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1.
There has been extensive research on children’s understanding of evaporation, but representational issues entailed in this understanding have not been investigated in depth. This study explored three students’ engagement with science concepts relating to evaporation through various representational modes, such as diagrams, verbal accounts, gestures, and captioned drawings. This engagement entailed students (a) clarifying their thinking through exploring representational resources; (b) developing understanding of what these representations signify; and (c) learning how to construct representational aspects of scientific explanation. The study involved a sequence of classroom lessons on evaporation and structured interviews with nine children, and found that a focus on representational challenges provided fresh insights into the conceptual task involved in learning science. The findings suggest that teacher‐mediated negotiation of representational issues as students construct different modal accounts can support enriched learning by enabling both (a) richer conceptual understanding by students; and (b) enhanced teacher insights into students’ thinking.  相似文献   

2.
Components of Conceptual Ecologies   总被引：1，自引：0，他引：1  
The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science. This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments, and their examinations and answers in class. The analysis presented will here include only those components that were represented in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments, metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual ecologies through its definition of the categories and themes associated with those components. In examining across the range of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual ecologies.  相似文献   

3.
New representational technologies, such as virtual microscopy, create new affordances for medical education. In the article, a study on the following two issues is reported: (a) How does collaborative use of virtual microscopy shape students’ engagement with and learning from virtual slides of tissue specimen? (b) How do visual and conceptual cues scaffold students’ reasoning? Fifteen pairs of medical students participated in two sessions in which the students used a virtual microscope as a diagnostic tool in the context of learning pathology. The slides provided the students with varying levels of visual and conceptual cueing. The sessions were videotaped, and the students’ reasoning while using the microscope was analysed. The students’ written answers were analysed in terms of the findings they made and the diagnoses suggested. At a general level, the results show that students engage actively in this kind of virtually-mediated environment. The visual and/or conceptual cues improve students’ performance, and guide the students’ perception and reasoning in a manner that is productive from the point of view of learning to make clinically relevant observations. Scaffolding students’ reasoning process through cues furthermore assists the students in avoiding the most obvious pitfalls such as overlooking critical areas of a specimen. Overall, visual and conceptual cues improve students’ reasoning in perceptual and cognitive terms, while still allowing space for the making of “relevant mistakes” that may further the students’ diagnostic skills.  相似文献   

4.
A large body of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts, yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning. Recent work in cognitive science has challenged this purely conceptual view of learning, emphasising the role of language, and the importance of personal and contextual aspects of understanding science. The research described in this paper is designed around the notion that learning involves the recognition and development of students’ representational resources. In particular, we argue that conceptual difficulties with the concept of force are fundamentally representational in nature. This paper describes a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching, and in providing insight into student learning. Classroom sequences involving three teachers were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted with teachers and students. The paper reports on the nature of the pedagogies developed as part of this representational focus, its effectiveness in supporting student learning, and on the pedagogical and epistemological challenges negotiated by teachers in implementing this approach.  相似文献   

5.
In the learning sciences, students’ understanding of scientific concepts has often been approached in terms of conceptual change. These studies are grounded in a cognitive or a socio-cognitive approach to students’ understanding and imply a focus on the individuals’ mental representations of scientific concepts and ideas. We approach students’ conceptual change from a socio-cultural perspective as they make new meaning in genetics. Adhering to a socio-cultural perspective, we emphasize the discursive and interactional aspects of human learning and understanding. This perspective implies that the focus is on students’ meaning making processes in collaborative learning activities. In the study, we conduct an analysis of a group of students’ who interact while working to solve problems in genetics. In our analyses we emphasize four analytical aspects of the students’ meaning making: (a) the students’ use of resources in problematizing, (b) teacher interventions, (c) changes in interactional accomplishments, and (d) the institutional aspect of meaning making. Our findings suggest that students’ meaning making surrounding genetics concepts relates not only to an epistemic concern but also to an interactional and an institutional concern.
Anniken FurbergEmail:
Anniken Furberg   is a PhD student in education at InterMedia, the University of Oslo. After earning a master’s degree in education at the University of Oslo (1998) she spent four years working as a researcher at Telenor R&I. She still has her position in Telenor R&I but performs her PhD work on a daily basis at InterMedia, the University of Oslo. Her research interests include the socio-cultural approach to collaborative learning, socio-scientific issues, computer-supported learning, and analyses of students’ and teachers’ classroom talk. Hans Christian Arnseth   is an associate professor/research director at the Network for IT-Research and Competence in Education, University of Oslo. In 2004 he earned his PhD in education at the University of Oslo. He currently works with initializing and coordinating national and international research programs related to ICT in education. His research explores computer-supported collaborative learning, computer gaming and learning, and analyses of students’ classroom interaction.  相似文献   

6.
This study investigated the students’ learning process of the concept of concentration at the elementary school level in Taiwan. The influence of different representational types on the process of proportional reasoning was also explored. The participants included nineteen third-grade and eighteen fifth-grade students. Eye-tracking technology was used in conducting the experiment. The materials were adapted from Noelting’s (1980a) “orange juice test” experiment. All problems on concentration included three stages (the intuitive, the concrete operational, and the formal operational), and each problem was displayed in iconic and symbolic representations. The data were collected through eye-tracking technology and post-test interviews. The results showed that the representational types influenced students’ solving of concentration problems. Furthermore, the data on eye movement indicated that students used different strategies or rules to solve concentration problems at the different stages of the problems with different representational types. This study is intended to contribute to the understanding of elementary school students’ problem-solving strategies and the usability of eye-tracking technology in related studies.  相似文献   

7.
Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the two different learning situations.  相似文献   

8.
Computer-based learning environments (CBLEs) present important opportunities for fostering learning; however, studies have shown that students have difficulty when learning with these environments. Research has identified that students’ self-regulatory learning (SRL) processes may mediate the hypothesized positive relations between CBLEs and academic performance. In this review, we identified 33 empirical studies of SRL and CBLEs. We address three research questions: (1) How do learner and task characteristics relate to students’ SRL with CBLEs? (2) Can various learning supports or conditions enhance the quality of students’ SRL as they learn with CBLEs? (3) What conceptual, theoretical, and methodological issues exist for this growing area of research? We found evidence that specific SRL processes are more often associated with academic success than others and that SRL skills can be supported. We also identified a number of issues that researchers should aim to address in future investigations, including a more comprehensive measurement of facets of SRL and the quality of SRL processes, the seeming disconnect between SRL processes and learning outcomes, and the distinction between self- and other-regulation. Electronic supplementary material  The online version of this article (doi:) contains supplementary material, which is available to authorized users.  相似文献   

9.
Most studies indicate primary students’ attitudes towards and interest in science decline as they progress into the secondary years. Longitudinal qualitative research exploring this phenomenon is rare as is research which focuses on the students’ voice as they cross the interface. In this study multiple qualitative data sources, supported by a ‘science interest’ composite scale, followed 20 students over 2 years. In contrast to baseline data on their peers these students, in general, maintained their interest in science. Apart from identifying the teacher’s pedagogical approach and classroom environment as two key issues in understanding these students’ journeys, the importance of listening to and heeding the students’ voice may be an even more critical concern in addressing the decline in students’ attitudes and interest in science.  相似文献   

10.
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11.
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects.  相似文献   

12.
This study investigated the effects of problem-based learning on students’ beliefs about physics and physics learning and conceptual understanding of Newtonian mechanics. The study further examines the relationship between students’ beliefs about physics and their conceptual understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55, traditional = 69) enrolled in a calculus-based introductory physics class. Students’ beliefs about physics and physics learning and their physics conceptual understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS) and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and conceptual understanding were performed. The PBL group showed significantly higher conceptual learning gains in FCI than the traditional group. PBL approach showed no influence on students’ beliefs about physics; both groups displayed similar beliefs. A significant positive correlation was found between beliefs and conceptual understanding. Students with more expert-like beliefs at the beginning of the semester were more likely to obtain higher conceptual understanding scores at the end of the semester. Suggestions are presented regarding the implementation of the PBL approach.  相似文献   

13.
This study reports teachers’ learning through action research on students’ conceptual understanding. The study examined (a) the teachers’ views about science teaching and learning, (b) the teachers’ learning about their teaching practices and (c) the conditions that supported the teachers’ learning through action research. A total of 14 elementary in-service teachers’ course discussion, self-video reflection, action research reports, and learning reflection were analyzed. Findings revealed that (a) the teachers in this study commonly espoused the importance of probing and utilizing students’ preconceptions in science teaching, but they demonstrated various levels of epistemological understanding of student learning and teaching, (b) the teachers experienced the action research as a means to evaluate science teaching methods and changing their teaching practices, and (c) the teachers identified sharing goals, problems, and solutions as an essential supporting condition for their learning through action research. Implications for professional development and further research are discussed.  相似文献   

14.
Within the framework of MIT’s course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes an innovative project entitled: Studio 1.00 that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different instructional strategies, comparing traditional teaching with two models of the studio format. Students’ learning outcomes, specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students’ learning outcomes in Java programming. Comparing to the traditional courses, more students in the studio courses received “A” as their final grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide future versions of the course.  相似文献   

15.
This article attempts to describe students’ process of learning physics using the notion of experiencing variation as the basic mechanism for learning, and thus explores what variation, with respect to a particular object of learning, that students experience in their process of constituting understanding. Theoretically, the analysis relies on analytic tools from the phenomenographic research tradition, and the recent group of studies colloquially known as the variation theory of learning, having the notion of experiencing variation as a key for learning at its core. Empirically, the study relies on video and audio recordings of seven pairs of students interacting in a computer-simulation learning environment featuring Bohr’s model of the atom. The data was analysed on a micro-level for the emergence of student-recognised variation, depicted in terms of ‘threads of learning’. This was done by linking variation around aspects of the object of learning present in the situation, and attended to by the students, to new ways of seeing—characterised as an expanding anatomy of awareness, and hence as learning. The students’ threads of learning are characterised in terms of two stages of learning progress: (1) discerning variation, and (2) constituting meaning from this experience of variation (experienced as holistically relevant in the students’ conceptual domain of physics and the Bohr model). Two groups of threads of learning were identified: one where the variation experienced by students was within an aspect of the object of learning, and one where variation was across several aspects.  相似文献   

16.
There are many studies on the role of images in understanding the concept of limit. However, relatively few studies have been conducted on how students’ understanding of the rigorous definition of limit is influenced by the images of limit that the students have constructed through their previous learning. This study explored how calculus students’ images of the limit of a sequence influence their understanding of definitions of the limit of a sequence. In a series of task-based interviews, students evaluated the propriety of statements describing the convergence of sequences through a specially designed hands-on activity, called the ɛ–strip activity. This paper illustrates how these students’ understanding of definitions of the limit of a sequence was influenced by their images of limits as asymptotes, cluster points, or true limit points. The implications of this study for teaching and learning the concept of limit, as well as on research in mathematics education, are also discussed.  相似文献   

17.
In order to develop successful teaching approaches to transformations of matter, we need to know more about how young students develop an understanding of these processes. In this longitudinal study, we followed 25 students from 7 to 13 years of age in their reasoning about transformations of matter. The questions addressed included how the students’ understanding of transformations of matter changed and how we can make sense of individual learning pathways. In interviews performed once or twice every year the students described and explained three situations: fading leaves left on the ground, a burning candle, and a glass of water covered with a glass plate on which some mist had formed. When analysing the interviews, we found a common pathway of how the students’ ideas changed over the years in each one of the situations. When analysing individual student’s interviews with Ausubel’s assimilation theory we could discern subordinate, superordinate and combinatorial learning. How these findings can contribute to an improvement of teaching about transformations of matter is discussed.  相似文献   

18.
《Instructional Science》2012,40(5):745-754
Medical students often have initial understanding concerning medical domains, such as the central cardiovascular system (CCVS), when they enter the study programme. These notions may to some extent be in conflict with scientific understanding, which can be seen as a challenge for medical teaching. Hence, the purpose of this study was to analyse what kind of initial mental models students have about the CCVS and how these models change after a course. Further, we were interested in how medical students evaluate the role of problem-based learning (PBL)-enriched conventional instruction in their learning of the CCVS. Pre- and posttests consisting of a drawing task were conducted with 60 Finnish medical students. Additionally, problem-based learning and course evaluation questionnaires were administered. Results show that one-third of the students had misconceptions such as single-loop concepts in understanding the CCVS before the course. Although the instruction seems to support conceptual change, 10 % of the students did not reach a scientific model. In their evaluations of the learning environment, the students appreciated working in small groups in addition to lectures. Sixty-five percent of the students considered PBL an effective learning method, whereas the rest of the students found it ineffective. In sum, although most of the first-year medical students reached an adequate representation of the central cardiovascular system, too many seem to have resistant misconceptions. Hence, in developing learning environments that support students’ conceptual change in the medical domain, students’ prior knowledge and perceptions of learning environments need to be taken into account.  相似文献   

19.
The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum with those in a conventional primary science teacher preparation program with regard to success in learning about gases and developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed learning, cooperative learning and critical thinking.  相似文献   

20.
Findings are presented from a study of undergraduate students’ experiences of understanding in first-year engineering. At the end of their first year of study 86 Swedish students of electrical engineering and computer science were asked to reflect in writing on their experiences of studying and learning. Fifteen of them also took part in interviews which explored in some detail their experiences of understanding in relation to perceived constraints of the teaching-learning environment. The analyses of the students’ written accounts and the interview data focused on the students’ experiences of studying and of understanding in relation to course work in engineering. The majority of the students reported problematic first-year experiences and testified to a sensation of ‘falling out of phase’ with their studies. This sensation was frequently coupled with a lag in coming to understand course material, which may be characterised in terms of delayed understanding. The notion of delayed understanding is discussed in relation to ideas about students’ perceptions of the learning environment and the impact that those perceptions might have on students’ opportunities to reflect on learning material and develop a solid understanding of course material in engineering education. In conclusion, it is suggested that the the notion of delayed understanding captures the complications of a study situation in which a perceived lack of time to reflect on learning material obstructs students’ understanding of course material in engineering, and also points up a more general aspect of learning observing that time to reflect on previous experiences is an essential component of the process of coming to understand learning material in a particular educational setting.  相似文献   

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