The Particular Aspects of Science Museum Exhibits That Encourage Students’ Engagement     

Neta Shaby  Orit Ben-Zvi Assaraf  Tali Tal 《Journal of Science Education and Technology》2017,26(3):253-268

This research explores learning in science museums through the most common activity in a science museum—interaction with exhibits. The goal of this study was to characterize the learning behaviors exhibited by students as they engage with interactive exhibits in order to draw insight regarding the design of the exhibits. In order to do so, we used a qualitative method of observation as well as the Visitor Engagement Framework (VEF) model, a visitor-based framework for assessing visitors’ learning experiences with exhibits in a science center setting. The combined method produced a framework of nine learning behaviors exhibited during the visitors’ interaction with the exhibits, grouped into three categories that reflect increasing levels of engagement and depth of the learning experience. Our research participants consisted of a total 1800 students aged 10–12 (4th, 5th, and 6th graders) who came to the museum with their class for a day visit. We observed nine exhibits, each visited by 200 students. Our observations revealed several design elements that contribute to engagement with exhibits in science museums. For example, exhibits that have familiar activation encourage visitors’ interaction, exhibits that facilitate social interaction are more likely to increase engagement, and the highest levels of engagement can be found in exhibits that support large groups.  相似文献   

Structures of argumentative discourse: Effects of type of referential space     

Danièle Coquin-Viennot  Pierre Coirier 《European Journal of Psychology of Education - EJPE》1992,7(3):219-229

Written argumentative texts were collected from 7 to 14 year-old-children in two situations: one in which a scientific-like issue was to be debated (formal discourse: FD) and one in which an opinion was to be defended (natural discourse: ND). The structure of the supporting arguments advanced in the individual protocols were analyzed. Various structural indices were defined and calculated for each protocol, and then input into a factorial correspondence analysis. In both the FD and ND conditions, the main factorial axis opposes long protocols to short ones. This finding held true even though the other indices were weighted to compensate for protocol length. The length variable thus appears to be a discourse characteristic as such. Furthermore, long FD protocols were associated with embedded structures and a substantial amount of rewording. Long ND protocols had a low degree of embedding, and contained many accumulated arguments and thematic breaks. The second axis opposes sequential chaining of arguments to argument coordination in FD. In ND, it opposes the absence of structure and many rewordings to a variety of more or less highly organized structures, but without sequential chaining. These analyses revealed some interesting differences between formal and natural discourse: the key role played by sequential chaining in FD versus the insignificance of this type of structure in ND, and the important but different role of rewording in FD and ND. Protocol length was found to be strongly linked to subject age: older subjects have more arguments at their disposal. But in addition to acquiring the ability to write longer texts, older children are able to use different structures for argumentation, depending on the type of referential space involved.  相似文献   

Non-science oriented students and the second law of thermodynamics     

Ruth Ben-Zvi 《International Journal of Science Education》2013,35(12):1251-1267

The present article describes the development, implementation and evaluation of a module: ‘Energy and the Human Being’, within the framework of a programme aimed at non-science oriented students in senior high schools in Israel. The objectives of this programme are to enable students to gain a broad outlook of scientific concepts and to make science seem relevant, both to each student personally and to society in general. The module tries to clarify some issues concerning abundant feelings about energy. Both children and adults confuse the notion of the quality of energy with that of the amount of energy. Thus they feel that energy is not an entity that is conserved because one has to pay for its use. The programme is built around two main ideas: (1) Energy can be converted from one form to another but each transformation is accompanied by some of it being converted to heat and thus the ability to perform work decreases. (2) Work is performed when a spontaneous process is coupled with a non-spontaneous process, thus causing it to happen. The programme was implemented and the results of the evaluation seem to indicate that it improved students' attitudes towards science in general and towards school science in particular. The results also show that a substantial proportion of the students understood the main scientificideas presented to them.  相似文献   

European public service television and the cultural‐educational logic: A comparative analysis of children's and youth programming     

Daniël Biltereyst 《亚洲交流杂志》2013,23(2):86-104

One of the most recurrent themes in studies on European television trends, is that the policies of liberalization and deregulation have caused the industry to follow a more market‐oriented or crass commercial logic. New technologies and policies have led to an explosion in the number of commercial channels; new financial, organizational and programming strategies; increasing pressure from advertising and multinationals; and a decreasing role of the state in production and distribution.

This paper looks at how such pressures have affected the policies of European public service broadcasters (PSBs), by concentrating on their traditional commitment to education in an analysis of children's and youth programmes as an index of this change.  相似文献   

Cultural differences and students’ spontaneous models of the water cycle: a case study of Jewish and Bedouin children in Israel     

Orit Ben-Zvi Assaraf  Haim Eshach  Nir Orion  Yousif Alamour 《Cultural Studies of Science Education》2012,7(2):451-477

The present research aims at pinpointing differences in spontaneous and non-spontaneous mental models of water cycle conceptions of two 4th grade student groups: the Jewish residents of a small provincial town and a group of students from an indigenous Bedouin community. Students’ conceptions were elicited using the Repertory Grid technique as well by being asked to draw “what happens to water in nature?” In later interviews, in addition to answering specially designed open-ended interview questions, the students were also requested to elaborate on their drawings and responses to the Repertory Grid technique. The Bedouin students were found to have richer mental models of water cycle phenomena; their models included more components of the water cycle and were more authentic and connected to other natural phenomena. On the other hand, Bedouin students also employed theological explanations to make sense of water cycle phenomena. These findings, as well as methodological issues relating to spontaneous and non-spontaneous models elicitation are discussed and implications for instruction are offered.  相似文献   

Characterization and provenance of seventeenth- and eighteenth-century Okinawan ceramics using X-ray based analysis     

Anya Dani  Jennifer Mass  Taro Kuranari 《文物保护研究》2014,59(5):S207-S208

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A Factor-Analytic investigation of Meyer's test of interests     

A. Hofstein  R. Ben-Zvi  D. Samuel  R. F. Kempa 《科学教学研究杂志》1977,14(1):63-68

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Early number and arithmetic performance of Ecuadorian 4-5-year-olds     

Gina Bojorque  Joke Torbeyns  Jheni Moscoso  Daniël Van Nijlen  Lieven Verschaffel 《Educational studies》2015,41(5):565-586

This study aimed at (a) constructing a reliable and valid test to assess Ecuadorian 4–5-year olds’ number and arithmetic skills; (b) providing empirical data on Ecuadorian 4–5-year olds’ number and arithmetic skills; and (c) confronting these children’s actual performances with the performances expected by national experts in this domain. We administered the Test of Early Number and Arithmetic (TENA), developed on the basis of the Ecuadorian mathematics standards to 86 Preschoolers and 127 Kindergartners and asked 10 experts to evaluate TENA’s validity and predict children’s performances on it. Results supported the overall reliability and validity of the TENA. Furthermore, we observed differences in number and arithmetic competencies between and within Preschoolers and Kindergartners, but not between boys and girls. Finally, experts overestimated children’s performances on the test. The scientific and practical implications of these results are discussed.  相似文献   

Students negotiating and designing their collaborative learning norms: a group developmental perspective in learning communities     

Yotam Hod  Dani Ben-Zvi 《Interactive Learning Environments》2015,23(5):578-594

This research shows how participants in classroom learning communities (LCs) come to take responsibility over designing their collaborative learning norms. Taking a micro-developmental perspective within a graduate-level course, we examined fine-grained changes in group discourse during a period of rapid change where this responsibility taking occurs, which we frame as the transition between the storming and norming stages of group development. Our findings indicate that this transition was based upon three sub-stages that included (a) recognition of a group crisis; (b) acceptance of responsibility; and (c) increased meaningfulness of norms. As an outcome of this transition, LC members took responsibility over negotiating and designing their collaborative norms as authority moved from moderators to students. We discuss the theoretical and practical contributions of this research on group development and LCs, as well as limitations and next steps for research.  相似文献   

Student Perceptions of Industrial Chemistry Classroom Learning Environments     

Hofstein  Avi  Kesner  Miri  Ben-Zvi  Ruth 《Learning Environments Research》1999,2(3):291-306

This article describes a study conducted in Israel which focused on how learning industrial chemistry case studies affects students' perceptions of their classroom learning environment and their interest in chemistry studies. The goal of the study was to determine the effects of industrial case studies on students' perceptions of chemistry in general, and industrial chemistry in particular. Information on students' perceptions was gathered from a learning environment inventory specifically developed for this study. It was observed that industrial chemistry case studies helped in providing students with a relevant picture of chemistry in general and their chemistry studies in particular. It was also found that teachers who had attended an intensive training workshop were the most successful in presenting the relevance of chemistry in the case studies. These teachers also were more successful in raising students' awareness of the social implications of chemistry studies. Furthermore, their students had a better awareness of the contribution made by chemistry studies to their preparation as future citizens and for a possible career in chemistry. These findings have important implications for any decisions about whether to make industrial chemistry case studies obligatory for students who major in chemistry. There are further implications regarding the content and learning strategies to be used for the professional development of science teachers in general and chemistry teachers in particular. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献