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The current study deals with the development of system thinking skills at the junior high school level. The sample population included about 50 eighth‐grade students from two different classes of an urban Israeli junior high school who studied an earth systems‐based curriculum that focused on the hydro cycle. The study addressed the following research questions: (a) Could the students deal with complex systems?; (b) What has influenced the students' ability to deal with system perception?; and (c) What are the relationship among the cognitive components of system thinking? The research combined qualitative and quantitative methods and involved various research tools, which were implemented in order to collect the data concerning the students' knowledge and understanding before, during, and following the learning process. The findings indicated that the development of system thinking in the context of the earth systems consists of several sequential stages arranged in a hierarchical structure. The cognitive skills that are developed in each stage serve as the basis for the development of the next higher‐order thinking skills. The research showed that in spite of the minimal initial system thinking abilities of the students most of them made some meaningful progress in their system thinking skills, and a third of them reached the highest level of system thinking in the context of the hydro cycle. Two main factors were found to be the source of the differential progress of the students: (a) the students' individual cognitive abilities, and (b) their level of involvement in the knowledge integration activities during their inquiry‐based learning both indoors and outdoors. © 2005 Wiley Periodicals, Inc. 相似文献
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Today, science is a major part of western culture. Discussions about the need for members of the public to access and understand scientific information are therefore well established, citing the importance of such information to responsible citizenship, democracy, socially accountable scientific research and public funding (National Research Council [2009] Learning science in informal environments: People, places, and pursuits. National Academies Press). In recent years there has been an increased interest in investigating not just what visitors to informal environments have learnt after a visit, but also how visitors interact and engage with exhibits during the visit (Davidsson & Jakobsson [2012] Understanding interactions at science centers and museums: Approaching sociocultural perspectives. Rotterdam: Sense Publishers). Within the field of school visits to science museums, however, interactions between students and museum educators (MEs) remain relatively unexplored. In our study of such school visits, we are mainly interested in the interactions that take place between three agents—the students, the museum educator and the physical setting of the exhibit. Using moment-to-moment fine grain analysis of multiple interactions allowed us to identify recurring patterns between students and the museum educators around exhibits, and to examine the MEs’ mediational role during the interactions, and the practices they employ to engage students with exhibits. Our study revealed that most interactions between MEs and students consist of technical explanations of how to operate the exhibits. The interactions that do move past this stage often include two main practices, which the MEs use to promote students’ engagement with the exhibits: physical instruction and engaging the students emotionally. Understanding what is actually happening in the learning process that occurs during students’ interactions with exhibits can help museum educators and exhibit designers improve the experiences of students on school visits. 相似文献
3.
Tami Levy Nahum David Ben‐Chaim Ibtesam Azaiza Orit Herskovitz 《International Journal of Science Education》2013,35(10):1315-1336
Today’s society is continuously coping with sustainability‐related complex issues in the Science‐Technology‐Environment‐Society (STES) interfaces. In those contexts, the need and relevance of the development of students’ higher‐order cognitive skills (HOCS) such as question‐asking, critical‐thinking, problem‐solving and decision‐making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish “base lines” for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision‐making capability, science‐oriented (n = 142) and non‐science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre‐post development/change of students’ decision‐making capabilities via STES‐oriented HOCS‐promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision‐making questionnaire was used for obtaining a research‐based response to the guiding research questions. Our findings suggest that a long‐term persistent application of purposed decision‐making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high‐school students’ decision‐making ability. The need for science teachers’ involvement in the development of their students’ HOCS capabilities is thus apparent. 相似文献
4.
Andrea A. diSessa Flavio S. Azevedo Orit Parnafes 《Interactive Learning Environments》2013,21(1-2):109-159
This paper provides a review of the rhetoric behind the component movement in educational software, and a critical analysis and synthesis of issues underlying the movement. We draw on case studies of several significant recent component projects in order to assess claims and to uncover and examine issues that are less often considered. While our empirical base cannot definitively answer all the questions raised, we hope to bring some clarity and some empirically based judgments to bear on how a promising technological innovation can best serve educational ends. Our study led to a focus on three critical issues: (1) the nature of the environment in which components are configured and used; (2) the extent of modifiability that is necessary for effective re-use of components; (3) how the work of designing components and component configurations is distributed among people with different competencies. 相似文献
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Abstract
This study focuses on the effect of doctoral and postdoctoral studies at leading research universities in the USA on constructing
the academic identity of Israeli students. The findings are based on constant comparative analysis of semi-structured interviews
with 27 Fulbright alumni. The results show that while American scientific standards become a model for the Israeli scientists,
Israeli culture and identity become much more evident, for better or worse. Several ways of handling these identities were
recognized and include: the intertwine method, ordering, and buffering. Further theoretical and practical implications are
discussed. 相似文献
6.
Orit Zaslavsky Olive Chapman Roza Leikin 《Journal of Mathematics Teacher Education》2000,3(3):201-203
Editorial Board
Guest Editorial 相似文献7.
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 11th-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
8.
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
9.
Emran Ameer Spektor-levy Ornit Paz Tal Ofra Ben Zvi Assaraf Orit 《Science & Education》2020,29(2):237-261
Science & Education - A thorough understanding of the concept of the nature of science (NOS) is essential to the development of scientific literacy among students, as it provides the students... 相似文献
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