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1.
The purpose of this study was to discover if grouping students in the laboratory on the basis of their formal reasoning ability affected (1) their science content achievement, (2) their formal reasoning ability, (3) the learning environment in the laboratory, and (4) the relationships between individuals in a particular group. The laboratory groups for three physical science classes for preservice elementary teachers were arranged as follows: (1) one class with students of unequal reasoning ability grouped together, i.e., one highly developed formal reasoner per group (the heterogeneous group), (2) one class with students of similar reasoning ability grouped together (the homogeneous group), and (3) one class arranged in groups according to the desires of the class members (the student choice group). The three classes were compared using pre-and post-scores on content and formal reasoning instruments and scores for classroom environment and social relationships. Results indicated that the groupings as described had significantly different effects on science content achievement but not on any of the other questions posed above. The students in the class with laboratory teams grouped by student choice had significantly lower science content scores than the students in the classes with teams formed using either the heterogeneous or homogeneous grouping procedures. The difference between the heterogeneously and homogeneously grouped classes was not significant at the 0.05 level. 相似文献
2.
运用文献资料法、专家访谈法、调查法、数理统计法、逻辑分析法等方法,对广东省经济欠发达地区的韶关市、清远市、梅州市、湛江市的体育工作进行了调查与分析,结果表明经济欠发达地区的体育工作较经济发达地区落后,体育消费水平较低,经费投入较少,与我省提出的建设体育强省还有一定的差距.笔者从"协调发展"的角度提出了广东省经济欠发达地区体育工作的发展思路,旨在为有关部门制定相关政策提供理论参考. 相似文献
3.
The purpose of this paper is to investigate the argumentative structure of students’ arguments using argumentation schemes as an instrument for reconstructing the missing premises underlying their reasoning. Building on the recent literature in science education, in order for an explanation to be persuasive and achieve a conceptual change it needs to proceed from the interlocutor’s background knowledge to the analysis of the unknown or wrongly interpreted phenomena. Argumentation schemes represent the abstract forms of the most used and common forms of human reasoning, combining logical principles with semantic concepts. By identifying the argument structure it is possible to retrieve the missing premises and the crucial concepts and definition on which the conclusion is based. This method of analysis will be shown to provide the teacher with an instrument to improve his or her explanations by taking into consideration the students’ intuitions and deep background knowledge on a specific issue. In this fashion the teacher can advance counterarguments or propose new perspectives on the subject matter in order to persuade the students to accept new scientific concepts. 相似文献
4.
The main purpose of this study was to test the effect of instruction to improve the reasoning skills of undergraduates majoring in the field of education. The results of this investigation demonstrate the lack of proficiency in formal reasoning by undergraduate education majors in the areas of proportional, probabilistic, and correlational reasoning. However, after receiving three specifically planned interventions, students in the experimental group showed improvement in all three areas of reasoning (p ≤ 0.05). Also, it was noted that students with science and/or math in their backgrounds performed significantly (p ≤ 0.05) better in all three areas of reasoning on both pre‐ and post‐tests than did students with no science or math in their backgrounds. This study is among the first to show that background knowledge obtained from college level science and math courses correlates with better reasoning skills. Data from this study also demonstrated that interventions focusing on probability and proportionality improved the correlational reasoning skills of students. The results of this investigation indicate that deficiencies in reasoning abilities in the areas of proportionality, probability, and correlational reasoning can be successfully addressed even with limited classroom intervention. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 981–995, 2000 相似文献
5.
We present a multiple-choice test, the Montana State University Formal Reasoning Test (FORT), to assess college students' scientific reasoning ability. The test defines scientific reasoning to be equivalent to formal operational reasoning. It contains 20 questions divided evenly among five types of problems: control of variables, hypothesis testing, correlational reasoning, proportional reasoning, and probability. The test development process included the drafting and psychometric analysis of 23 instruments related to formal operational reasoning. These instruments were administered to almost 10,000 students enrolled in introductory science courses at American universities. Questions with high discrimination were identified and assembled into an instrument that was intended to measure the reasoning ability of students across the entire spectrum of abilities in college science courses. We present four types of validity evidence for the FORT. (a) The test has a one-dimensional psychometric structure consistent with its design. (b) Test scores in an introductory biology course had an empirical reliability of 0.82. (c) Student interviews confirmed responses to the FORT were accurate indications of student thinking. (d) A regression analysis of student learning in an introductory biology course showed that scores on the FORT predicted how well students learned one of the most challenging concepts in biology, natural selection. 相似文献
6.
Eleven elementary science texts commonly used in the nation's schools were examined in terms of conceptual structure and reasoning demands of the texts. Specifically, one primary level (K–3) unit was randomly selected for analysis. Concept maps were drawn and evaluated, and the propositions between concepts were examined in terms of the Piagetian mental schema needed for comprehension. Results show that (1) concept maps and therefore the conceptual structures for a unit on air and/or weather vary widely across texts; (2) all but two conceptual structures are well defined, in that a single concept or group of concepts is not isolated from the total framework; (3) the reasoning needed to comprehend the between-individual concepts is concrete, in that classificational, interactional, and direct observational reasoning are necessary; and (4) these reasoning demands are above the developmental capabilities of a large segment of primary-level children, who function in the preoperational stage. Discussion of the results focuses on the kind of science that is appropriate for primary-level youngsters. 相似文献
7.
Hanna Kim 《Journal of Science Education and Technology》2016,25(2):174-186
This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at increasing female students’ interest in science and science-related careers. This study examined the effectiveness of InSTEP on 123 female students’ pre-assessment and post-assessment changes in attitudes toward science and content knowledge of selected science concepts. An attitude survey, a science content test with multiple-choice questions, written assignments, and interviews to collect data were all used to measure students’ attitudes and content knowledge. A within-group, repeated measure design was conducted, and the results indicated that at the post-intervention level, InSTEP increased the participants’ positive attitudes toward science, science-related careers, and content knowledge of selected science concepts. 相似文献
8.
The hypothesis that an early adolescent brain growth plateau and spurt exists and that this plateau and spurt influence students' ability to reason scientifically and to learn theoretical science concepts was tested. In theory, maturation of the prefrontal lobes during early adolescence allows for improvements in students' abilities to inhibit task‐irrelevant information and coordinate task‐relevant information, which along with both physical and social experience influences scientific reasoning ability and the ability to reject scientific misconceptions and accept scientific conceptions. Two hundred ten students ages 13–16 years enrolled in four Korean secondary schools were administered tests of four prefrontal lobe activities, a test of scientific reasoning ability, and a test of air pressure concepts derived from kinetic‐molecular theory. A series of 14 lessons designed to teach the concepts were then taught. The concepts test was then readministered following instruction. As predicted, among the 13‐ and 14‐year‐olds, performance on the prefrontal lobe measures remained similar or regressed. Performance then improved considerably among the 15‐ and 16‐year‐olds. Also as expected, the measures of prefrontal lobe activity correlated highly with scientific reasoning ability. In turn, prefrontal lobe activity and scientific reasoning ability predicted concept gains and posttest performance. A principal components analysis showed that the study variables had two main components, which were interpreted as an inhibiting and a representing component. Therefore, theoretical concept acquisition was interpreted as a process involving both the inhibition of task‐irrelevant information (i.e., the rejection of intuitively derived misconceptions) and the representation of task‐relevant information (i.e, complex hypothetico‐deductive arguments and counterintuitive scientific conceptions about nonobservable entities). © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 44–62, 2000 相似文献
9.
The present study assessed the behavioral and the reasoning performances of 507 school and university students on the four logical principles of logical detachment, particular conversion, particular inversion, and particular contraposition. An adapted version of Wason's four-card problem was administered to all students in paper-and-pencil format and in group settings. Students were asked to respond to the logical questions and to justify their answers. Nine logical reasoning categories were identified. The results of behavioral and reasoning performances were compared across grade levels. Results indicated that many students who responded behaviorally correctly to the logical questions, provided incorrect reasoning justifications. The percentages of students who considered a conditional statement as hypothetical increased with age. No sex differences on the behavioral and the reasoning performances were reported. 相似文献
10.
Martin Schwichow Simon Christoph William J. Boone Hendrik Härtig 《International Journal of Science Education》2016,38(2):216-237
The so-called control-of-variables strategy (CVS) incorporates the important scientific reasoning skills of designing controlled experiments and interpreting experimental outcomes. As CVS is a prominent component of science standards appropriate assessment instruments are required to measure these scientific reasoning skills and to evaluate the impact of instruction on CVS development. A detailed review of existing CVS instruments suggests that they utilize different, and only a few of the four, critical CVS sub-skills in the item development. This study presents a new CVS assessment instrument (CVS Inventory, CVSI) and investigates the validity of student measures derived from this instrument utilizing Rasch analyses. The results indicate that the CVSI produces reliable and valid student measures with regard to CVS. Furthermore, the results show that the item difficulty depends on the CVS sub-skills utilized in item development, but not on the item content. Accordingly, previous instruments that are restricted to a few CVS sub-skills tend to over- or underestimate students’ CVS skills. In addition, these results indicate that students are able to use CVS as a domain general strategy in multiple content areas. Consequences for science instruction and assessment are discussed. 相似文献
11.
张绪山 《首都师范大学学报(社会科学版)》2009,(4)
历史学被视为"科学"学科之一而享有"历史科学"之名.历史研究中获取知识的基本手段是以证据为基础的逻辑论证,而严格意义上的"科学"获取知识的基本手段是逻辑论证和试验验证,二者缺一不可.历史研究的主要特点是:主要证据(文字记载)大多具有客观性的不完备和数量的不充分;研究者不能完全摆脱自身既定因素(个人经历、倾向性、情感等)的干预和影响;结论无法进行重复验证.这些特点使历史学区别于严格意义上的"科学"各学科.历史学和其他人文学科一样,其存在的合理性和必要性,并非仅仅取决于它含有部分科学因素(逻辑论证),更取决于它对人类生活价值的指导意义. 相似文献
12.
The National Science Education Standards emphasise teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale. Scale influences science processes and phenomena across the domains. One of the big ideas of scale is that of surface area to volume. This study explored whether or not there is a correlation between proportional reasoning ability and a student's ability to understand surface area to volume relationships. Students' knowledge of surface area to volume relationships was assessed pre and post to a one‐week instructional intervention involving investigations about surface area to volume as a limiting factor in biological and physical systems. Results showed that proportional reasoning scores of middle school students were correlated to pre‐test and post‐test assessment scores, and a paired‐sample t‐test found significant differences from pre‐test to post‐test for the surface area to volume assessment. Relationships between proportional reasoning, visualisation abilities and success in solving surface to volume problems are discussed. The implications of the results of this study for learning concepts such as magnitudes of things, limits to size, and properties of systems that change depending on volume and surface are explored. 相似文献
13.
This study was conducted in order to identify the intensity of Turkish students’ views with regard to environmental issues presented in the national curriculum and to determine how these views differ by gender, grade level, previous science achievement, socio‐economic status (SES), and school location. For this project, a 51‐item Attitude Toward Environmental Issues Scale (ATEIS) was created and utilized. In total, the scale involved 30 distinct environmental issues. These environmental issues are emphasized in the current Turkish science education curriculum. A total of 458 students in grade 4–8 classrooms completed the scale. Rasch analysis results indicated that, in general, the students felt environmental problems should be confronted in Turkey. But when students were presented with a range of survey items stating that a particular environmental issue should take precedence over economic growth, it was often very difficult for students to agree. On the other hand, when students were simply presented a range of survey issues concerning environmental problems in Turkey, it was easy for them to agree with the presence (or importance) of these environmental issues in Turkey. Subsequent analysis suggested that the set of ATEIS survey items were understood and functioned in a similar measurement manner for male and female students, as well as elementary and middle school students. Results of ANOVA analyses indicated that recent high achievement in science courses resulted in more positive attitudes toward environmental issues. T‐test analyses revealed that the older female students of this data set exhibited more support for environmental issues than did male students. Students with high family income, and those students living in urban areas, displayed more positive attitudes toward environmental issues than did students with low family income, and those living in suburban areas. 相似文献
14.
Content Evaluation of an Environmental Science Field Trip 总被引：1，自引：0，他引：1
Two important content areas associated with informal environmental science programs are ecology/natural science topics and awareness of environmental problems/issues. This study attempted to evaluate which of these content areas may provide a more optimum learning experience. A quantitative analysis was conducted on two field trips to a science center that represented an ecological oriented program and an environmental issue presentation. Two variables that were chosen as indicators of program success—knowledge retention and attitude change—are outcomes that have been found prevalent in informal, environmental science education. These programs were administered and evaluated during the 1996/1997 school year at the Paul H. Douglas Environmental Science Center at Indiana Dunes National Lakeshore. The results of this study showed significant gains in science related knowledge following both the ecology and issue oriented treatments. The data indicate that the focus of the program (ecology or issues) did not significantly alter the way students responded to the knowledge section of the evaluation instrument. Results showed little impact on students' affect toward park site or related subject matter following either presentation type. Authors recommend multiple research methods to better evaluate affect changes following an informal environmental science experience. 相似文献
15.
A sample of 100 students from junior high school physical science, high school chemistry, and introductory college chemistry were examined for understanding of five chemistry concepts. The concepts addressed were chemical change, dissolution of a solid in water, conservation of atoms, periodicity, and phase change. The amount of experience with the concepts (grade level) and reasoning ability (developmental level) were examined as possible sources of variation in student understanding. Differences in understanding with respect to grade level were found to be significant for the concepts of chemical change, dissolution of a solid, conservation of atoms, and periodicity. However, few of the students in the college chemistry sample exhibited sound understanding of chemical change, periodicity, or phase change. The use of particulate terms (atoms, ions, molecules) increased across the grade levels. Reasoning ability proved to be a significant factor for student understanding of conservation of atoms and periodicity. An examination of the number and types of misconceptions across the grade levels revealed several interesting patterns and suggested sources for the students' alternative conceptions. 相似文献
16.
Mak Se Yuen Yip Din Yan Chung Choi Man 《Journal of Science Education and Technology》1999,8(2):161-170
This paper reports a study of the alternative conceptions held by junior secondary science teachers enrolled in an in-service teacher training program. The subjects completed a written instrument which probed their understanding of biological concepts in the integrated science curriculum. The subjects, particularly the nonbiology graduates, were found to show serious misunderstanding in concepts concerning diversity of life, photosynthesis and respiration, reproduction, and detecting the environment. This finding supports the assertion that our science teachers, being graduates in specific areas, are inadequately prepared to teach a broad and balanced junior science curriculum. To strengthen the subject matter knowledge and pedagogical skills of prospective and practicing junior science teachers, a number of provisions are suggested for teacher training programs, undergraduate science courses, and school-based activities. 相似文献
17.
Explaining natural phenomena is an important goal in science teaching. A logical analysis reveals that causal explanations exhibit formal operational structures in that they consist of implication statements chained together through transitive reasoning. It was hypothesized in the present study that individuals who do not reason formally will have difficulty in learning explanations presented in instruction. To test this hypothesis, the effect of levels of operational thought on the explanations which ninth-grade (n = 26) and college (n = 40) physical science students reconstructed after instruction was investigated. Subjects in the study were classified through Piagetian tests as concrete or formal operational. Both concrete and formal subjects were successful in recalling explanations requiring the chaining of two implication statements. Formal operational subjects performed significantly better than concrete operational subjects in three of the four tests of the reconstruction of complex explanations requiring the chaining of six implication statements. In teaching complex causal explanations to students at the concrete operational level, it is suggested that teachers be prepared to furnish some external structuring which the students can rely on in logically relating the various propositions of the explanation to one another. 相似文献
18.
The purpose of this research was to examine how science content knowledge, moral reasoning ability, attitudes, and past experiences mediate the formation of moral judgments on environmental dilemmas. The study was conducted in two phases using environmental science majors and nonscience majors of college age. Phase One determined if environmental science majors exhibited higher levels of moral reasoning on nontechnical environmental social issues than on general social issues and examined the extent to which possible mediating factors accounted for differences in moral reasoning. Phase Two was qualitative in nature, the purpose of which was to observe and identify trends in conversations between subjects as to how certain mediating factors are revealed as people form moral judgments. The framework on which this study was constructed incorporates a progressive educational position; a position that views science education as being interdisciplinary, and a social means to a social end. 相似文献
19.
Assoc. Professor Lesley M. Wilkes Dr. Judith E. Batts 《Research in Science Education》1991,21(1):328-336
Since the introduction of nursing into tertiary institutions in Australia in 1975, there has been increasing interest in the
teaching of physical science to nurses. Various courses in physical science for nurse students have been developed. They vary
in length and content but there is agreement that concepts taught should be closely related to nursing applications. The choice
of relevant concepts tends to be made by individual curriculum developers. This paper reports an examination of the use of
physical science concepts and their relevance from the perspective of registered nurses practising in general ward areas.
Inherent in this study is the premise that for registered nurses to have ideas of the physical science underlying their practice
they must have constructed meaning first for these concepts. Specific chemical concepts related to solutions are discussed
in these terms.
Specializations: phenomenology, thinking, caring, euthanasia and palliative care, curriculum development for nurses.
Specializations: thinking, science curricula for nurses, isotope geochemistry, mass spectrometry. 相似文献
20.
The mechanism linking instruction in scientific topics and instruction in logical reasoning strategies is not well understood. This study assesses the role of science topic instruction combined with logical reasoning strategy instruction in teaching adolescent students about blood pressure problems. Logical reasoning instruction for this study emphasizes the controlling-variables strategy. Science topic instruction emphasizes variables affecting blood pressure. Subjects receiving logical reasoning instruction link their knowledge of blood pressure variables to their knowledge of controlling variables more effectively than those receiving science topic instruction alone—their specific responses show how they attempt to integrate their understanding. 相似文献