Evaluation of Students’ Understanding of Thermal Concepts in Everyday Contexts     

Hye-Eun Chu  David F. Treagust  Shelley Yeo  Marjan Zadnik 《International Journal of Science Education》2013,35(10):1509-1534

The aims of this study were to determine the underlying conceptual structure of the thermal concept evaluation (TCE) questionnaire, a pencil-and-paper instrument about everyday contexts of heat, temperature, and heat transfer, to investigate students’ conceptual understanding of thermal concepts in everyday contexts across several school years and to analyse the variables—school year, science subjects currently being studied, and science subjects previously studied in thermal energy—that influence students’ thermal conceptual understanding. The TCE, which was administered to 515 Korean students from years 10–12, was developed in Australia, using students’ alternative conceptions derived from the research literature. The conceptual structure comprised four groups—heat transfer and temperature changes, boiling, heat conductivity and equilibrium, and freezing and melting—using 19 of the 26 items in the original questionnaire. Depending on the year group, 25–55% of students experienced difficulties in applying scientific concepts in everyday contexts. Years of schooling, science subjects currently studied and physics topics previously studied correlated with development of students’ conceptual understanding, especially in topics relating to heat transfer, temperature scales, specific heat capacity, homeostasis, and thermodynamics. Although students did improve their conceptual understandings in later years of schooling, they still had difficulties in relating the scientific concepts to their experiences in everyday contexts. The study illustrates the utility of using a pencil-and-paper questionnaire to identify students’ understanding of thermal concepts in everyday situations and provides a baseline for Korean students’ achievement in terms of physics in everyday contexts, one of the objectives of the Korean national curriculum reforms.  相似文献   

Evaluation of Students' Conceptual Understanding of Malaria     

Irene Poh‐Ai Cheong  David Treagust  Iorhemen J. Kyeleve  Peck‐Yoke Oh 《International Journal of Science Education》2013,35(18):2497-2519

In this study, a two‐tier diagnostic test for understanding malaria was developed and administered to 314 Bruneian students in Year 12 and in a nursing diploma course. The validity, reliability, difficulty level, discriminant indices, and reading ability of the test were examined and found to be acceptable in terms of measuring students' understanding and identifying alternative conceptions with respect to malaria. Results showed that students' understanding of malaria was high for content, low for reasons, and limited and superficial for both content and reasons. The instrument revealed several common alternative conceptual understandings students' hold about malaria. The MalariaTT2 instrument developed could be used in classroom lessons for challenging alternative conceptions and enhancing conceptions of malaria.  相似文献   

基于理化指标统计分析的葡萄酒质量评价模型     

齐亚娥  曹志强  刘娅楠  杨婷  马蕾 《河西学院学报》2013,(5):58-65

基于2012“高教社杯”全国大学生数学建模竞赛A题数据。采用主成分分析和Q聚类分析对酿酒葡萄进行了分级,分析了酿酒葡萄和葡萄酒的理化指标对葡萄酒质量的影响,并建立了如何用酿酒葡萄和葡萄酒的理化指标来评价葡萄酒质量的多元线性回归模型,为葡萄酒质量评价提供了理论依据．  相似文献   

Asian Secondary School Students' Help-Seeking Behaviour and Preferences for Counsellor Characteristics     

Rebecca P. Ang  Lay See Yeo 《Pastoral Care in Education》2004,22(4):40-48

This study examines general help-seeking behaviours and preferences for the counsellor, characteristics of gender and ethnicity specifically, in a sample of 448 secondary school students in Singapore. The relationship between the age of the student and his/her preference for the gender and ethnicity of a counsellor was also examined. Findings indicated significant differences in preferences for the gender of the counsellor, with most females preferring a same sex counsellor and most males preferring an opposite sex counsellor. Male and female students did not differ in responses regarding preference for ethnicity of counsellor. The findings also indicated a developmental shift in perspective regarding preference for gender and for ethnicity of counsellor. Neither gender nor ethnicity of counsellor mattered to the oldest group of students. In comparison, the younger students either reported a distinct preference for gender and ethnicity of counsellor or stated they were unsure of their response. Findings from the present study that are helpful to counsellors working with an Asian secondary school population will be discussed in the light of previous research.  相似文献   

‘Nothing is the same as something else’: significant properties and notions of identity and originality     

Geoffrey Yeo 《Archival Science》2010,10(2):85-116

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Service quality ideals in a competitive tertiary environment   总被引：1，自引：0，他引：1  

Roland K. Yeo 《International Journal of Educational Research》2009,48(1):62-76

Drawing on the experience of an Engineering School in Singapore, the paper explores the success factors of service quality in higher education by integrating the characteristics of SERVQUAL (an instrument for assessing students’ experience of higher education) and SQA (Singapore Quality Award). Data were collected by means of structured interviewing from a variety of faculty within the School. Customer orientation, quality course design and delivery as well as support services were found to have a direct impact on the total experience of students. The study reinforces the emerging educational paradigms that seek to challenge norms and assumptions, gearing educators to do the right things rather than doing things right.  相似文献   

中学语文教育科研的现状及策略研究     

吕婷 《现代教育科学》2009,(6):58-59,11

新课程改革呼唤建构和谐的语文教育观和科研策略。然而,语文教育科研领域在科研对象、思维方式、理论基础与科研目的上存在大量重此薄彼的不和谐因素,本文据此提出建构和谐语文教育科研的有效策略。  相似文献   

Referee acknowledgment for 2015     

Hsueh-Chia Chang  Leslie Y. Yeo 《Biomicrofluidics》2016,10(2)

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Development of a Framework to Characterise the Openness of Mathematical Tasks     

Joseph B. W. Yeo 《International Journal of Science and Mathematics Education》2017,15(1):175-191

Educators usually mean different constructs when they speak of open tasks: some may refer to pure-mathematics investigative tasks while others may have authentic real-life tasks in mind; some may think of the answer being open while others may refer to an open method. On the other hand, some educators use different terms, e.g. open and open-ended, to mean the same construct, while others distinguish between these terms. It is difficult to hold a meaningful discussion or to define clearly an area of research on open tasks if the idea of what constitutes the construct of openness is vague. Moreover, what students learn depends on the types of tasks that they are given, and different kinds of tasks place differing cognitive demands on students. Thus, the objectives of this article are to clarify the types of mathematical tasks and develop a framework to characterise their openness based on five task variables: goal, method, task complexity, answer and extension; and to discuss how different types of tasks and openness may affect student learning. The openness framework can help teachers to design or select more appropriate tasks to cater to students with different abilities in order to develop in them various kinds of mathematical thinking processes, and it can also make it easier for researchers to study the interaction between different types of openness and student learning.  相似文献   

Fabrication of microfluidic devices using polydimethylsiloxane   总被引：1，自引：0，他引：1  

James Friend  Leslie Yeo 《Biomicrofluidics》2010,4(2)

Polydimethylsiloxane (PDMS) is nearly ubiquitous in microfluidic devices, being easy to work with, economical, and transparent. A detailed protocol is provided here for using PDMS in the fabrication of microfluidic devices to aid those interested in using the material in their work, with information on the many potential ways the material may be used for novel devices.  相似文献