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Skamp Keith Boyes Eddie Stanisstreet Martin Rodriguez Manuel Malandrakis George Fortner Rosanne Kilinc Ahmet Taylor Neil Choker Kiran Shweta Dua Ambusaidi Abdullah Cheong Irene Kim Mijung Yoon Hye-Gyoung 《Research in Science Education》2021,51(3):861-887
Research in Science Education - Voting for various pro-environmental governmental policies is an indirect, but potentially effective, action that citizens can take to reduce global warming (GW) and... 相似文献
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To understand students’ argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children’s reasoning and decision-making in dialogical situations. The common approach also does not address the practice of argumentation in lower elementary grades (K–3) because these children do not master the structure of argumentation and, therefore, are considered not ready for processing argumentative discourse. There is thus little research focusing on lower elementary school students’ argumentation in school science. This study, drawing on the societal-historical approach by L. S. Vygotsky, explored children’s argumentation as social relations by investigating the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children. The findings show (a) students’ capacity for connecting claim and evidence/responding to the burden of proof and critical move varies and (b) that teachers play a significant role to emphasize the importance of evidence but experience difficulties removing children’s favored ideas during the turn taking of argumentative dialogue. The findings on the nature of dialogical reasoning and teacher’s role provide further insights about discussions on pedagogical approaches to children’s reasoning and argumentation. 相似文献
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The purpose of this study was to investigate the relationship of students’ understanding of science knowledge, attitude and decision making on socio-scientific issues (SSI), especially on the issues of nuclear energy in Korea. SSI-focused instructions were developed to encourage students to understand and reflect on knowledge, attitude and decision making on nuclear energy in the current society. Eighty-nine students attended the instruction and participated in pre and post questionnaires to understand their understandings of nuclear energy. In this study, science knowledge was categorized into content and contextual knowledge, attitude consisted of images, safety, risk, potential, benefits and future roles, and decision making section included preference and alternative about lifetime extension of nuclear power plant. The results of questionnaires were analyzed by correlation, cross-tabulation and regression. As a result, while students’ understandings of science knowledge were significantly improved throughout the instruction, they maintained similar attitude and decision making on the issue. Regarding the relationship of the three domains, attitude showed some degree of connection to decision making whereas science knowledge did not show a significant relationship to decision making. This finding challenges SSI teaching in content-based science curriculum and classroom. Reflection and implications on the way of teaching SSI in the classroom were discussed further in this paper. 相似文献
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Mijung Kim Wolff-Michael Roth Jennifer Thom 《International Journal of Science and Mathematics Education》2011,9(1):207-238
There is mounting research evidence that contests the metaphysical perspective of knowing as mental process detached from
the physical world. Yet education, especially in its teaching and learning practices, continues to treat knowledge as something
that is necessarily and solely expressed in ideal verbal form. This study is part of a funded project that investigates the
role of the body in knowing and learning mathematics. Based on a 3-week (15 1-h lessons) video study of 1-s grade mathematics
classroom (N = 24), we identify 4 claims: (a) gestures support children’s thinking and knowing, (b) gestures co-emerge with peers’ gestures
in interactive situations, (c) gestures cope with the abstractness of concepts, and (d) children’s bodies exhibit geometrical
knowledge. We conclude that children think and learn through their bodies. Our study suggests to educators that conventional
images of knowledge as being static and abstract in nature need to be rethought so that it not only takes into account verbal
and written languages and text but also recognizes the necessary ways in which children’s knowledge is embodied in and expressed
through their bodies. 相似文献
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This study explored and documented students' responses to opportunities for collective knowledge building and collaboration in a problem-solving process within complex environmental challenges and pressing issues with various dimensions of knowledge and skills. Middle-school students (n =?16; age 14) and high-school students (n?=?16; age 17) from two Singapore public institutions participated in an environmental science field study to experience knowledge integration and a decision-making process. Students worked on six research topics to understand the characteristics of an organic farm and plan for building an ecological village. Students collected and analysed data from the field and shared their findings. Their field work and discussions were video-recorded, and their reflective notes and final reports were collected for data coding and interpretation. The results revealed that throughout the study, students experienced the needs and development of integrated knowledge, encountered the challenges of knowledge sharing and communication during their collaboration, and learned how to cope with the difficulties. Based on research findings, this study further discusses students' learning through a collaborative problem-solving process, including the interdependence of knowledge and the development of mutual relationships such as respect and care for others' knowledge and learning. 相似文献
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Yew-Jin Lee Mijung Kim Hye-Gyoung Yoon 《International Journal of Science Education》2013,35(13):2193-2213
While there has been a remarkable worldwide convergence in the emphases of primary science curricula over the last four decades, the cognitive and knowledge demands that they make on learners have not been well-researched. Without knowing what these intellectual or epistemic requirements are when learning science in school, issues concerning curricular alignment and access to abstract disciplinary knowledge are also likely to occur. To highlight the value of such forms of analyses, we examine the intended primary science curricula from Korea and Singapore using revised Bloom's taxonomy, as well as describe some of their general features for teaching. The results contribute insights into the complexities of the science curriculum among two similar yet different educational systems that have performed well in international science achievement tests at primary levels. 相似文献
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Recognising critical reasoning and problem-solving as one of the key skills for twenty-first century citizenship, various types of problem contexts have been practiced in science classrooms to enhance students’ understandings and use of evidence-based thinking and justification. Good problems need to allow students to adapt and evaluate the effectiveness of their knowledge, reasoning and problem-solving strategies. When students are engaged in complex and open-ended problem tasks, it is assumed their reasoning and problem-solving paths become complex with creativity and evidence in order to justify their conclusion and solutions. This study investigated the levels of reasoning evident in student discourse when engaging in different types of problem-solving tasks and the role of teacher interactions on students’ reasoning. Fifteen students and a classroom teacher in a Grade 5–6 classroom participated in this study. Through case analyses, the study findings suggest that (a) there was no clear co-relation between certain structures of problem tasks and the level of reasoning in students’ problem-solving discourse, (b) students exhibited more data-based reasoning than evidence-based and rule-based justification in experiment-based problem-solving tasks, and (c) teacher intervention supported higher levels of student reasoning. Pedagogical reflections on the difficulties of constructing effective problem-solving tasks and the need for developing teacher scaffolding strategies are discussed. 相似文献
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