Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks     

Michael R. Abraham  Eileen Bross Grzybowski  John W. Renner  Edmund A. Marek 《科学教学研究杂志》1992,29(2):105-120

The research reported in this study was designed to answer three questions: (a) What misconceptions do eighth grade students have concerning the chemistry concepts from their textbooks. (b) How is reasoning ability related to misconceptions concerning chemistry concepts. (c) How effective are textbooks in teaching an understanding of chemistry concepts? Five chemistry concepts were used in the study: chemical change, dissolution, conservation of atoms, periodicity, and phase change. Problems concerning the five concepts were given to 247 eighth-grade students in order to assess the students' degree of understanding of chemistry concepts and to identify specific misconceptions. Two pencil-and-paper Piaget-type tasks were used to assess intellectual level. A comparison of intellectual level and scores on the chemistry concepts showed moderate correlations. However, the small number of formal operational students in the sample makes these results inconclusive. A study of the level of understanding of the five chemistry concepts and the nature of the misconceptions held by students indicate a general failure of textbooks to teach a reasonable understanding of chemistry concepts.  相似文献   

Fostering Creativity in Young Adults: Some Findings on the Structure and Dynamics of Creativity     

Iva Pýchová 《High Ability Studies》1996,7(1):55-63

Following current theories of creativity, a special syllabus and teaching materials were designed for a ten month study of Business College 4th year undergraduates (n = 16). Entry and outcome creativity were measured before and after the training, using Urban and Jellen's TCT‐DP, and these scores were compared with those of a control group (n= 11). The students' IQs were measured with Raven's Standard Progressive Matrices, and their attitudes were measured with structured interviews. Results from the experimental group indicated an increase in creativity. Moreover, the development of individual components of creative thinking, as measured during the course of the experiment, provided an interesting insight into the structure and dynamics of creativity. Some components seem more variable and subject to extrinsic influences (e.g., emotional appraisal, viewing a problem in perspective), others appear to be more independent, while still others can be regarded as permanent cognitive strategies of creative individuals. IQ was not correlated with creativity.  相似文献   

A cross-age study of student understanding of the concept of diffusion     

Susan L. Westbrook  Edmund A. Marek 《科学教学研究杂志》1991,28(8):649-660

This study examined 7th-grade life science students, 10th-grade biology students, and college zoology students for understanding of the concept of diffusion. Responses from 100 students from each grade level were randomly selected for data analysis. Each student responded to a test packet consisting of a biographical questionnaire, two Piagetian-like developmental tasks, and a Concept Evaluation Statement (CES). The CESs were used to measure the students' understandings of the concept of diffusion. None of the 300 students across the three grade levels exhibited complete understanding of the diffusion concept. There was no appreciable difference among the grade levels in sound or partial understanding, misconceptions, or “no understanding.” An analysis of the misconceptions exhibited by the college sample showed that many of the misconceptions could be traced to a misapplication of scientific terminology.  相似文献   

Restorative Justice Scripts in Ursula K. Le Guin’s <Emphasis Type="Italic">Voices</Emphasis>     

Marek C. Oziewicz 《Children‘s Literature in Education》2011,42(1):33-43

  相似文献   

Hirsch-type approach to the 2nd generation citations     

Marek Kosmulski 《Journal of Informetrics》2010,4(3):257-264

Scientific papers are usually assessed by a number of direct citations. The number of citations received by direct citations (2nd generation citations) has been considered as an alternative criterion of evaluation. Such an approach overrates the papers, which received citation(s) in one or in a few very highly cited papers. Hirsch-type approach to the 2nd generation citations suggested by Schubert was used to combine the impact and quantity of 1st generation citations into one number.  相似文献   

Prediction in economics     

Marek Hudik 《Metascience》2017,26(1):71-74

  相似文献   

Research report     

Ann Cavallo  Jack C. McNeely  Edmund A. Marek 《International Journal of Science Education》2013,35(5):583-603

We examined ninth-grade students' explanations of chemical reactions using two forms of an open-ended essay question during a learning cycle. One form provided students with key terms to be used as 'anchors' upon which to base their essay, whereas the second form did not. The essays were administered at three points: pre-learning cycle, post-concept application, and after additional concept application activities. Students' explanations were qualitatively examined and grouped according to common patterns representing their understandings or misunderstandings. Findings indicated that more misunderstandings were elicited by the use of key terms as compared to the non-use of key terms in the pre-test. Misunderstandings in the key term essay responses generally involved the misuse of these terms and their association with the concept. Findings also indicated significant positive shifts in students' understanding over the learning cycle. No perceptible increase in understanding occurred after additional application activities. Differences in gender were observed, with females showing equal or greater understanding compared to males, contradicting reports that males typically outperform females in the physical sciences and supporting the need to reconstruct assessment techniques to better reveal the conceptual understandings of all students.  相似文献   

Successful papers: A new idea in evaluation of scientific output     

Marek Kosmulski 《Journal of Informetrics》2011,5(3):481-485

A paper which has received more citations than the number of references in that paper is called a successful paper (SP). The assessment based on the number of SP produces comparable scores for scientists working in different disciplines of science, and in different countries.  相似文献   

Researching private supplementary tutoring: methodological lessons from diverse cultures     

Vít Šťastný 《Asia Pacific Journal of Education》2017,37(3):420-422

  相似文献   

De-privatization in higher education: a conceptual approach     

Marek Kwiek 《Higher Education》2017,74(2):259-281

This paper seeks to conceptualize the processes of de-privatization in higher education. Trends of de-privatization (and contraction in enrolments) are highly interesting because they go against global trends of privatization (and educational expansion). De-privatization means a decreasing role for the private component in the changing public–private dynamics. The paper studies its two dimensions (funding and provision) and distinguishes between seven potential empirical organizational/geographical levels of analysis. Empirically, the paper draws from data from Central Europe. The traditional dichotomous pairing of the public and the private is shown to still be useful in specific empirical contexts, despite it becoming blurred globally. Major approaches to privatization in higher education over the last two decades are rethought and redirected toward de-privatization. An empirically informed notion of de-privatization is being developed and its usefulness is briefly tested.  相似文献