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1.
Gardner Grant E. Troelstrup Angelique 《Journal of Science Education and Technology》2015,24(5):519-531
Journal of Science Education and Technology - Emergent technologies are commonly characterized as involving cutting-edge developments while lacking wide-scale public implementation. Although... 相似文献
2.
Derek Cheung 《Research in Science Education》2009,39(1):75-91
The purpose of this quantitative study was to examine the interaction effect between grade level and gender with respect to
students' attitudes toward chemistry lessons taught in secondary schools. The sample consisted of 954 chemistry students in
grades Secondary 4–7 (approximately 16–19 years of age) in Hong Kong. Students' attitudes were surveyed using an attitude
toward chemistry lessons scale (ATCLS), and subscale scores were produced on four dimensions: liking for chemistry theory
lessons; liking for chemistry laboratory work; evaluative beliefs about school chemistry; and behavioral tendencies to learn
chemistry. When the ATCLS data were subjected to two-way MANOVA, the interaction effect between grade level and gender on
students' attitudes toward chemistry lessons was statistically significant. The interaction effect was attributable to scores
on the theory lessons subscale and laboratory work subscale. Male students in Secondary 4 and 5 liked chemistry theory lessons
more than their female counterparts. However, male students' liking for chemistry laboratory work declined when they progressed
from Secondary 4 to Secondary 7; no such a significant decline in attitude toward chemistry laboratory work was found in females.
Overall, both males and females were just marginally positive about chemistry lessons during the years of secondary schooling.
Implications of these findings for curriculum design are discussed. 相似文献
3.
Nicholas A. Bowman Alyssa N. Rockenbach Matthew J. Mayhew Tiffani A. Riggers-Piehl Tara D. Hudson 《Research in higher education》2017,58(1):98-118
Atheists are often marginalized in discussions of religious and spiritual pluralism on college campuses and beyond. As with other minority worldview groups, atheists face challenges with hostile campus climates and misunderstanding of their views. The present study used a large, multi-institutional sample to explore predictors of non-atheist college students’ appreciative attitudes toward atheists. Substantial differences were found across identities; secular and spiritual worldview groups hold the most positive views, whereas Christians and Muslims have the most negative attitudes. Interactions with worldview diversity—but not general religious/spiritual engagement—consistently predict more positive attitudes, and these relationships sometimes vary based on students’ own worldviews. These results suggest that colleges and universities can create more inclusive environments for atheists, who constitute a sizable minority group on today’s college campuses. 相似文献
4.
《The Journal of educational research》2012,105(10):456-458
AbstractA group of 040 first-grade children reacted to four criterion attitude" "elected to reflect different way" teacher" may respond verbally toward a child with defective speech. They answered four questions indicating their acceptability of him. The purpose of the Investigation was to study the effect of the teacher attitudes on the children's responses. Results Indicate a significant relationship" and support the assumption that the social acceptability of speech-defective school children Is related to teacher attitudes. These children are chosen more often by their peers when the basis for selection Is friendship rather than speaking ability. 相似文献
5.
Ritushree Chatterjee 《The American journal of distance education》2020,34(1):53-68
ABSTRACTFeelings of community increase information flow, cooperation, support, and a sense of commitment toward group goals. Many studies have explored the significance of sense of community and collaborative learning activities in online learning environments. Using a correlational study, the relationship between students’ sense of community and their attitude toward online collaborative learning was examined in this study. Results indicate that collaboration and sense of community were moderately correlated. A positive correlation between collaboration and students’ sense of community was determined. It was also noticed that the degree of correlation between sense of community and collaborative learning was higher among graduate students than among undergraduate students. Furthermore, a higher degree of correlation existed between a positive attitude toward collaborative learning and the dimensions of sense of community when compared to the correlation between a negative attitude toward collaborative learning and sense of community. 相似文献
6.
Eunice Eyitayo Olakanmi 《Journal of Science Education and Technology》2017,26(1):127-137
This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of using flipped model of instruction, students were divided in two groups. For the first group called the experimental group, a “flipped classroom” was used in which the students were given video lessons and reading materials, before the class to be revised at home. On the other hand, the second group followed traditional methodology, and it was used as control. The rate of reaction knowledge test and the chemistry attitude scale were administered. In addition, the researcher documented classroom observations, experiences, thoughts and insights regarding the intervention in a journal on a daily basis in order to enrich the data. Students were interviewed at the end of the research in order to enrich the qualitative data also. Findings from this study reveal that the flipped instruction model facilitates a shift in students’ conceptual understanding of the rate of chemical reaction significantly more than the control condition. Positive significant differences were found on all assessments with the flipped class students performing higher on average. Students in the flipped classroom model condition benefited by preparing for the lesson before the classes and had the opportunity to interact with peers and the teacher during the learning processes in the classroom. The findings support the notion that teachers should be trained or retrained on how to incorporate the flipped classroom model into their teaching and learning processes because it encourages students to be directly involved and active in the learning. 相似文献
7.
Journal of Science Education and Technology - The development of STEAM (Science, Technology, Engineering, Liberal Arts, and Mathematics) curricula has emerged in the past decade. A pedagogical... 相似文献
8.
《The Journal of educational research》2012,105(10):371-374
AbstractNinety-two elementary and secondary school teachers were randomly assigned to three experimental conditions and one control condition to investigate the effect of group discussion on their attitudes towards risky actions discussed, as well as others not discussed. Significantly more positive attitudes were found in teachers who engaged in group discussion on both items discussed (at the . 01 level) and those not discussed (at the . 05 level). The theoretical background and implications of these findings are discussed. 相似文献
9.
Muammer ?alik Ali Kolomu? Zafer Karag?lge 《Journal of Science Education and Technology》2010,19(5):422-433
This paper reports on an investigation of the effect of conceptual change pedagogy on students’ conceptions of ‘rate of reaction’
concepts. The study used a pre-test/post-test non-equivalent comparison group design approach and the sample consisted of
72 Turkish grade-11 students (aged 16–18 years) selected from two intact classrooms. The ‘Rate of Reaction’ Concept Test comprising
9 lead and 10 sub-questions (total 19 items) was employed. The results suggest that the teaching intervention helped the students
to overcome their alternative conceptions and to store their newly structured knowledge in their long-term memories. It is
suggested that combining different conceptual change methods such conceptual change text/refutation text, argumentation with
the intervention used here may be more effective in reducing student alternative conceptions. 相似文献
10.
Luli Stern Nitza Barnea Sofia Shauli 《Journal of Science Education and Technology》2008,17(4):305-315
The objective of this study was to evaluate the effect of a dynamic software simulation on the understanding of the kinetic
molecular theory by 7th graders. Students in the control group (n = 62) studied a curricular unit that addressed the differences in arrangement and motion of molecules in the three phases
of matter. The experimental group (n = 71) studied the same unit combined with a few computer lessons using a software simulation. The results indicate that the
students in the experimental group scored significantly higher than those in the control group. Nonetheless, while both groups
of students improved their understanding of the kinetic molecular theory, the overall achievements were very low. These findings
suggest that the simulation improved the understanding of the 7th graders; however, it was insufficient in itself to promote
meaningful learning. Statistically significant gender differences were not observed. This paper concludes with a discussion
of the educational implications of this study. 相似文献
11.
Research in Science Education - This article reports on the effect of using a diagram to develop primary students’ conceptual understanding about electric circuits. Diagrammatic... 相似文献
12.
13.
Derek Cheung 《International Journal of Science Education》2013,35(16):2185-2203
Students’ attitudes toward chemistry lessons in school are important dependent variables in curriculum evaluation. Although a variety of instruments have been developed by researchers to evaluate student attitudes, they are plagued with problems such as the lack of theoretical rationale and of empirical evidence to support the construct validity of data. This paper describes a study of students’ attitudes toward chemistry lessons in Hong Kong secondary schools. One of the scales in the Test of Science‐Related Attitudes developed by Fraser was modified to form an Attitude Toward Chemistry Lessons Scale (ATCLS). The construction of the ATCLS was based on a theoretical model with four dimensions: liking for chemistry theory lessons, liking for chemistry laboratory work, evaluative beliefs about school chemistry, and behavioural tendencies to learn chemistry. The arguments for inclusion of these four dimensions are presented. The final version of ATCLS was administered to 954 students. The results of confirmatory factor analysis indicated that there was a good fit between the hypothesised model and the observed data. 相似文献
14.
Weston J Morrow Samuel G Vickovic Lisa M Dario John A Shjarback 《Journal of Criminal Justice Education》2013,24(4):585-605
AbstractThe current study examines the impact of the Ferguson Effect and related public scrutiny on college students’ motivation to become police officers. Using data from 654 students located at two US universities with over 20,000 students, the results indicate that students’ who perceived that officer motivation and dangerousness has been affected by negative media scrutiny had significantly higher log-odds of strongly agreeing that such scrutiny has negatively impacted their trajectory to work in the police profession and had higher log-odds of strongly agreeing that it has made them apprehensive about applying for police positions in comparison to the reference category. The current study highlights how the negative attention directed towards law enforcement is adversely influencing college students’ motivation to enter the police profession. Police departments must make a concerted effort to mitigate such negative scrutiny in order to ensure a strong candidate pool for prospective police officers. 相似文献
15.
Research in Higher Education - Scholars have advocated for further investigation of the campus climate for diversity and students’ attitudes and behaviors surrounding diversity, and there... 相似文献
16.
Science & Education - For many historians of science and science educators, the method of replicating historical scientific apparatus and experiments provides an avenue for science learning,... 相似文献
17.
King-Dow Su 《International Journal of Science and Mathematics Education》2008,6(2):225-249
The purpose of this study was to evaluate the instructional effects of using animations, static figures, PowerPoint bulletins,
and e-plus software as chemistry texts with the aid of computer-based technology. This study analyzed the characteristics
of students involved in three multimedia courses and their achievement and attitude toward chemistry and learning chemistry.
The three samples included in this study involved 257 undergraduate engineering students enrolled in the courses during the
academic year in which the study occurred. The results indicate that: (a) students acquired a better understanding of targeted
chemistry concepts during the multimedia courses, (b) some categories of students, based on their major area of study, computer
use, and attendance status at orientation achieved significantly (p < 0.05) higher post-test scores when adjusted for pre-test performance, and (c) significant differences and Cohen’s effect
sizes in attitudes toward chemistry and learning chemistry were detected for students’ level of computer use, disposition
toward computer multimedia, gender, and attendance at the multimedia orientation session. It appears to be helpful to incorporate
computer-based multimedia (animations, images, sounds) teaching while utilizing constructivist design principles to facilitate
students’ chemistry understanding and attitude toward chemistry and learning chemistry. 相似文献
18.
Casimir C. Barczyk Emily Hixon Janet Buckenmeyer Penny Ralston-Berg 《The American journal of distance education》2017,31(3):173-184
ABSTRACTThree thousand, one hundred sixty students involved in online instruction at 31 colleges and universities across the United States completed a survey designed to probe into whether statements derived from 8 standards in the Quality MattersTM (QM) rubric contributed to their success. The 43-item survey instrument measured students’ perceptions of online course quality. The effect of age and employment status on their perceptions was measured. Based on a series of ANOVA (analysis of variance)s, it was found that the highest rated standard was QM3 on Assessment and Measurement. There were significant differences between age groups. Students under 45, contrasted to those over 45, highly valued clarity and appropriateness of assessments and clear criteria for grading. For students above the age of 45, QM6 on Course Technology was valued highest. They placed a high value on the tools and media that support learning objectives and classmate interactivity. QM3 was rated highest across all employment groups—those employed part-time, full-time, and those who were unemployed. Standards 1 (Course Overview and Introduction), 2 (Learning Objectives), 4 (Resources and Materials), and 7 (Learner Support) were valued higher by students working full-time and those who were unemployed compared with those working part-time. It is likely that students who work part-time are not as focused on academics as are those who do not work. They may not be as motivated to perform well as students who work full-time. Implications for course designers and instructors are discussed. 相似文献
19.
Sandra Gilabert Merce Garcia-Mila Mark K. Felton 《International Journal of Science Education》2013,35(17):2857-2878
The reasoning belief of argumentum ad nauseam assumes that when someone repeats something often enough, he or she becomes more convincing. The present paper analyses the use of this strategy by seventh-grade students in an argumentation task. Sixty-five students (mean age: 12.2, SD?=?0.4) from a public school in a mid-sized urban environment took part in the study. The students were asked to either argue to convince an opposing partner or argue to reach consensus with an opposing partner on three dilemmas that dealt with energy sources. Data were gathered according to a between-groups design that included one independent variable (argumentative goal: to convince vs. to reach consensus) and one dependent variable (the degree of argumentative repetitions). We predicted that in the condition to convince their partner, the students would use the repetition strategy more often in their attempts to be persuasive. Our findings show that the mean number of argumentative repetitions was significantly higher for the persuasion group for both of the most frequent argumentative structures (claim and claim data). The mean percentage of repeated claims for the persuasion condition was 86.2 vs. 69.0 for the consensus condition. For the claim data, the mean percentage for the persuasion group was 35.2 vs. 24.3 for the consensus group. Also, students in the persuasion group tended to repeat one idea many times rather than repeating many ideas a few times within the same argumentative structure. The results of our study support the hypothesis that the goal of the argumentative task mediates argumentative discourse and, more concretely, the rate of repetitions and the conceptual diversity of the statements. These differences in rates of repetition and conceptual diversity are related to the amount of learning produced by the instructional goal. We apply Mercer's idea that not all classroom argumentation tasks promote learning equally. 相似文献
20.
The study examines the effect of the “Living Values Educational Program” (LVEP) on certain behaviors and attitudes related
to personal intelligences (Intrapersonal & Interpersonal) in elementary school students in a private school in Lebanon. A
sample of 76 second and third grade students was randomly selected. A pre-post experimental control group design was used.
Students in the treatment group followed lessons from three of the program’s value units, namely: Peace, Respect and Love,
in addition to the regular school curriculum for a whole school year, while the control group continued with the school’s
regular curriculum. Both groups were pre tested prior to the implementation of the program and then post tested using the
following instruments: Harter’s Perceived Competence Scales, Teachers’ Rating Scale, and the BarOn Emotional Quotient Inventory
(EQ-i:YV (S)). Data was analyzed using t-tests and qualitative teacher parent interviews. Significant treatment effects were found on students’ self-perceptions in
the Scholastic, Cognitive and Social domains of the Harter Scale, as compared to the control group. Also, significant differences
in the Teachers Rating Scale posttest measures, in favor of the treatment group were also found, but not on the EQ-i:YV (S)
subscales and total EQ post test mean scores. Results were discussed and explanations were provided with recommendations for
future research. 相似文献