Students' misunderstandings and misconceptions in college freshman chemistry (general and organic)     

Uri Zoller 《科学教学研究杂志》1990,27(10):1053-1065

Both chemistry teachers and nonmajor students appear to agree that freshman chemistry may well be the most problematic traditional science discipline taught in the first year of college—as far as students' misunderstandings, learning difficulties, and misconceptions are concerned. The above is probably due to the many abstract, nonintuitive concepts, which are not directly interrelated. Consequently, in such cases, the powerful, general teaching strategy of “concept mapping” must be replaced by alternative, specific strategies. Selected illustrative examples of students' learning difficulties and misconceptions in freshman general and organic chemistry are presented in the students' terms, followed by the corresponding successfully applied, specific, concept-oriented, eclectic intervention strategies the author uses in order to overcome the difficulties. Based on longitudinal in-class observations, interpretive study, and analysis it is suggested that those students' misconceptions in freshman chemistry which are not interrelated logically and/or derived from one another are not prone to the general “concept mapping” approach and should be dealt with by using the appropriate, specific teaching strategy.  相似文献   

Comparing Virtual and Physical Robotics Environments for Supporting Complex Systems and Computational Thinking     

Berland  Matthew  Wilensky  Uri 《Journal of Science Education and Technology》2015,24(5):628-647

Journal of Science Education and Technology - Both complex systems methods (such as agent-based modeling) and computational methods (such as programming) provide powerful ways for students to...  相似文献   

La segunda lengua en el preescolar: Una propuesta de diseño     

Uri Ruiz 《Cultura y Educación》2013,25(5):57-68

Uno de los principales problemas que plantea la enseñanza de una segunda lengua es el de contrarrestar la corriente «gramaticalista» imperante durante muchos años en nuestras escuelas, donde el acercamiento a otras lenguas ha sido sinónimo para el niño de conjugaciones, reglas de formación de plurales, listas interminables de vocabulario y, como mucho, «contextualizaciones» en aeropuertos y otros escenarios de semejante inadecuación para el mundo de intereses del alumno. En este artículo se pone de relieve que, si ese enfoque suele ser inoperante en el caso de alumnos con edad suficiente para acometer y entender un acercamiento «metalingüístico» a una segunda lengua, resultaría dramático en edades inferiores, abogando por un enfoque pragmático y comunicativo.  相似文献   

Promoting Transfer by Grounding Complex Systems Principles     

Robert L. Goldstone  Uri Wilensky 《学习科学杂志》2013,22(4):465-516

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Learning difficulties in high school physics: Development of a remedial teaching method and assessment of its impact on achievement     

Joshua Idar  Uri Ganiel 《科学教学研究杂志》1985,22(2):127-140

Many high school students experience serious learning difficulties in physics. This issue was examined and dealt with, within the context of an introductory physics course in Israeli high schools. Following a detailed task analysis, the cognitive entry requirements for this course were identified, and students tested for them. Secondly, specific difficulties students encountered during the study of the course, and prevailing misconceptions held by many of them, were identified. Based on all the above information, a remedial teaching method was developed. It consisted of supplying students with immediate and frequent feedback, to reinforce their understanding, correct misunderstandings, and fill in gaps in necessary background skills, while teachers could continuously monitor the progress of each individual student. The whole process took place within the natural classroom setting, without additional staff or time requirements. The method was implemented in a large number of schools, and its impact was assessed using an experimental versus control analysis of covariance design. Achievements in the experimental group were significantly higher. The statistical analysis used students' background as the covariate. Of the 47% of the variance, which the model accounted for, 24% were explained by the covariate (background), 16% were the effect of the treatment, and both were highly significant. An additional 7% were the teachers' effect (nested within treatments), but this effect did not reach statistical significance.  相似文献   

Using ‘HOCS-Centered Learning’ as a Pathway to Promote Science Teachers' Metacognitive Development     

Mary Leou  Pamela Abder  Megan Riordan  Uri Zoller 《Research in Science Education》2006,36(1-2):69-84

An element of current reform in science education worldwide is the shift from the dominant traditional algorithmic lower-order cognitive skills (LOCS) teaching, to the higher-order cognitive skills (HOCS)-promoting learning; that is, the development of students' capabilities including those of question asking (QA), critical/system thinking (CST), decision making (DM), problem solving (PS), conceptualisation of fundamental concepts (CFC) and the transfer of these within both the science disciplines and real life interdisciplinary situations. Accordingly, an innovative metacognition-promoting science teacher professional development course, integrating formal and informal science education, was developed and implemented within a traditional model, focusing on the HOCS skills of QA, PS, and CFC. The HOCS promoting teaching and assessment strategies of this course not only enabled participants to reflect on their own learning, but also facilitated their self-reflective assessment, utilising a pre–post designed research-based methodology. The results suggest that such, or similarly appropriate, metacognition-oriented courses can contribute positively to the development of science teachers' HOCS capability.  相似文献   

Being sloppy about slope: The effect of changing the scale     

Orit Zaslavsky  Hagit Sela  Uri Leron 《Educational Studies in Mathematics》2002,49(1):119-140

What is the slope of a(linear) function? Due to the ubiquitous use of mathematical software, this seemingly simple question is shown to lead to some subtle issues that are not usually addressed in the school curriculum. In particular, we present evidence that there exists much confusion regarding the connection between the algebraic and geometric aspects of slope, scale and angle. The confusion arises when some common but undeclared default assumptions, concerning the isomorphism between the algebraic and geometric systems, are undermined. The participants in the study were 11^th-grade students, prospective and in-service secondary mathematics teachers, mathematics educators and mathematicians — a total of 124 people. All participants responded to a simple but non-standard task, concerning the behavior of slope under a non-homogeneous change of scale. Analysis of the responses reveals two main approaches, which we have termed ‘analytic’ and ‘visual’, as well as some combinations of the two.  相似文献   

The World According to Johnny; A Coping Perspective in Mathematics Education     

Uri Leron  Orit Hazzan 《Educational Studies in Mathematics》1997,32(3):265-292

Students in mathematical problem-solving situations often experience confusion and loss of meaning. In these situations, affective and social factors are as much part of the student's thinking and behavior as are cognitive factors. These additional factors might include, for example, the need to make sense and the need to meet expectations of the authority figure involved (e.g., teacher or researcher). In this paper we attempt to analyze students' productions, taking into account such additional affective and social factors. To this end, we have tried to reproduce the student's voice in what we call virtual monologue. It consists of a monologue in the student's voice given in first person language, in which we try to describe as vividly and as faithfully as we can our picture of what might be going on in the student's mind during such situations.  相似文献   

Teaching/learning styles,performance, and students' teaching evaluation in S/T/E/S-focused science teacher education: A quasiquantitative probe of a case study     

Uri Toller 《科学教学研究杂志》1991,28(7):593-607

In response to the new needs for S/T/E/S-literate science teachers, an S/T/E/S-oriented ISMMC-IEE combination model of instruction was implemented in two specially designed undergraduate courses and one graduate course within college science teacher training programs. These three courses served as case studies for class-based, quasiquantitative pilot investigation aimed at gaining a deeper insight into some of the issues involved in the implementation in college of nontraditional, open-ended, problem-solving-oriented teaching strategies which are in dissonance with the cognitive or affective styles and functional paradigms of most students. This probe into the dissonance issue revealed that prospective teachers are capable of handling the new instructional model and do gain in their higher-level cognitive learning. However, undergraduates perceive these courses to be either difficult or not in accord with their needs, and their appreciation of the instructional techniques and style employed is different from that of graduate students accordingly. The current study suggests that although the ISMMC-IEE model is useful in S/T/E/S-oriented courses in science teacher training programs, special attention to the implementation stage is required to close the gap between students' and S/T/E/S educators' functional paradigms.  相似文献   

Future scenarios for education: A window to the unknown     

Uri Peter Trier 《Prospects》2001,31(3):269-277

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