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1.
The importance of biotechnology education at the high-school level has been recognized in a number of international curriculum frameworks around the world. One of the most problematic issues in learning biotechnology has been found to be the biotechnological methods involved. Here, we examine the unique contribution of an animation of the polymerase chain reaction (PCR) in promoting conceptual learning of the biotechnological method among 12th-grade biology majors. All of the students learned about the PCR using still images (n = 83) or the animation (n = 90). A significant advantage to the animation treatment was identified following learning. Students’ prior content knowledge was found to be an important factor for students who learned PCR using still images, serving as an obstacle to learning the PCR method in the case of low prior knowledge. Through analysing students’ discourse, using the framework of the conceptual status analysis, we found that students who learned about PCR using still images faced difficulties in understanding some mechanistic aspects of the method. On the other hand, using the animation gave the students an advantage in understanding those aspects.  相似文献   

2.
Although researchers in higher education propose alternatives to traditional approaches to assessment, traditional methods are commonly used in college or university science courses. The purpose of this study was to explore the feasibility and validity of Prospective Science Teachers’ (PSTs) concept maps as authentic assessment tools in a student-centred approach to describe the changes in the conceptual understanding of the PSTs in general chemistry laboratory investigations. After the PSTs (n = 47) decided on important issues, such as who would assess their concept maps and what scoring strategy and criteria would be used, they practiced assessing their own and peers’ concept maps during the first five laboratory investigations. They subsequently constructed and assessed pre- and post-laboratory concept maps in a student-centred approach consisting of self, peer, and instructor assessments for the five remaining laboratory investigations. The results of the study showed using pre- and post-laboratory concept maps as authentic assessment tools in a student-centred approach was valid and reliable for describing the conceptual understanding of the PSTs in a university general chemistry laboratory course. The results of individual interviews indicated most PSTs had positive views of their assessment practices in the laboratory course. This study also provides pedagogical implications for the training of science teachers.  相似文献   

3.
This paper reports a study on concept mapping involving 14 Australian and 9 Indonesian science teachers. After a training and practice session in concept mapping, the teachers were surveyed on four scales: “Learning it”, “Teaching it”, “Useability by students”, and “Perceived benefits”. While the teachers' attitudes were generally favourable interesting differences were discerned among scales, among teachers of Biology, Chemistry, Physics and Mathematics, and between countries. Specialization: Social psychology of science learning, eco-culture and metalearning in science. Specializations: Eco-culture and metalearning in science; distance education delivery systems.  相似文献   

4.
This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented experiments, there is a good chance for a consequent development of critical thinking capabilities.  相似文献   

5.
The present study focused on investigating the effectiveness of instruction via newly developed teaching materials based on cooperative learning when compared to a traditional approach, on ninth grade students’ understanding of metallic bonding. Fifty-seven ninth grade science students from two science classes in the same high school participated in this study. The same teacher taught metallic bonding with cooperative learning to an experimental group (N = 28) and with a traditional teacher centred approach to a control group (N = 29). Students’ conceptual understanding of metallic bonding was measured using the Metallic Bonding Concept Test. The results from the Student’s t test indicated that the mean score of the students in the experimental group was significantly higher in the experimental group (78.60, SD = 8.62), than in the control group (54.33, SD = 9.11) after treatment. In the light of the results from the concept test and individual interviews, the misconceptions related to metallic bonding were found less in the experimental group than traditional. Five of these misconceptions were firstly identified in this study. The individual interviews which were done with students from experimental group immediately after the instruction showed that students had positive perceptions about their cooperative work experiences.  相似文献   

6.
This study tested a hypothesis that focused on whether or not teachers’ pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher’s PCK level as measured by the PCK rubric (Park et al. 2008) and the degree to which his/her classroom is reform-oriented as measured by RTOP (Sawada et al. 2002). Data included 33 instructional sessions of photosynthesis and heredity videotaped with 7 high school biology teachers. Each session was given a score on both the PCK rubric and RTOP by two independent raters. Results indicate that PCK score is significantly related to RTOP score in terms of both total score (r = .831, p < .01) and sub-component scores (ranging from r = .616 to .805, p < .01). Implications for science teacher education and future research are discussed.  相似文献   

7.
Developing scientifically literate students who understand the socially contextualized nature of science and technology is a national focus of science education reform. Science educators’ perceptions of risks and benefits of new technologies (such as biotechnology) may shape their instructional approaches. This study examined the perceived risk of biotechnology of four groups of science educators: pre-service science teachers, in-service science teachers, biology graduate teaching assistants, and biology professors (n = 91). Data sources included a survey instrument and card sort task designed to determine the respondents’ structure of risk perception and factors contributing to this structure. The perceptions of the four educator groups were compared and contrasted along these dimensions. Results showed that the teacher groups were similar along many aspects of risk perception, but university professors were more likely to view the more subtle “gray areas” between biotechnology risks. The results are discussed in the context of understanding teacher risk perception on science pedagogical practice as well as the role of content knowledge and teaching experience on risk perception formation.  相似文献   

8.
The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions will further determine whether students taught through PBL develop improved learning in relation to high order skills, in a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform.  相似文献   

9.
基于跨学科概念图的跨学科知识整合模型   总被引：5，自引：0，他引：5  
由于无法将跨学科知识整合的概念操作化,长期以来在心理学领域有关跨学科学习主题的深入研究非常罕见。为了识别跨学科学习的心理过程并探讨其在推进知识整合与创造过程中的心理机制,本文在扩展概念图操作定义的基础上引入了跨学科概念图的概念,分析了跨学科概念图创作的心理过程,建构了一个以跨学科概念图为媒介,旨在提高学习者的跨学科学业成就及创造力的跨学科知识整合模型,即跨学科概念图不仅能够通过内部表征的外显化提高认知图式的表征复杂性水平从而也能够通过鼓励适用创造性思维与认识方法进而提高学习者的创造力。最后,我们对该模型的研究前景与应用前景进行了展望。  相似文献   

10.
The potential of informal sources of science learning to supplement and interact with formal classroom science is receiving increasing recognition and attention in the research literature. In this study, a phenomenographic approach was used to determine changes in levels of understanding of 27 grade 7 primary school children as a result of a visit to an interactive science centre. The results showed that most students did change their levels of understanding of aspects of the concept “sound”. The study also provides information which will be of assistance to teachers on the levels of understanding displayed by students on this concept. Specializations: informal science learning, science curriculum Specializations: science education, science teacher education, conceptual change, learning environments.  相似文献   

11.
We examined how self-regulated learning (SRL) and externally-facilitated self-regulated learning (ERL) differentially affected adolescents’ learning about the circulatory system while using hypermedia. A total of 128 middle-school and high school students with little prior knowledge of the topic were randomly assigned to either the SRL or ERL condition. Learners in the SRL condition regulated their own learning, while learners in the ERL condition had access to a human tutor who facilitated their self-regulated learning. We converged product (pretest-posttest shifts in students’ mental models and declarative knowledge measures) with process (think-aloud protocols) data to examine the effectiveness of self- versus externally-facilitated regulated learning. Findings revealed that learners in the ERL condition gained statistically significantly more declarative knowledge and that a greater number of participants in this condition displayed a more advanced mental model on the posttest. Verbal protocol data indicated that learners in the ERL condition regulated their learning by activating prior knowledge, engaging in several monitoring activities, deploying several effective strategies, and engaging in adaptive help-seeking. By contrast, learners in the SRL condition used ineffective strategies and engaged in fewer monitoring activities. Based on these findings, we present design principles for adaptive hypermedia learning environments, engineered to foster students’ self-regulated learning about complex and challenging science topics.
Roger AzevedoEmail:
Roger Azevedo   is an Associate Professor in the Department of Psychology at the University of Memphis. His research interests include the role of self-regulated learning about challenging science topics with open-ended learning environments and using computers as metacognitive tools for enhancing learning. Daniel C. Moos    is an Assistant Professor in the Department of Education at Gustavus Adolphus College. His research interests include the role of prior knowledge and motivation, and self-regulated learning with computer-based learning environments. Jeffrey A. Greene    is an Assistant Professor in the School of Education at University of North Carolina, Chapel Hill. His research interests include the epistemic and ontologic cognition, quantitative methods, cognition and learning, and self-regulated learning with computer-based learning environments. Fielding I. Winters    is a doctoral student in the Department of Human Development at the University of Maryland. Her research interests include students’ learning about science with computer-based learning environments. Jennifer G. Cromley    is an Assistant Professor in the Department of Psychological Studies in Education at Temple University. Her research interests include the reading comprehension, adolescent literacy, applied educational statistics and measurement, and self-regulated learning.  相似文献   

12.
Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains an additional phonological code and an improved word selection controller relying on a phoneme-based student model. We investigated the spelling behavior of children by means of learning curves based on log-file data of the previous and the enhanced software version. First, we compared the learning progress of children with dyslexia working either with the previous software (n = 28) or the adapted version (n = 37). Second, we investigated the spelling behavior of children with dyslexia (n = 37) and matched children without dyslexia (n = 25). To gain deeper insight into which factors are relevant for acquiring spelling skills, we analyzed the influence of cognitive abilities, such as attention functions and verbal memory skills, on the learning behavior. All investigations of the learning process are based on learning curve analyses of the collected log-file data. The results evidenced that those children with dyslexia benefit significantly from the additional phonological cue and the corresponding phoneme-based student model. Actually, children with dyslexia improve their spelling skills to the same extent as children without dyslexia and were able to memorize phoneme to grapheme correspondence when given the correct support and adequate training. In addition, children with low attention functions benefit from the structured learning environment. Generally, our data showed that memory sources are supportive cognitive functions for acquiring spelling skills and for using the information cues of a multi-modal learning environment.  相似文献   

13.
This case study draws attention to Pedro’s story, a Grade 6 Latino teacher who, along with other grade 4–6 teachers, participated in a three-year professional development research project. By using data analyzed from multiple ethnographic interviews with teachers and students, and by drawing from the quantitative analyzes of concept map unit tests, we illustrate how Pedro’s significant professional growth and his students’ learning were truncated by top-down school district policies. These policies were implemented because of the punitive nature of the No Child Left Behind Act. Simply put, this case study exposes the impact of opp(reg)ressive policies on learning, that is, policies simultaneously oppressive and regressive. The critical perspective of the project, and its emphasis on assisting teachers to make their pedagogy and curriculum more culturally and socially relevant, was informed by sociotransformative constructivism (sTc). This is a theoretical framework that affords equal importance to cross-cultural education (learning about and acting on socially/culturally relevant issues) and social constructivism (learning to critically produce and consume knowledge). We hope that this case study will provide additional insights into the slow progress we continue to make in science teacher professional development and in closing the achievement gap.  相似文献   

14.
Studies have shown that physical science students' understanding of concepts, and relations between concepts, is often less than would be expected from the assessment results they achieve. Explanations for the difference include the widespread use in examinations of ‘problems’ which, given sufficient rehearsal, become little more than exercises. Many of these examinations containing exercises are also thought to encourage surface approaches to learning, leading to lower quality learning outcomes. In this study we compare students' performances in an alternative assessment method — creativity exercises — with their results in concept mapping and traditional examination exercises. Student performance in all three methods was found to correlate positively with a deep study strategy, while low correlations between the three methods suggest that they may test three different aspects of chemistry knowledge. If used together these methods may encourage a deeper approach to learning, contribute to a greater understanding of the subject and be more beneficial in helping students improve their learning and problem solving abilities.  相似文献   

15.
This study (1) explores the effectiveness of the contextualized history of science on student learning of nature of science (NOS) and genetics content knowledge (GCK), especially interrelationships among various genetics concepts, in high school biology classrooms; (2) provides an exemplar for teachers on how to utilize history of science in genetics instruction; and (3) suggests a modified concept mapping assessment tool for both NOS and GCK. A quasi-experimental control group research design was utilized with pretests, posttests, and delayed posttests, combining qualitative data and quantitative data. The experimental group was taught with historical curricular lessons, while the control group was taught with non-historical curricular lessons. The results indicated that students in the experimental group developed better understanding in targeted aspects of NOS immediately after the intervention and retained their learning 2 months after the intervention. Both groups developed similar genetics knowledge in the posttest, and revealed a slight decay in their understanding in the delayed posttest.  相似文献   

16.
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   

17.
We measured student knowledge and motivation at the beginning and end of a three-week general psychology course. Two large lecture sections (N = 215 and N = 154) were compared; one used a cooperative learning process, and one did not. Student knowledge significantly improved in both sections, but there was no additional benefit derived from using cooperative learning. Interestingly, student motivation significantly decreased in the cooperative learning section. With recognition of the study’s limitations, we conclude that cooperative learning has limited efficacy in large enrollment, compressed courses. Dawn Vreven is an Assistant Professor of Psychology at the University of Wisconsin Oshkosh. She received her Ph.D. from Brown University. Her research interests include visual perception and cognition. Susan McFadden is a Professor of Psychology at the University of Wisconsin Oshkosh. She received her Ph.D. from Drew University. She co-edits the “Teaching Tips” column for the Association for Psychological Science’s Observer and has published a number of articles on teaching and learning. This work was supported by the University of Wisconsin Oshkosh’s Scholarship of Teaching and Learning Program.  相似文献   

18.
Genetics is the cornerstone of modern biology and understanding genetics is a critical aspect of scientific literacy. Research has shown, however, that many high school graduates lack fundamental understandings in genetics necessary to make informed decisions or to participate in public debates over emerging technologies in molecular genetics. Currently, much of genetics instruction occurs at the high school level. However, recent policy reports suggest that we may need to begin introducing aspects of core concepts in earlier grades and to successively develop students’ understandings of these concepts in subsequent grades. Given the paucity of research about genetics learning at the middle school level, we know very little about what students in earlier grades are capable of reasoning about in this domain. In this paper, we discuss a research study aimed at fostering deeper understandings of molecular genetics at the middle school level. As part of the research we designed a two-week model-based inquiry unit implemented in two 7th grade classrooms (N = 135). We describe our instructional design and report results based on analysis of pre/post assessments and written artifacts of the unit. Our findings suggest that middle school students can develop: (a) a view of genes as productive instructions for proteins, (b) an understanding of the role of proteins in mediating genetic effects, and (c) can use this knowledge to reason about a novel genetic phenomena. However, there were significant differences in the learning gains in both classrooms and we provide speculative explanations of what may have caused these differences.  相似文献   

19.
In the new science and technology junior-high-school curriculum in Israel, it is recommended that the cell topic be taught “longitudinally in conjunction with other study contents”. This recommendation confers a change in teaching the cell topic and provides an opportunity to form meaningful relationships between biological phenomena at the macro-level and their cellular explanations. Here, we examine junior-high-school science and technology teachers’ pedagogical content knowledge (PCK) with regard to the cell topic and the formation of macro-micro relations, ten years following the publication of the change in the curriculum. Teachers in this study participated in three focus groups (n = 59) and one workshop (n = 12). In addition, six experienced teachers were interviewed in the course of this study. Specific tools were developed to capture the teachers’ PCK. We found that the teachers had changed their way of teaching the cell topic only superficially: they did not undergo any deep change. Despite the importance the teachers placed on teaching and learning the cell topic, their concerns about their students’ comprehension difficulties reduced the time they devoted to teaching the topic in class. The teachers were also found to have no PCK capacity to integrate biological phenomena at the macro-level with their cellular explanations. In addition, a duality was identified among the teachers with regards to relating macro- and micro-levels in biology and in chemistry.  相似文献   

20.
Students need to think and work across disciplinary boundaries in the twenty-first century. However, it is unclear what interdisciplinary thinking means and how to analyze interdisciplinary interactions in teamwork. In this paper, drawing on multiple theoretical perspectives and empirical analysis of discourse contents, we formulate a theoretical framework that helps analyze interdisciplinary reasoning and communication (IRC) processes in interdisciplinary collaboration. Specifically, we propose four interrelated IRC processes—integration, translation, transfer, and transformation, and develop a corresponding analytic framework. We apply the framework to analyze two meetings of a project that aims to develop interdisciplinary science assessment items. The results illustrate that the framework can help interpret the interdisciplinary meeting dynamics and patterns. Our coding process and results also suggest that these IRC processes can be further examined in terms of interconnected sub-processes. We also discuss the implications of using the framework in conceptualizing, practicing, and researching interdisciplinary learning and teaching in science education.  相似文献   

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