共查询到20条相似文献，搜索用时 78 毫秒
1.
《兰州教育学院学报》1990,(1)
with the development of commerce and the increase of foreign affairactivities in our country, English as a communicative means is getting moreand more important It is taken as a re quired course in almost all middleschools and universities The Centlral Committee of the Chinese Communist 相似文献
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Li Ji-bin 《蒙自师范高等专科学校学报》1990,(4)
<正> Chaotic motion refers to complicated orbits in dynamical systems.It occurs even in deterministic system governed by simple differential equations and its present has been experimentally verified for many system in several disciplines.In this paper we discuss some of mathematical understanding of chaos. 相似文献
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Mehmet Aydeniz Aybuke Pabuccu Pinar Seda Cetin Ebru Kaya 《International Journal of Science and Mathematics Education》2012,10(6):1303-1324
The purpose of this study was to explore the impact of argumentation-based pedagogy on college students?? conceptual understanding of properties and behaviors of gases. The sample consists of 108 students (52 in the control group and 56 in the intervention group) drawn from 2 general chemistry college courses taught by the same instructor. Data were collected through pre- and post-tests. The results of the study show that the intervention group students performed significantly better than the control group students on the post-test. The intervention group students also showed significant increase in their test scores between pre- and post-test. While at least 80?% of the students in the intervention group abandoned their initial ideas on all of the 17 alternative conceptions that were identified by the authors but one, the percent of student abandoning their initial ideas in the control group was less than 50. The discussion focuses on the implications of these results for addressing students?? alternative conceptions, promoting the argumentation?Cpedagogy in college science courses and the challenges associated with the use of argumentation in college science classrooms. 相似文献
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The written representation in Chinese can be considered as a pictorial or a symbolic representation which is very different
from English where the pronunciation is related to how the word is spelt. Students face challenges of a very different nature
when science is learnt in Chinese compared with English. In Hong Kong, students are making translations between the language
they use in their daily lives, the science concepts and the scientific terms. The research team designed an interview protocol
for primary school pupils in order to identify the pupils’ alternative concepts of science and if these alternative concepts
are related to the structure of the Chinese language. The findings suggest that there are alternative conceptions related
to (a) the form of the Chinese character—for example, the Chinese character for crocodile includes a radical meaning fish,
and so pupils may take it that a crocodile is a fish; (b) the meaning of the Chinese character—for example, an electronic
buzzer is a device used to attract bees as in Chinese, the character contains the word meaning “bees producing sound”. The
findings provide important data for future endeavours aiming to compare the learning of science using different languages
and on ways in which primary teachers may better facilitate their pupils in learning science. 相似文献
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Michaël Canu Cécile de Hosson Mauricio Duque 《International Journal of Science and Mathematics Education》2016,14(1):101-123
Engineering students in control courses have been observed to lack an understanding of equilibrium and stability, both of which are crucial concepts in this discipline. The introduction of these concepts is generally based on the study of classical examples from Newtonian mechanics supplemented with a control system. Equilibrium and stability are approached in different ways at the various stages of a typical engineering syllabus: at the beginning, they are mostly dealt with a static point of view, for example in mechanics, and are subsequently handled through dynamic analysis in control courses. In general, there is a little clarification of the differences between these concepts or the ways in which they are linked. We believe that this leads to much confusion and incomprehension among engineering students. Several studies have shown that students encounter difficulties when presented with simple familiar or academic static equilibrium cases in mechanics. Our study investigates students’ conceptions and misconceptions about equilibrium and stability through a series of questions about several innovative non-static situations. It reveals that the understanding of these notions is shaken when the systems being studied are placed in inertial or non-inertial moving reference frames. The students in our study were particularly uncertain about the existence of unstable equilibrium positions and had difficulty in differentiating between the two concepts. The results suggest that students use a velocity-based approach to explain such situations. A poor grasp of the above fundamental concepts may result from previous learning experiences. More specifically, certain difficulties seem to be directly linked to a lack of understanding of these concepts, while others are related to misconceptions arising from everyday experiences and the inappropriate use of physical examples in primary school. 相似文献
8.
J. D. Williams 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):192-201
A structured record form was tried out by nursery nurses in one nursery school over a two‐year period. The children's behaviour was monitored in both ‘natural’ and ‘contrived’ situations and records were kept of their changing skills and play interests. Discussion centres on the problems and advantages of the particular approach used and on general issues related to record keeping at nursery school level. 相似文献
9.
Hua Chen 《浙江大学学报(A卷英文版)》2000,1(2):239-240
The urban physical environment results not only from functional requirements of urban life, but also from the very cultural
background and social relationships. After examining the relationships between the architecture and the cultural contexts
in Paris, the author presents and argues a belief that the architectural characteristics in Paris can be better explained
by understanding the Parisian ways of urban life.
Project supported by the French Presidential Programme “50 Chinese Architects in France”. 相似文献
10.
Helen Georgiou Manjula Devi Sharma 《International Journal of Science and Mathematics Education》2012,10(5):1119-1142
Thermal physics is in the realm of everyday experience, underlies current environmental concerns, and underpins studies in sciences, health and engineering. In the state of NSW in Australia, the coverage of thermal topics in high school is minimal, and, hence, so is the conceptual understanding of students. This study takes a new approach at exploring conceptions of students with a qualitative analysis facilitated by NVivo complemented with reference to sociocultural ideas of learning. A 2-part pen and paper question was given to 598 first year university students of different educational backgrounds (and therefore physics expertise). ‘The Question’ was based on 2 familiar scenarios and required the selection of a concept first, followed by an explanation. The results showed that concepts were favoured based on a student’s everyday experience and their curriculum through high school, and some were more effective than others in making scientifically congruent responses. The reported thermal physics alternative conceptions were also examined in our sample, and students’ reasoning behind such conceptions indicate that some conceptions do not inhibit scientifically congruent responses whilst others do. The results implicate language and the everyday experiences of the student in the teaching and learning of thermal physics. 相似文献
11.
Tim Jacobbe 《International Journal of Science and Mathematics Education》2012,10(5):1143-1161
This study provides a snapshot of elementary school teachers’ understanding of the mean and median. The research is presented in light of recent work regarding preservice teachers’ understanding of the mean. Common misconceptions are identified which lead to potential implications for teacher preparation programs. One of the primary concerns regarding increasing the standards expected of students to learn statistics is teachers’ preparation to address those standards. Exploring issues with teachers’ understanding of two of the most prominent concepts in the enacted curriculum provides a glimpse into the need to adequately prepare teachers to teach statistics. 相似文献
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McGee Daniel Lee Moore-Russo Deborah 《International Journal of Science and Mathematics Education》2014,13(2):357-384
In two dimensions (2D), representations associated with slopes are seen in numerous forms before representations associated with derivatives are presented. These include the slope between two points and the constant slope of a linear function of a single variable. In almost all multivariable calculus textbooks, however, the first discussion of slopes in three dimensions (3D) is seen with the introduction of partial derivatives. The nature of the discussions indicates that authors seem to assume that students are able to naturally extend the concept of a 2D slope to 3D and correspondingly it is not necessary to explicitly present slopes in 3D. This article presents results comparing students that do not explicitly discuss slopes in 3D with students that explicitly discuss slopes in 3D as a precursor to discussing derivatives in 3D. The results indicate that students may, in fact, have significant difficulty extending the concept of a 2D slope to a 3D slope. And that the explicit presentation of slopes in 3D as a precursor to the presentation of derivatives in 3D may significantly improve student comprehension of topics of differentiation in multivariable calculus.
相似文献15.
Daniel Lee McGee Deborah Moore-Russo 《International Journal of Science and Mathematics Education》2015,13(2):357-384
In two dimensions (2D), representations associated with slopes are seen in numerous forms before representations associated with derivatives are presented. These include the slope between two points and the constant slope of a linear function of a single variable. In almost all multivariable calculus textbooks, however, the first discussion of slopes in three dimensions (3D) is seen with the introduction of partial derivatives. The nature of the discussions indicates that authors seem to assume that students are able to naturally extend the concept of a 2D slope to 3D and correspondingly it is not necessary to explicitly present slopes in 3D. This article presents results comparing students that do not explicitly discuss slopes in 3D with students that explicitly discuss slopes in 3D as a precursor to discussing derivatives in 3D. The results indicate that students may, in fact, have significant difficulty extending the concept of a 2D slope to a 3D slope. And that the explicit presentation of slopes in 3D as a precursor to the presentation of derivatives in 3D may significantly improve student comprehension of topics of differentiation in multivariable calculus. 相似文献
16.
Ismo Koponen Maija Nousiainen 《International Journal of Science and Mathematics Education》2013,11(2):325-357
Good conceptual understanding of physics is based on understanding what the key concepts are and how they are related. This kind of understanding is especially important for physics teachers in planning how and in what order to introduce concepts in teaching; connections which tie concepts to each other give direction of progress—there is “flux of information” so that what was learned before provides the basis for learning new ideas. In this study, we discuss how such ordering of concepts can be made visible by using concept maps and how they can be used in analysing the students’ views and ideas about the inherent logic of the teaching plans. The approach discussed here is informed by the recent cognitively oriented ideas of knowledge organisation concentrating on simple knowledge organisation patterns and how they form the basis of more complex concept networks. The analysis of such concept networks is then very naturally based on the use of network theory on analysing the concept maps. The results show that even in well-connected maps, there can be abrupt changes in the information flux in the way knowledge is passed from the initial levels to the final levels. This suggests that handling the information content is very demanding and perhaps a very difficult skill for a pre-service teacher to master. 相似文献
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Marina Palla Despina Potari Panagiotis Spyrou 《International Journal of Science and Mathematics Education》2012,10(5):1023-1045
In this study, we investigate the meaning students attribute to the structure of mathematical induction (MI) and the process of proof construction using mathematical induction in the context of a geometric recursion problem. Two hundred and thirteen 17-year-old students of an upper secondary school in Greece participated in the study. Students’ responses in 3 written tasks and the interviews with 18 of them are analyzed. Though MI is treated operationally in school, the students, when challenged, started to recognize the structural characteristics of MI. In the case of proof construction, we identified 2 types of transition from argumentation to proof, interwoven in the structure of the geometrical pattern. In the first type, MI was applied to the algebraic statement that derived from the direct translation of the geometrical situation. In the second type, MI was embedded functionally in the geometrical structure of the pattern. 相似文献
19.
Silin Wei Xiufeng Liu Yuane Jia 《International Journal of Science and Mathematics Education》2014,12(5):1067-1082
Scientific models and modeling play an important role in science, and students’ understanding of scientific models is essential for their understanding of scientific concepts. The measurement instrument of Students’ Understanding of Models in Science (SUMS), developed by Treagust, Chittleborough & Mamiala (International Journal of Science Education, 24(4):357–368, 2002), has commonly been used to measure SUMS. SUMS was developed using the Classical Test Theory (CTT). Considering the limitations of CTT, in this study we applied a Rasch model to validate SUMS further. SUMS was given to 629 students in 18 classes of grades 9 and 10 from six high schools in China. The results present both additional evidence for the validity and reliability of SUMS and specific aspects for further improvement. This approach of validation of a published instrument by Rasch measurement can be applied to other measurement instruments developed using CTT. 相似文献
20.
Vivien Mweene Chabalengula Martie Sanders Frackson Mumba 《International Journal of Science and Mathematics Education》2012,10(2):241-266
This study diagnosed the understanding about energy and biological-context energy concepts held by 90 first-year South African
university biology students. In particular, students’ explanations of energy in a biological context, how energy is involved
in different biological situations and whether energy is present and what types of energy are involved in diagrams depicting
biological phenomena were investigated. The pencil-and-paper diagnostic test, specifically designed for this study, was used
to elicit students’ understanding using test items involving biological phenomena. The results showed that many students had
problems in understanding energy and energy-related concepts in the following areas: First, the majority of the students provided
definitions of energy rather than the explanations they were asked to provide, and the definition could have been rote-learned. Second, although nearly all students knew the
energy conservation principle (energy cannot be created or destroyed), many of them were unable to apply this concept to biological
contexts. Third, many students erroneously claimed that the energy for metabolism and life processes is made available during
photosynthesis in plants, during digestion in animals or that this energy comes directly from the sun. Fourth, about two thirds of the students erroneously indicated that there is no energy involved/present in
inanimate objects such as a statue. The implications for the teaching and learning of energy and its related concepts and
recommendations for further research are discussed. 相似文献