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The cell topic was taught to 9th-grade students in three modes of instruction: (a) students “hands-on,” who constructed three-dimensional cell organelles and macromolecules during the learning process; (b) teacher demonstration of the three-dimensional model of the cell structures; and (c) teaching the cell topic with the regular learning material in an expository mode (which use one- or two-dimensional cell structures as are presented in charts, textbooks and microscopic slides). The sample included 669, 9th-grade students from 25 classes who were taught by 22 Biology teachers. Students were randomly assigned to the three modes of instruction, and two tests in content knowledge in Biology were used. Data were treated with multiple analyses of variance. The results indicate that entry behavior in Biology was equal for all the study groups and types of schools. The “hands-on” learning group who build three-dimensional models through the learning process achieved significantly higher on academic achievements and on the high and low cognitive questions’ levels than the other two groups. The study indicates the advantages students may have being actively engaged in the learning process through the “hands-on” mode of instruction/learning. 相似文献
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Reuven Lazarowitz Technion Haifa Jehuda Huppert 《International Journal of Science Education》2013,35(1):67-77
The learning unit, ‘The Cell’, was implemented in a ninth grade junior high school biology course using an individualized audio‐tutorial (IAT) method of instruction. Students’ learning environment their attitudes toward the method and toward science and the understanding of the process of science were investigated. The sample consisted of 105 students in the experimental group and 65 in the control group which was instructed in a traditional lecture‐laboratory method. Data were treated by analysis of covariance and the t‐test results indicate that aspects of the learning environment, such as cooperation and cohesiveness did not diminish in the IAT group, and that factors such as cliqueness, favouritism and competition did not increase. While students expressed favourable attitudes toward some aspects of the IAT method (performing experiments individually, development of independent thinking, self‐examination, rate of learning and self‐achievement), no changes occurred in their attitudes toward science and their understanding the processes of science as a result of being instructed in an IAT setting. Regarding differences between girls and boys, girls expressed more favourable attitudes than boys toward the individualized aspects of the IAT method. 相似文献
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Reuven Lazarowitz Carl Lieb 《International Journal of Science and Mathematics Education》2006,4(4):741-762
A formative assessment pretest was administered to undergraduate students at the beginning of a science course in order to find out their prior knowledge, misconceptions and learning difficulties on the topic of the human respiratory system and energy issues. Those findings could provide their instructors with the valuable information required in order to adapt their teaching methods to the students’ needs. The test included open-ended questions and was administered on the first day of the course. The data obtained were analysed in relation to the students’ gender, age and having attended or not attended advanced courses in biology at the high-school level. Students could have prior knowledge on a topic to be learned, which, if identified and accounted for in the teaching, could serve as a receptor for a constructivist mode of study. The results indicated that undergraduate students hold misconceptions which could obstruct the acquisition of new knowledge. They encounter learning difficulties, which, if are known to the instructors and addressed in their teaching, could facilitate students’ learning. The possible use of a formative pre-assessment procedure, which could guide the instruction and learning process from the beginning of a course, is discussed. 相似文献
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A learning unit in earth science was taught to high school students, using a jigsaw-group mastery learning approach. The sample consisted of 73 students in the experimental group and 47 students who learned the topic in an individualized mastery learning approach. The study lasted 5 weeks. Pretests and posttests on academic achievement and affective outcomes were administered. Data were treated with an analysis of covariance. The results show that students of the experimental group achieved significantly higher on academic outcomes, both normative and objective scores. On the creative essay test, the differences in number of ideas and total essay score were not significant between the groups, although the mean scores for number of words were higher for the individualized mastery learning group. On the affective domain, jigsaw-group mastery learning students scored significantly higher on self-esteem, number of friends, and involvement in the classroom. No differences were found in cohesiveness, cooperation, competition, and attitudes toward the subject learned. The results are discussed through the evaluation and comparison of the two methods of instruction used in this study. The cooperative learning movement began in junior high schools as part of the desegregation process, aiming at facilitating positive ethnic relations and increasing academic achievement and social skills among diverse students (Aronson, Stephan, Sikes, Blaney, & Snapp, 1978; Sharan & Hertz-Lazarowitz, 1980; Slavin, 1980). However, elementary teachers quickly recognized the potential of cooperative methods, and such methods were adopted freely in elementary schools before becoming widespread on the junior and senior high level. It has only been during the past few years that application of cooperative learning has been studied extensively with these older students. Cooperative learning methods generally involve heterogeneous groups working together on tasks that are deliberately structured to provide specific assignments and individual contributions from each group member. Cognitive as well as social benefits are expected, as students clarify their own understanding and share their insights and ideas with each other as they interact within the group (Deutsch, 1949). Experiments in the science laboratory have always required students to work in groups of two to four, due to the constraints of experimental processes and limited equipment and sup- plies. Thus, science courses are a natural curriculum area for examining cooperative learning practices. Now that cooperative methods are being refined to develop particular capabilities in the students, science teachers need to examine ways of structuring specific tasks to achieve the academic, affective, and socialization goals for their students. Although most of the studies of cooperative learning in the high school science classroom have centered around the cognitive outcomes of achievement testing and process skills, affective and social outcomes are also significant with students of this age. But few studies in science classes have attempted to assess such aspects of students' progress. As part of a previous revision, the science faculty at the high school where this study was conducted developed an exemplary individualized mastery learning (1ML) program for teaching science. This program seemed to alleviate the severe motivational problems and the extreme individual differences among the students in this rural/bhe-collar community. Students learned to work independently on their science studies. They had almost no lectures and few large group activities. As they worked through their assignments, however, they were free to interdct with other students. Looking in on a typical class, one would see several clusters of two or three students working together, sometimes tutoring each other, sometimes just talking through an assignment. Yet at least half of the class members would be working all alone. The importance of the overall social setting in the classroom as it relates to learning (Bruner, 1986, p. 86) and the central function of social interaction as learning occurs (Vygotsky, 1978, p. 106) seemed to have been ignored. Therefore, group mastery learning (GML), a cooperative learning tech- nique, was suggested as an antithesis to IML for teaching science over short periods. The cooperative mode of instruction considers learning as a cognitive as well as a social process, where students interact with each other as well as the teacher. To bring the social dimension back to science classrooms, the researchers chose to imple- ment GML in Grades 1 I and 12. The goal of the study was to investigate the GML's impact of the method on the individual student's academic achievement, creativity, self-esteem, and number of friends and on the overall learning environment of the classrooms. The researchers were also concerned with the students' attitudes toward earth science, the course being taught at the time of the experiment. Both cognitive and affective outcomes for students who participated in the cooperative GML approach were compared with outcomes for students who studied the same topic in an IML approach. The study addressed a number of questions related to academic and nonacademic outcomes of the two methods of study. First, it sought to determine whether academic achievement of the students taught in the cooperative GML mode would be different from the achievement of students who learned in an individualized method. Second, it sought to determine whether gains or losses would be seen in nonacademic outcomes, such as classroom learning environment, social relations, and students' self-esteem experienced by the students. The results of this study may support more use of cooperative learning in high school science. 相似文献
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Reuven Babai Tali Brecher Ruth Stavy Dina Tirosh 《International Journal of Science and Mathematics Education》2006,4(4):627-639
One theoretical framework which addresses students’ conceptions and reasoning processes in mathematics and science education is the intuitive rules theory. According to this theory, students’ reasoning is affected by intuitive rules when they solve a wide variety of conceptually non-related mathematical and scientific tasks that share some common external features. In this paper, we explore the cognitive processes related to the intuitive rule more A–more B and discuss issues related to overcoming its interference. We focused on the context of probability using a computerized “Probability Reasoning – Reaction Time Test.” We compared the accuracy and reaction times of responses that are in line with this intuitive rule to those that are counter-intuitive among high-school students. We also studied the effect of the level of mathematics instruction on participants’ responses. The results indicate that correct responses in line with the intuitive rule are more accurate and shorter than correct, counter-intuitive ones. Regarding the level of mathematics instruction, the only significant difference was in the percentage of correct responses to the counter-intuitive condition. Students with a high level of mathematics instruction had significantly more correct responses. These findings could contribute to designing innovative ways of assisting students in overcoming the interference of the intuitive rules. 相似文献
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Avi Hofstein Ita Cohen Reuven Lazarowitz 《Research in Science & Technological Education》2013,31(1):103-116
In this article a comparison of students’ perceptions of laboratory classes in chemistry and biology is presented. By using the Science Laboratory Environment Inventory (SLEI), pronounced and significant differences between chemistry and biology laboratory environments were found on two of the subscales: ‘Integration’ that describes the extent to which its laboratory activities are integrated with non‐laboratory and classroom learning and ‘Open‐endedness’, a subscale that measures the extent to which the laboratory emphasises an open‐ended, divergent, and an individualised approach to experimentation. It is suggested that the SLEI can be considered as a sensitive tool to measure students’ perceptions of their learning environment in different subject matters during the laboratory work. In this study the SLEI was also used to compare students’ actual and preferred learning environments and to explore gender differences regarding this issue. 相似文献
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This study addressed one aspect of scientific reasoning, the control of variables reasoning scheme. We explored whether a
short intervention aimed at accelerating this reasoning scheme by CASE lessons would improve students’ ability to apply this
scheme in problems related to the biology curriculum. About 120 students from grade nine were assessed for their Piagetian
cognitive level and were divided into two groups, control or intervention. A short intervention of three sessions took place
in the intervention group only. Both groups were then instructed on the topic of enzymes according to the biology curriculum
and undertook a final exam. The results showed that only 20% of the population acquired the Piagetian formal operations level,
in line with previous findings. In addition, it was found that the short intervention had a significant effect on students’
ability to use the control of variables reasoning scheme. 相似文献