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High-School Chemistry Students' Performance and Gender Differences in a Computerized Molecular Modeling Learning Environment 总被引：1，自引：1，他引：0
Computerized molecular modeling (CMM) contributes to the development of visualization skills via vivid animation of three dimensional representations. Its power to illustrate and explore phenomena in chemistry teaching stems from the convenience and simplicity of building molecules of any size and color in a number of presentation styles. A new CMM-based learning environment for teaching and learning chemistry in Israeli high schools has been designed and implemented. Three tenth grade experimental classes used this discovery CMM approach, while two other classes, who studied the same topic in the customary approach, served as a control group. We investigated the effects of using molecular modeling on students' spatial ability, understanding of new concepts related to geometric and symbolic representations and students' perception of the model concept. Each variable was examined for gender differences. Students of the experimental group performed better than control group students in all three performance aspects. Experimental group students scored higher than the control group students in the achievement test on structure and bonding. Students' spatial ability improved in both groups, but students from the experimental group scored higher. For the average students in the two groups the improvement in all three spatial ability sub-tests —paper folding, card rotation, and cube comparison—was significantly higher for the experimental group. Experimental group students gained better insight into the model concept than the control group and could explain more phenomena with the aid of a variety of models. Hence, CMM helps in particular to improve the examined cognitive aspects of the average student population. In most of the achievement and spatial ability tests no significant differences between the genders were found, but in some aspects of model perception and verbal argumentation differences still exist. Experimental group females improved their model perception more than the control group females in understanding ways to create models and in the role of models as mental structures and prediction tools. Teachers' and students' feedback on the CMM learning environment was found to be positive, as it helped them understand concepts in molecular geometry and bonding. The results of this study suggest that teaching/learning of topics in chemistry that are related to three dimensional structures can be improved by using a discovery approach in a computerized learning environment. 相似文献
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Shwartz Gabriella Shav-Artza Or Dori Yehudit Judy 《Journal of Science Education and Technology》2021,30(5):692-705
Journal of Science Education and Technology - In response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in... 相似文献
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Experiential Engineering Through iGEM—An Undergraduate Summer Competition in Synthetic Biology 总被引：1，自引：1，他引：0
Rudolph Mitchell Yehudit Judy Dori Natalie H. Kuldell 《Journal of Science Education and Technology》2011,20(2):156-160
Unlike students in other engineering disciplines, undergraduates in biological engineering typically have limited opportunity
to develop design competencies, and even fewer chances to implement their designed projects. The international Genetically
Engineered Machines (iGEM) competition is a student Synthetic Biology competition that, in 2009, included 110 teams from across
Asia, Europe, Latin America, and the US. Working at their own schools over the summer, the students use a kit of biological
parts from the Registry of Standard Biological Parts, as well as new parts of their own design, to build biological systems
that operate in living cells. Two years of survey data collected from undergraduates after their iGEM experiences in 2007
and 2008 suggest that both learning and identity as a biological engineer increase as a result of iGEM. 相似文献
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Science teaching deals with abstract concepts and processes that very often cannot be seen or touched. The development of
Java, Flash, and other web-based applications allow teachers and educators to present complex animations that attractively
illustrate scientific phenomena. Our study evaluated the integration of web-based animated movies into primary schools science
curriculum. Our goal was to examine teachers’ methods for integrating animated movies and their views about the role of animations
in enhancing young students’ thinking skills. We also aimed at investigating the effect of animated movies on students’ learning
outcomes. Applying qualitative and quantitative tools, we conducted informal discussions with science teachers (N = 15) and
administered pre- and post-questionnaires to 4th (N = 641) and 5th (N = 694) grade students who were divided into control
and experimental groups. The experimental group students studied science while using animated movies and supplementary activities
at least once a week. The control group students used only textbooks and still-pictures for learning science. Findings indicated
that animated movies support the use of diverse teaching strategies and learning methods, and can promote various thinking
skills among students. Findings also indicated that animations can enhance scientific curiosity, the acquisition of scientific
language, and fostering scientific thinking. These encouraging results can be explained by the fact that the students made
use of both visual-pictorial and auditory-verbal capabilities while exploring animated movies in diverse learning styles and
teaching strategies. 相似文献
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Dori E. Goldfarb 《Journal of College Counseling》2002,5(2):142-152
Clients' expectations affect many aspects of counseling. This study examined relationships between depression, hopelessness, actual‐ideal self‐discrepancies (AISDs), and clients' expectations about counseling among 80 college students. Less hopeless participants expected more improvement from and more commitment to counseling. No significant relationships were found between depression or AISDs and expectations among the original sample. Among graduate students, AISDs related to counselor nurturance expectations. Implications for college counselors are discussed. 相似文献
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Dori Grinenko Baker 《Religious education (Chicago, Ill.)》2019,114(3):342-348
AbstractThis paper uses the REA 2018 Presidential Address as a case study for noticing the benefits of adopting better norms for facilitating across diversities of race, gender, class, sexual orientation, and people groups. It offers four facilitation norms and explains how their use can help create a container in which participants are more likely to notice the re-centering of privilege as it is happening and take action to create more hospitable and equitable spaces before doing harm. It also problematizes two norms of academia – anonymous evaluation and abiding by implicit hierarchy – as barriers to creating more equitable and collegial spaces. 相似文献
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Y. J. Dori A. Zohar D. Fischer-Shachor J. Kohan-Mass M. Carmi 《International Journal of Science Education》2018,40(6):595-620
This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through affirmative action (AA). To assess these young students’ scientific thinking skills, also referred to as science practices, open-ended questions of case-based questionnaires were developed. The investigated scientific thinking skills were question posing, explanation, graphing, inquiry, and metacognition. Analysis of the students’ responses revealed that gifted girls who entered the programmes through AA performed at the same level as the other gifted students. We found significant differences between the three research groups in question posing and graphing skills. We suggest increasing gender-fairness by revising the standard national testing system to include case-based narratives followed by open-ended questions that assess gifted students’ scientific thinking skills. This may diminish the gender inequity expressed by the different number of girls and boys accepted to the gifted programmes. We show that open-ended tools for analysing students’ scientific thinking might better serve both research and practice by identifying gifted girls and boys equally well. 相似文献
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