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   

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   

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   

Non-university sector of higher education closer to the labour market: the Polish experience     

Bohdan MacUkow  Marek Witkowski 《European Journal of Engineering Education》2001,26(3):241-246

Higher education in many countries has been influenced by major factors of change due to globalization and reinforced by the development of internationalization, competition, new and different social demands, strategic importance of higher education as a business, etc. As a result of a tremendous growth in the number of students, higher education is moving towards 'mass studies'; in many cases, this is not coupled with proportional increases in expenditure on education, thus lowering the quality of education. Many countries are trying to solve this problem by developing two sectors of higher education, which may be called 'university sector' and 'vocational/non-university sector'. While the mission of the university sector is to educate intellectual élites, higher vocational education schools should, in principle, offer mass education at the undergraduate/first-stage level. Both types of higher education institutions are needed, and thus one could not speak of any subordination of one sector to another. In 1997 the Polish Parliament passed the Act on Vocational Higher Schools. The Act served as the basis for the establishment of the Accreditation Commission for Vocational Higher Schools, which has the task of laying down educational standards and defined conditions which should be met in order to establish and provide courses in specific vocational specialization as well as staff requirements for such specialization. Furthermore, standards were introduced for teaching facilities and curriculum contents. During the 3 years since the introduction of the Act, 16 public higher vocational education schools and 44 non-public higher vocational schools have been established.  相似文献   

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

Susan L. Westbrook  Edmund A. Marek 《科学教学研究杂志》1992,29(1):51-61

  相似文献   

Genre Groups in Knowledge Organization     

Marek Nahotko 《Cataloging & classification quarterly》2016,54(8):553-582

The article is an introduction to the development of Andersen's concept of textual tools used in knowledge organization (KO) in light of the theory of genres and activity systems. In particular, the question is based on the concepts of genre connectivity and genre group, in addition to previously established concepts such as genre hierarchy, set, system, and repertoire. Five genre groups used in KO are described. The analysis of groups, systems, and selected genres used in KO is provided, based on the method proposed by Yates and Orlikowski. The aim is to show the genre system as a part of the activity system, and thus as a framework for KO.  相似文献   

For the Good of the Species: Gary Francione and the Omnipresence of Eugenics in Animal Rights Rhetoric     

S. Marek Muller 《Communication Studies》2017,68(5):588-606

By bringing critical animal studies into conversation with communication, this article completes 3 tasks: First, it complicates the communication discipline’s understanding of the animal rights movement by presenting its oft-ignored tensions and conflicting paradigms; second, it reveals how eugenical rhetoric has been foundational both in defending human/animal exploitation and in developing prototypical animal advocacy practices; third, using a critical public address–inspired approach, it deconstructs vegan abolitionist Gary Francione’s purportedly ultraradical rhetoric, revealing its problematic eugenical underpinnings. This revelation not only complicates Francione’s radical status but also questions the ethical legitimacies of a conventional, Western rights-based paradigm of animal rights.  相似文献