Detecting changes with learning in the organization of knowledge: Use of word association tests to follow the learning of collision theory     

A. F. C. Cachapuz  R. Maskill 《International Journal of Science Education》2013,35(4):491-504

Pre‐ and post‐word association and achievement tests were administered to relate concept growth with classroom learning.

In the secondary school chemistry topic of reaction kinetics no conceptual differences were detected in the pre‐tests between high and low achievers in the achievement tests. In the post‐test the low achievers showed virtually no conceptual changes whereas the high achievers showed clearly relevant conceptual growth and structuring. The key concept collision integrated the concept structure of the high achievers, not appearing at all for the low achievers. The results show the potential of word association tests for use by teachers to follow the learning of concepts during science teaching.  相似文献   

Technology as ‘Applied Science’     

Daniel Gil-Pérez  Amparo Vilches  Isabel Fernández  Antonio Cachapuz  João Praia  Pablo Valdés  Julia Salinas 《Science & Education》2005,14(3-5):309-320

The current consideration of technology as ‘applied science’, this is to say, as something that comes ‘after’ science, justifies the lack of attention paid to technology in science education. In our paper we question this simplistic view of the science-technology relationship, historically rooted in the unequal appreciation of intellectual and manual work, and we try to show how the absence of the technological dimension in science education contributes to a naïve and distorted view of science which deeply affects the necessary scientific and technological literacy of all citizens.  相似文献   

Defending Constructivism in Science Education     

Gil-Pérez  Daniel  Guisasola  Jenaro  Moreno  Antonio  Cachapuz  Antonio  Pessoa De Carvalho  Anna M.  Martínez Torregrosa  Joaquín  Salinas  Julia  Valdés  Pablo  González  Eduardo  Gené Duch  Anna  Dumas-Carré  Andrée  Tricárico  Hugo  Gallego  Rómulo 《Science & Education》2002,11(6):557-571

After an impressive development throughout the last two decades, supported by a greatamount of research and innovation, science education seemed to be becoming a newscientific domain. This transformation of Science Education into a specific field of researchand knowledge is usually associated with the establishment of what has been called anemergent consensus about constructivist positions. However, some voices have begunto question these constructivist positions and therefore the idea of an advancementtowards a coherent body of knowledge in the field of science education. The goalof this work is to analyse some of the current criticisms of the so-called constructivistorientations and to study their implications for the development of science education asa coherent body of knowledge.  相似文献