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1.
An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Solution Concepts 总被引:2,自引:0,他引:2
Tacettin PinarbaŞi; NurtaÇ Canpolat Samih BayrakÇeken Ömer Geban 《Research in Science Education》2006,36(4):313-335
This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of solution concepts (e.g., dissolving, solubility, factors affecting solubility, concentrations of solutions, types of solutions, physical properties of solutions) and their attitudes towards chemistry. The sample of this study consisted of 87 undergraduate students from two classes enrolled in an introductory chemistry course. One of the classes was assigned randomly to the control group, and the other class were assigned randomly to the experimental group. During teaching the topic of solution concepts in the chemistry curriculum, a conceptual change text-oriented instruction was applied in the experimental group whereas traditional instruction was followed in the control group. The results showed that the students in the experimental group performed better with respect to solution concepts. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups towards chemistry. 相似文献
2.
This study investigated the effectiveness of combining conceptual change text and discussion web strategies on students' understanding
of photosynthesis and respiration in plants. Students' conceptual understanding of photosynthesis and respiration in plants
was measured using the two-tier diagnostic test developed by Haslam and Treagust (1987, Journal of Biological Education 21: 203--211). The test was administered as pretest and posttest to a total of 233 eighth-grade students in six intact classes
of the same school located in an urban area. The test of logical thinking was used to determine the reasoning ability of students.
The experimental group was a class of 116 students received discussion web and conceptual change text instruction. A class
of 117 students comprised the control group received a traditional instruction. After instruction, data were analyzed with
two-way analysis of covariance (ANCOVA) using the Test of Logical Thinking and pretest scores as covariate. The conceptual
change instruction, which explicitly dealt with students' misconceptions, produced significantly greater achievement in understanding
of photosynthesis and respiration in plant concepts. Analysis also revealed a significant difference between performance of
females and that of males in the favor of females, but the interaction of treatment with gender difference was not significant
for learning the concepts. 相似文献
3.
In this study, the effect of conceptual-change-texts-oriented instruction to seventh-grade students' understanding of ecological concepts was investigated. Using information collected through interviews and related literature, the Ecology Concept Test was developed and administered to 58 elementary students in two classes of an elementary school before and after the treatment. The experimental group received conceptual-change-texts-oriented instruction and the control group received traditional instruction. Results of independent t test analysis revealed a statistically significant difference between the gain score means of the students in both groups with respect to ecological concepts in favor of experimental group after the treatment. 相似文献
4.
Mansoor Niaz 《Interchange》2006,37(1-2):129-150
Historians and philosophers of science have recognized the importance of controversies in the progress of science. The objective
of this study was to facilitate in-service chemistry teachers’ understanding of conceptual change based on alternative philosophical
interpretations (controversies). Selected controversies formed part of the chemistry curriculum both at secondary and university
freshman level. The study is based on 17 in-service teachers who had registered for all week course on “Investigation in the
Teaching of Chemistry” as part of their Master’s degree program. The course is based on 17 readings drawing on a history and
philosophy of science perspective with special reference to controversial episodes. Course activities included written reports,
class room discussions based on participants’ presentations, and written exams. A major finding of this study is that most
teachers went through an experience that involved: inconsistencies, conflicts, contradictions, and finally some degree of
conceptual change. A few of the participants resisted any change, but still raised important issues with respect to conceptual
change. Some of the educational implications are: a) Similar to a scientist, a student can live with two rival theories simultaneously
and as the student enriches his cognitive repertoire the conflict can perhaps be resolved; b) Resolution of a conflict may
not follow a logical pattern of reasoning but rather a slow process (based on motivational, intuitive, and affective factors)
in which the hardcore of beliefs slowly crumbles; c) In science there is no absolute truth, nor a scientific method and consequently
there cannot be rules, methods, algorithms, or pre-determined steps for introducing conceptual change; d) Teachers’ epistemological
outlook is crucial in order to facilitate conceptual change. 相似文献
5.
连贯是语篇的重要特征,各大语言学流派提出了多种理论从不同角度来阐释语篇连贯性。从认知的角度出发,借助概念合成理论,分析语篇的连贯。研究表明,该理论能弥补传统语言理论的缺陷,具有极强的解释力。 相似文献
6.
A Conceptual Change Teaching Strategy to Facilitate High School Students' Understanding of Electrochemistry 总被引:1,自引:0,他引:1
Recent research in chemistry education has shown an increasing interest in the facilitation of conceptual change in student understanding of chemical concepts. Most of the studies have tried to show the difference in student performance on algorithmic and conceptual problems. The objective of this study is to go beyond and design a teaching strategy based on two teaching experiments that could facilitate students' conceptual understanding of electrochemistry. The study is based on two sections (control, n = 29; experimental, n = 28) of 10th grade high school students at a public school in Venezuela. Experimental group participated in two teaching experiments designed to generate situations/experiences in which students are forced to grapple with alternative responses leading to cognitive conflicts/contradictions. Results obtained show that learning electrochemistry involves both algorithmic and conceptual problems. On Posttest 1, 93% of the experimental group students responded correctly, in contrast to 39% of the control group. On Posttest 2, 39% of the experimental group responded correctly, in contrast to 0% of the Control group. The difference in performance on both posttests is statistically significant (p < 0.001). It is concluded that the teaching experiments facilitated students' understanding (progressive transitions) of electrochemistry. 相似文献
7.
Julie L. Lambert Joan Lindgren Robert Bleicher 《International Journal of Science Education》2013,35(8):1167-1187
Global climate change, referred to as climate change in this paper, has become an important planetary issue, and given that K-12 students have numerous alternative conceptions or lack of prior knowledge, it is critical that teachers have an understanding of the fundamental science underlying climate change. Teachers need to understand the natural and human-induced factors affecting climate, and the potential consequences, and ways to mitigate and adapt to climate change. This study focusses on assessing preservice and inservice teachers' knowledge about climate change at the beginning and end of an instructional intervention embedded in an elementary science methods course. This paper describes the development of an instrument derived from the constructive modeling approach framework. The four components of this approach (the construct map, items design, outcome space, and measurement model) are discussed. In addition, the instructional intervention is described along with findings from the study and an analysis of the instrument. 相似文献
8.
Henna Vilppu Mirjamaija Mikkilä-Erdmann Ilona Ahopelto 《Scandinavian Journal of Educational Research》2013,57(3):246-262
The aim of the study was to investigate the role of regulation and processing strategies in understanding science text. A total of 91 student teachers answered open-ended questions concerning photosynthesis before and after reading either a traditional or a refutational science text. After this, they also answered parts of the Inventory of Learning Styles. Understanding of photosynthesis increased after the text reading among all the students. However, deep and independent learners reached a better understanding than reproductive and support-dependent students. The refutational text seemed to promote understanding more than the traditional text. The study supports the assumption that personal characteristics play a role in learning complex scientific concepts. Further, refutational texts seem to facilitate high quality learning. 相似文献
9.
Jennifer E. Szydlik Stephen D. Szydlik Steven R. Benson 《Journal of Mathematics Teacher Education》2003,6(3):253-279
Research literature (e.g., Thompson, 1992)suggests that teachers' beliefs about thenature of mathematics provide a strongindicator of their future teaching practices. Moreover, current reform efforts (e.g., NCTM,2000) ask teachers to lead mathematicalexplorations that allow their own students toconstruct mathematics. Understandingprospective teachers' mathematical beliefs andthe circumstances under which these beliefsmight be changed is therefore critical toteacher educators. In this paper we describethe culture of a mathematics content course forprospective elementary teachers that isdesigned to provide participants with authenticmathematical experiences and to fosterautonomous mathematical behaviors. Using bothsurvey and interview data, we exploredparticipants' beliefs about the nature ofmathematical behavior both at the commencementand at the completion of the course. We arguethat the participants' beliefs became moresupportive of autonomous behaviors during thecourse. We report that students attributedchanges in beliefs to specific classroom socialnorms and sociomathematical norms that includedfacets of work on ``big' problems withunderlying structures, a broadening in theacceptable methods of solving problems, a focuson explanation and argument, and theopportunity to generate mathematics as aclassroom community. 相似文献
10.
ABSTRACTThis study investigated how studying a refutational map, a type of argument map, affected conceptual change. Refutational maps visually display both correct and alternative conceptions. Participants (N?=?120) were randomly assigned to (1) a refutational map condition, (2) a refutational text condition, and (3) a non-refutational text condition. The post-test results showed that studying the refutational map led to better performance on free recall and learning transfer measures. Specifically, participants who studied the refutational map performed significantly better than others on a free recall test, and they significantly outperformed the non-refutational text group on a short-answer transfer test. The multiple-choice test, another transfer measure, failed to detect any differences among the three groups. The research also found that individual differences in need for cognition and logical thinking ability interacted with the type of study materials. Participants scoring lower on logical thinking ability gained more from studying the refutational map. 相似文献
11.
Mesut Saçkes Kathy Cabe Trundle Bruce W. Tuckman Lawrence A. Krissek 《Journal of Experimental Education》2013,81(4):338-351
The purpose of this study was to develop an instrument to assess college students’ efficacy beliefs for conceptual change and to examine the psychometric properties of the instrument. Participants were 692 students. Results of the confirmatory factor analysis supported the hypothesized single factor structure of Efficacy Beliefs for Conceptual Change Learning Questionnaire providing evidence for the construct validity. Evidence for concurrent validity also is provided. On the basis of the evidence provided in this study, the questionnaire appears to produce valid and reliable scores for college students. With the use of the questionnaire, conceptual change researchers might be able to better assess the relationship between students’ efficacy beliefs and the change in their conceptual understandings of various science concepts. 相似文献
12.
有代表性的科学哲学观可分为三种流派:经验主义一实证主义、理性主义和建构主义。经验主义者认为预防学生错误观念的方法是教他们小心地应用逻辑程序来进行细致的观察。理性主义认为学生不正确的概念是一些基本的误解,它们应该由较好的逻辑方法来处理。建构主义的观点不是划一的。波普尔强调了实验方法的逻辑,通过尝试去证伪它们来检验假设。拉卡托斯、图耳敏和库恩不认为概念转变必须是一个逻辑过程,我们必须以各种其他的方式发展概念转变,包括课堂小组讨论机制。波斯纳模型中的要素,在拉卡托斯的模型中出现了。图尔敏认为全部的概念不是一下子全部转变的,而是通过特殊概念的转变而逐渐转变的。 相似文献
13.
西方科学教学中概念转变学习理论的形成与发展 总被引:12,自引:0,他引:12
概念转变学习是一种建构主义科学教学理论.本文从历史的角度回顾了概念转变学习理论的形成与发展的过程,着重分析了概念转变模型与概念生态等问题. 相似文献
14.
Michele Gregoire 《Educational Psychology Review》2003,15(2):147-179
What accounts for well-meaning teachers' lack of implementation of subject-matter reforms, such as making one's classroom centered on problem solving, even when they positively value the reform and believe they are implementing it in their classrooms? Teachers' subject-matter beliefs may constrain them from adopting practices that conflict with those beliefs. The purpose of this article is to propose a theoretical model, the Cognitive–Affective Model of Conceptual Change, that integrates key findings from overly cognitive models of belief change with motivational and affective factors found in social psychology theory and research. This model explains why teachers' beliefs about instruction are resistant to reforms that challenge their existing beliefs, and it provides a conceptual framework within which to devise a better means of advancing teachers' beliefs and supporting them in the process of implementation. 相似文献
15.
邹一娜 《宁波教育学院学报》2009,11(6):52-55
新课改以后,探究式教学受到了广大科学教育者的重视,但实施效果却不尽人意。针对教师在实施探究式教学中存在的问题,研究者纷纷对探究式教学策略展开研究。为促进学生在科学探究的同时理解科学知识、形成科学概念,教师在实施探究式教学中应了解学生的理论基础并给予正确的理论指导、引发认知冲突、关注学生的情意领域、灵活实施科学探究活动、重视同伴间的交流和讨论。 相似文献
16.
《The Journal of educational research》2012,105(4):312-325
ABSTRACTRecently, conceptual change research has been experiencing a warming trend (G. M. Sinatra, 2005) whereby motivational and affective factors are being explored in the conceptual change process. The purpose of this study is to explore the 2 × 2 framework of achievement goal theory in relation to students’ conceptual change learning for a specific topic in biology, HIV/AIDS. The authors hypothesized that those with approach goals (mastery approach and performance approach) would demonstrate greater posttest conceptual change in their understanding of HIV/AIDS than those with avoidance goals. Participants were 206 undergraduates in introductory-level college biology courses. Participants were provided a 1,004-word HIV/AIDS text and were pre- and posttested on their conceptual knowledge of HIV/AIDS. Results of an analysis of covariance indicated that approach-oriented students demonstrated greater conceptual HIV/AIDS change at posttest than avoidance-oriented students. Results are discussed in light of the warming trend and achievement goal theory. 相似文献
17.
This study reports on research examining what students think about aspects of solution chemistry and seeks to establish what
alternative conceptions they hold in this area. To achieve this aim the researchers developed a test comprising of open-ended
questions that evaluated students understanding of solution chemistry. The test was administered to 441 students selected
randomly from different grades, grade 7 through grade 10. The research findings suggest that students have difficulty at comprehending
the investigated concepts in solution chemistry. Alternative conceptions about the concepts of dissolution, chemical bonding,
evaporation and condensation influence latter learning. Interestingly, the grade 9 students have the least percentages, except
for Item 3, amongst grades in terms of alternative conception. Also, students' alternative conceptions are also stored in
long-term memory and interact with each another. In the light of the findings, it can be suggested that the future research
may need to focus on classifying of students' responses in terms of categories in understanding such as propositions, strings,
images, episode, intellectual skills and cognitive strategies. 相似文献
18.
模型是对目标系统的简化的表征.模型建构是一种基于模型的建构性学习活动.根据认知心理学的观点,概念转变是学生朴素模型向科学模型转变与建构的过程.模型建构过程包括四个阶段的循环:激活原有朴素模型中的错误概念;对模型中的元素产生不满(产生认知冲突);建构新模型;使用新模型.基于模型建构的教学模式能促进概念转变,这一模式包括聚焦学生朴素模型中的错误概念;引发学生的认知冲突;通过类比推理,建构新模型;使用新模型,进行科学推理. 相似文献
19.
The purpose of this study is to investigate the effects of the cooperative learning approach based on conceptual change conditions
over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related
to chemical equilibrium concepts. The subjects of this study consisted of 87 tenth grade students from two intact classes
of a Chemistry Course instructed by the same teacher. One of the classes was randomly assigned as the experimental group,
which was instructed with cooperative learning approach based on conceptual change conditions and the other class was assigned
as the control group, which was instructed with traditional instruction. Chemical Equilibrium Concept Test (CECT) was administered
to the experimental and the control groups as pre- and post-tests to measure the students' conceptual understanding, and Chemical
Equilibrium Achievement Test (CEAT) was administered to the experimental and the control groups as a post-test to measure
the students' achievements related to computational problems. Science Process Skills Test was used at the beginning of the
study to determine the students' science process skills. Multivariate Analysis of Covariate (MANCOVA) was used to analyze
the data. The results showed that students in the experimental group had better conceptual understanding, and achievement
of computational problems related to the chemical equilibrium concepts. Furthermore, students' science process skills were
accounted for a significant portion of variations in conceptual understanding and achievements related to the computational
problems. 相似文献
20.
Mustafa Baser 《Journal of Science Education and Technology》2006,15(5-6):367-381
The objective of this research is to investigate the effects of simulations based on conceptual change conditions (CCS) and traditional confirmatory simulations (TCS) on pre-service elementary school teachers’ understanding of direct current electric circuits. The data was collected from a sample consisting of 89 students; 48 students in the experimental group who were taught simulations based on CCS, and 41 students in control group who followed the TCS. Subjects in both groups used open source software (Qucs) to simulate electric circuits. All students were administered Electric Circuits Concepts Test (DIRECT), Science Process Skills Test, Physics Attitude Scale, and Computer Attitude Scale before the treatment. Pre-test analyses revealed that there is no significant difference between experimental and control groups in terms of understanding of direct current electricity. After completing 3 weeks treatment, all students received the DIRECT again as a post-test. Analysis of covariance was used. Science process skills and attitudes toward computers were taken as covariates. The results showed that the conceptual change based simulations caused significantly better acquisition of conceptual change of direct current electricity concepts than the confirmatory simulation. While science process skills and attitudes towards computer made significant contributions to the variations in achievement, gender differences and interactions between gender and treatment did not. Eleven weeks later, the DIRECT was reapplied to the students in both groups. Eleven weeks delayed post-test results showed that the experimental group outperformed the control group in understanding of direct current electric concepts. 相似文献