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Arguing for the need for a scientific research study (i.e. writing an introduction to a research paper) poses significant challenges for students. When faced with these challenges, students often generate overly safe replications (i.e. fail to find and include opposition to their hypothesis) or in contrast include no strong support for their hypothesis (i.e. relevant, valid evidence). How can we support novice scientists in generating and defending high quality hypotheses? A long history of research supports the affordances provided by structured representations of complex information. More recently, argument diagramming has gained traction in instruction for philosophy, social studies, and law. However, its effectiveness for supporting students in science is relatively untested. The purpose of the current study was to test the effectiveness of a simple argument diagram optimized for supporting students’ research writing in psychology. Two groups of undergraduate students in research methods lab courses were randomly assigned to diagramming support or no support. In the research papers, those given diagramming support were more likely to argue for an appropriately ‘risky’ hypothesis and wrote more about the relevance and validity of cited studies. Some of these gains show signs of transfer to a second paper written later in the course that did not require use of the diagramming tool. 相似文献
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Research in Science Education - While some students will pursue careers in science, all will engage with multimodal science-based texts. The effective use of language skills is essential to support... 相似文献
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Wayne Melville Xavier Fazio Anthony Bartley Doug Jones 《Journal of Science Teacher Education》2008,19(5):477-494
In this article, we investigate the relationship between preservice teachers’ inquiry experience and their capacity to reflect
on the challenges involved in implementing inquiry into classrooms. For data, we draw on the personal narratives of preservice
science teachers enrolled in science instruction courses. Preservice teachers with extensive inquiry experiences perceive
implementation challenges principally in terms of teaching and student learning. This contrasts with the perceptions of preservice
teachers with limited inquiry experience for whom the main concerns relate to the negative perceptions of others, time, the
curriculum, and materials. By identifying these perceptions, it may be possible to develop courses that assist limited and
moderate-experience preservice teachers’ move toward the perceptions of their more inquiry experienced colleagues. 相似文献
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The purpose of this study was to explore environmental education (EE) practices within elementary and secondary schools. Using complementary mixed-methods (survey and focus groups), we detail these practices in schools (n?=?58) within one school district. Our findings are categorized according to classroom teaching conditions affecting EE, and whole-school perspectives of the supports and resources for EE in these schools. Our analyses reveal that while typical normative teaching and cultural constraints of schools are still evident (e.g. curriculum standards, school-level organization), there are identifiable practices involving administrators and teachers negotiating these challenges due to their personal commitment to schools and the environment. In particular was a provincial environmental certification program called Ecoschools supporting environmental educators’ initiatives at their respective schools. We conclude with a discussion of recommendations based on an interpretation of our findings in relation to the school reform literature on how to enhance EE in schools and propose future research opportunities. 相似文献
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Wayne Melville Anthony Bartley Xavier Fazio 《International Journal of Science and Mathematics Education》2013,11(5):1255-1273
This article considers the impact of scaffolding on pre-service science teachers’ constitution of identities as teachers of inquiry. This scaffolding has consisted of 2 major components, a unit on current electricity which encompasses the inquiry continuum and an open inquiry which is situated in context of classroom practice. Our analysis indicates 2 major themes. The first is the importance of scaffolding inquiry as a strategy for engaging in the discourses, experiences, and emotions that are foundational to the constitution of identity from the post-structural perspective. The second theme is that the opportunity to conduct an open inquiry, while concurrently considering its pedagogical implications, provides our pre-service teachers with an appreciation of the value of inquiry. 相似文献
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The goal of the study was to examine conversations about living together between cohabiting partners. Survey responses of 103 non-engaged cohabiting couples (206 individuals) were assessed using theme analysis procedures. Results show that 84% of the sample did have a conversation about the transition prior to moving in together. The conversations ranged from relational and logistical issues to justifications for why cohabitation was the right choice. The theme analysis also revealed that for some couples, the decision to cohabit was dependent on having a conversation, while for others the conversation seemed to occur after the decision had been made. 相似文献
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We present a study exploring the connection between social networks and collaborative process. We focus on exploring academics' network position and its effect on their collaborative networks. In this paper, we discuss two types of networks of collaboration—(i) citation; and, (ii) co authorship. We explore the effects of social networks on these two types of collaborative process. By defining network position in this way, we develop a social network that uses the academics as nodes within the network instead of each published paper. We obtained the collaboration data through archival records (i.e. Web of Science) and examined the interactions among different actors from the archival records for determining the existence and strength of relations between actors. 相似文献
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Research in Science Education - Set in the context of modeling-based learning (MBL), this research investigated the potential of epistemic frames as a theoretical and analytical framework for... 相似文献