012,21(1):125-132
This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet
as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential
to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology
and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy
over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed
to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information
synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when
introducing information technology into the classroom. The authors suggest that further research should focus on how to break
the culture of “copy-and-paste” by teaching the skills of note-taking and synthesis through inquiry projects for science learning.
Also, further research on teacher professional development should focus on using collaboration action research as a framework
for re-designing graduate courses for science teachers in order to enhance classroom technology integration. 相似文献
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An important challenge in higher education today is the growing tutor–student ratio that diminishes the ‘human touch’. As learning and teaching ultimately form an interpersonal process, this will lead to student discontent and impact on their learning. Whilst there is little that teaching practitioners can do in terms of the growing student numbers they have to tutor, they may however influence student learning by enhancing their positive emotions. This study examines the importance of emotions in improving cognitive skills and how they interact with knowledge and reflection. This research contributes to theory by examining the role of emotions as a moderating factor in the learning process. Our findings reveal that emotions moderate the direct relationship between knowledge and cognitive skills, and the indirect relationship between knowledge and cognitive skills via reflection. The findings demonstrate the critical role that emotions play in student learning. Implications for theory and practice are discussed. 相似文献
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Current research indicates that students with enhanced knowledge networks are more effective in learning science content and
applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel
teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report
evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web
diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process
of implementation, including implications for teacher education. This is among the first reports that teachers can be provided
with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores
are among the lowest. 相似文献
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杨俊军 《岳阳职业技术学院学报》2005,20(2):111-112
在武术套路教学过程中,教师可有目的、有意识、有计划地运用运动表象,以使学生在观察和进行练习的基础上,把回忆想象动作技术作为练习的补充手段,使动作技术的主要部分在脑中重现,以便根据表象进行练习,进一步形成动作技术的概念,加深对动作的理解与掌握。 相似文献
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The knowledge of historical facts can help teachers and students to correctly appreciate a variety of scientific theories. It is important to be aware of the evolution of the basic concepts, particularly the ones our students find very abstract and therefore difficult to understand. Historical knowledge of chemical concepts will allow us to understand their difficulties and make them easier to teach successfully. In this paper we answer the following research questions: what was the historic and sociologic context in which chemical equivalent, mole and its magnitude amount of substance were introduced to science? How the lack of historic knowledge in science teaching contributes to the presence of distorted views of science and hampers meaningful learning? 相似文献
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This study was designed to investigate the relationship between students' views of the nature of scientific knowledge and
their own learning of physics, and the evolution of this relationship over time. Twenty-three students enrolled in a physics
course that emphasised laboratory work and discussions about the nature of science. Over a 15-month period, an extensive data
base was established including student essays and interviews regarding their views of the nature of science and teaching and
learning of physics. As part of an extensive data generation, students read a book on the epistemology of physics, wrote reflective
essays, and subsequently discussed the epistemology of physics in class. Two intensive case studies are used to illustrate
our understanding of students' views over time. Changes in students' views concerning the nature of scientific knowledge and
of the science teaching and learning process, which were not always complementary, are described with the aid of a model.
The findings of this research have direct relevance to the planning and implementation of science courses in which the development
of understandings of the nature of science is an objective. 相似文献
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Although the goal of developing school students’ understanding of nature of science (NOS) has long been advocated, there is still a lack of research that focuses on probing how science teachers, a kind of major stakeholder in NOS instruction, perceive the values of teaching NOS. Through semi-structured interviews, this study investigated the views of 15 Hong Kong in-service senior secondary science teachers about the values of teaching NOS. These values as perceived by the teachers fall into two types. The first type is related to students’ learning of science in the classroom and involves: (i) facilitating the study of subject knowledge, (ii) increasing the interest in learning science, (iii) supporting the conduct of scientific inquiry, (iv) meeting the needs of public examinations, and (v) fulfilling the requirement of learning science. The second type goes beyond learning science and includes (i) developing thinking skills, (ii) cultivating scientific ethics in students, and (iii) supporting the participation in public decisions on socioscientific issues. Although rich relationships were perceived by these teachers between NOS instruction and students’ learning of science, few values were stated from broad social and cultural perspectives. Suggestions are made about developing teachers’ views of the values of teaching NOS so as to influence their intention of teaching it. 相似文献