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1.
James P. Concannon Marcelle A. Siegel Kristy Halverson Sharyn Freyermuth 《Journal of Science Education and Technology》2010,19(2):177-186
In this study, we examined 96 undergraduate non-science majors’ conceptions of stem cells, stem cell research, and cloning.
This study was performed at a large, Midwest, research extensive university. Participants in the study were asked to answer
23 questions relating to stem cells, stem cell research, and cloning in an on-line assessment before and after instruction.
Two goals of the instruction were to: (1) help students construct accurate scientific ideas, and (2) enhance their reasoning
about socioscientific issues. The course structure included interactive lectures, case discussions, hands-on activities, and
independent projects. Overall, students’ understandings of stem cells, stem cell research, and cloning increased from pre-test
to post-test. For example, on the post-test, students gained knowledge concerning the age of an organism related to the type
of stem cell it possesses. However, we found that some incorrect ideas that were evident on the pre-test persisted after instruction.
For example, before and after instruction several students maintained the idea that stem cells can currently be used to produce
organs. 相似文献
2.
Kristy L. Halverson Marcelle A. Siegel Sharyn K. Freyermuth 《Journal of Science Education and Technology》2010,19(6):612-620
Helping students develop criteria for judgment and apply examination skills is essential for promoting scientific literacy. With the increasing availability of the Internet, it is even more essential that students learn how to evaluate the science they gather from online resources. This is particularly true because publishing information on the web is not restricted to experts, and content quality can vary greatly across websites. The responsibility of evaluating websites falls upon the user. Little research has examined undergraduates’ evaluation of web sites in science classes. The purpose of this study was to investigate on which websites college students selected and how they evaluated the websites used when developing individual positions about stem-cell research. We used a qualitative approach in search of patterns in undergraduates’ website selection and evaluation criteria. We found that students used a variety of web resources from eleven types of websites to complete their independent research report. Students also used eleven evaluation criteria to evaluate these sources, some useful (e.g., credibility) and some not useful (e.g., readability). We found that university students struggled with critically evaluating online resources. Undergraduates need prompts to learn how to critically evaluate the science content provided within websites. This type of scaffold can facilitate useful evaluation and promote critical thinking required for becoming scientifically literate. 相似文献
3.
Stephen B. Witzig Kristy L. Halverson Marcelle A. Siegel Sharyn K. Freyermuth 《International Journal of Science Education》2013,35(15):2483-2507
Scientific literacy is an important goal for science education, especially within controversial socioscientific issues. In this study, we analysed 143 students' research reports about stem cell research (SCR) for how they addressed specific source evaluation criteria provided within the assignment. We investigated students' opinions about SCR, how they used the evaluation criteria to evaluate online sources and whether the evaluation criteria and/or the specific sources influenced their opinion and/or understanding of SCR. We found that most of the students supported some form of SCR and reported that their sources were credible and contained more factual information than opinions. Students critiqued the language of the authors, as well as status in their respective fields, along with the content within each source. Additionally, students reported that their sources influenced their content knowledge, but had little influence regarding their SCR opinions. Through this work, we present a new working model and suggest the need for additional research about the understudied interface of opinion, understanding and evaluation within the context of important socioscientific issues. Students' opinions and content knowledge, located at the model's centre, influence and are influenced by the research topic, the sources used, the evaluation criteria and the evaluation of the sources that students use to provide evidence for claims. 相似文献
4.
Downton Ann Livy Sharyn 《International Journal of Science and Mathematics Education》2022,20(7):1543-1571
Whilst spatial reasoning skills have been found to predict mathematical achievement, little is known about how primary (elementary) students’ conceptual understanding of three-dimensional objects develops. In this article, we report a qualitative study and the impact of rich learning experiences on 48 Years 3–6 students’ geometric reasoning relating to prisms. A one-to-one task-based interview, refined by the researchers, was used to assess student learning. Coding and data analysis were informed by our previous research. The findings reveal noticeable shifts in students’ knowledge of and reasoning about prisms, their ability to construct and describe prisms with geometric language, and their visualisation and spatial structuring skills. The implications of these findings highlight the importance of teachers’ choice of tasks that require students to compose and decompose three-dimensional (3D) objects; compare 3D objects through physical and mental transformations; take different perspectives; and visualise and reason geometrically.
相似文献5.
The achievement of gender equity in universities continues to warrant attention. Globally, universities have much work ahead of them if they are to redress the gender imbalance in senior positions and remuneration rates. To examine this issue, multiple sources of evidence were used to observe teaching and research workload of academic staff employed at mid-tier business faculties from two urban Australian universities which had more women employed in junior academic ranks. This article argues that although gender equity, in terms of workload, has improved, inequality, in terms of pay and status, still exists. Specifically, while workload differences between genders were largely not evident, fewer women were employed in senior ranks. These results suggest, despite policy reforms, that inequity continues to be a problem in the Australian higher education sector with implications for the recognition (and addressing) of inequity in the global higher education industry. In summary, higher education institutions, senior policy-makers and managers must be cognizant of balancing teaching workloads with opportunities and support systems for research-related activities and directing human resource efforts and promotion opportunities. 相似文献
6.
Carina M. Rebello Marcelle A. Siegel Stephen B. Witzig Sharyn K. Freyermuth Bruce A. McClure 《Research in Science Education》2012,42(2):353-371
The purpose of this investigation was to explore students’ epistemic beliefs and conceptual understanding of biotechnology.
Epistemic beliefs can influence reasoning, how individuals evaluate information, and informed decision making abilities. These
skills are important for an informed citizenry that will participate in debates regarding areas in science such as biotechnology.
We report on an in-depth case study analysis of three undergraduate, non-science majors in a biotechnology course designed
for non-biochemistry majors. We selected participants who performed above average and below average on the first in-class
exam. Data from multiple sources—interviews, exams, and a concept instrument—were used to construct (a) individual profiles
and (b) a cross-case analysis of our participants’ conceptual development and epistemic beliefs from two different theoretical
perspectives—Women’s Ways of Knowing and the Reflective Judgment Model. Two independent trained researchers coded all case
records independently for both theoretical perspectives, with resultant initial Cohen’s kappa values above .715 (substantial
agreement), and then reached consensus on the codes. Results indicate that a student with more sophisticated epistemology
demonstrated greater conceptual understandings at the end of the course than a student with less sophisticated epistemology,
even though the latter performed higher initially. Also a student with a less sophisticated epistemology and low initial conceptual
performance does not demonstrate gains in their overall conceptual understanding. Results suggest the need for instructional
interventions fostering epistemological development of learners in order to facilitate their conceptual growth. 相似文献
7.
Progression through Academic Ranks: A Longitudinal Examination of Internal Promotion Drivers 
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下载免费PDF全文 The last 20 years have brought major workload changes for academics globally, with the feeling that an academic in today's global higher education industry has three full‐time jobs (research, teaching and service). Following recent Government reforms, the Australian higher education sector has been forced to redefine itself in a more commercial context. The need to research workloads over time is recommended owing to changes as a result of growth, internationalisation and increasing competition. This longitudinal study comprises 5 years of observable teaching and research workloads capturing the teaching and research output of more than 85 individuals in two Australian university business faculties. Our results reinforce the axiom ‘publish or perish’ as it is the number of research papers published which increases the chances of internal promotion. Other observed workload characteristics, number of courses taught, number of students, research income and the number of research grants awarded, did not increase the likelihood of internal promotion. Suggestions for policy reforms and further research are identified. 相似文献
8.
Does the discussion help? The impact of a formally assessed online discussion on final student results 总被引：1，自引：0，他引：1
Stuart Palmer Dale Holt Sharyn Bray 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):847-858
While there is agreement that participation in online asynchronous discussions can enhance student learning, it has also been identified that there is a need to investigate the impact of participation in online discussions on student course performance. This paper presents a case study based on an undergraduate engineering management unit employing a formally assessed online discussion area. It was observed that while many students read a significant number of discussion postings, generally, the posting of new and reply messages occurred at the minimum level required to qualify for the assignment marks. Based on correlation and multiple regression analysis, it was observed that two variables were significantly related to a student's final unit mark—prior academic ability and the number of new postings made to the online discussion. Each new posting contributed three times as much to the final unit mark as its nominal assessment value, suggesting that the work in preparing their new discussion postings assisted students in the completion of a range of assessable tasks for the unit. The number of postings read was not significantly correlated with the final unit mark, suggesting that passive lurking in this online discussion did not significantly contribute to student learning outcomes. 相似文献
9.
This article draws data from an innovative research project tracing former refugee teachers who received teacher training from the International Rescue Committee (IRC) over a 17-year-long education programme in refugee camps in Guinea (1991–2008). The research traced repatriated refugee teachers who had returned to their homes in Sierra Leone and Liberia in an effort to determine the effects of the training they received – particularly whether they were still working as teachers in their post-repatriation lives, or whether they had made use of their training in other ways. Although the research in question focused on all of the former IRC teachers who the research team could trace, the present paper is about the female teachers and their specific situations. Focusing on the women's responses yields the gender-specific conclusions about structural barriers to institutional and societal changes in conflict and post-conflict settings. 相似文献
10.
The number of increases a particular stock makes over a fixed period follows a Poisson distribution. This article discusses using this easily‐found data as an opportunity to let students become involved in the data collection and analysis process. 相似文献