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Lucia Kohlhauf Ulrike Rutke Birgit Neuhaus 《Journal of Science Education and Technology》2011,20(5):667-678
Many epoch-making biological discoveries (e.g. Darwinian Theory) were based upon observations. Nevertheless, observation is
often regarded as ‘just looking’ rather than a basic scientific skill. As observation is one of the main research methods
in biological sciences, it must be considered as an independent research method and systematic practice of this method is
necessary. Because observation skills form the basis of further scientific methods (e.g. experiments or comparisons) and children
from the age of 4 years are able to independently generate questions and hypotheses, it seems possible to foster observation
competency at a preschool level. To be able to provide development-adequate individual fostering of this competency, it is
first necessary to assess each child’s competency. Therefore, drawing on the recent literature, we developed in this study
a competency model that was empirically evaluated within learners (N = 110) from different age groups, from kindergarten to university. In addition, we collected data on language skills, domain-specific
interest and previous knowledge to analyse coherence between these skills and observation competency. The study showed as
expected that previous knowledge had a high impact on observation competency, whereas the influence of domain-specific interest
was nonexistent. Language skills were shown to have a weak influence. By utilising the empirically validated model consisting
of three dimensions (‘Describing’, ‘Scientific reasoning’ and ‘Interpreting’) and three skill levels, it was possible to assess
each child’s competency level and to develop and evaluate guided play activities to individually foster a child’s observation
competency. 相似文献
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The purpose of this paper is to present an analysis of the difficulties faced by students when working with different representations of vectors, planes and their intersections in \(\mathbb {R}^{3}\). Duval’s theoretical framework on semiotic representations is used to design a set of evaluating activities, and later to analyze student work. The analysis covers three groups of undergraduate students taking introductory courses in linear algebra. Different types of treatments and conversions are required to solve the activities. One important result shows that, once students choose a register to solve a task, they seldom make transformations between different registers, even though this facilitates solving the task at hand. Identifying these difficulties for particular transformations may help teachers design specific activities to promote students cognitive flexibility between representation registers. 相似文献
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Research in Science Education - The first phase of this multiphase study involves modeling of college students’ thinking of friction at the microscopic level. Diagnostic interviews were... 相似文献
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Edgar F. Smith 《Journal of The Franklin Institute》1889,128(6):490-492
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Andrew Edgar 《国际体育史杂志》2015,32(15):1804-1807
Philosophy as a discipline is typically characterized through the use of rigorous argument and analysis, and the clarification of the meaning of concepts. Philosophical problems are thus resolved, not through the appeal to empirical evidence, but by identifying inconsistent and confusing patterns of thought and reflection. This paper will clarify the nature of a philosophical methodology by explicating the relationship between the philosophy of sport and the core traditional areas of philosophy, metaphysics, epistemology, axiology and logic. 相似文献