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1.
Brian R. Belland Krista D. Glazewski Jennifer C. Richardson 《Instructional Science》2011,39(5):667-694
Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments
in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik
et al., J Learn Sci 7:313–350, 1998). Using a mixed method design, the researchers examined the use of computer-based argumentation scaffolds, called the Connection Log, to help middle school students build evidence-based arguments. Specifically we investigated (a) the impact of computer-based
argumentation scaffolds on middle school students’ construction of evidence-based arguments during a PBL unit, and (b) scaffold
use among members of two small groups purposefully chosen for case studies. Data sources included a test of argument evaluation
ability, persuasive presentation rating scores, informal observations, videotaped class sessions, and retrospective interviews.
Findings included a significant simple main effect on argument evaluation ability among lower-achieving students, and use
of the scaffolds by the small groups to communicate and keep organized. 相似文献
2.
Min Liu Lucas Horton Justin Olmanson Paul Toprac 《Educational technology research and development : ETR & D》2011,59(2):249-265
This study examines middle school students’ learning and motivation as they engaged in a new media enriched problem-based
learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data,
we investigated the effect of a new media environment on sixth graders’ science learning, their motivation, and the relationship
between students’ motivation and their science learning. The analysis of the results showed that: Students significantly increased
their science knowledge from pretest to posttest after using the PBL program, they were motivated and enjoyed the experience,
and a significant positive relationship was found between students’ motivation scores and their science knowledge posttest
scores. Findings were discussed within the research framework. 相似文献
3.
This study is conducted with self-developed questionnaire on 910 middle school students, aimed at describing middle school
students’ academic subjective well-being and exploring its influential factors. Results show that (1) Academic subjective
well-being of middle school students is generally low and there exist differences in different schools and grades. Students
from non-key middle schools have lower academic subjective well-being than those from the key schools. Grade 2 students in
both junior and senior middle schools have the lowest academic subjective well-being. (2) Factors directly affecting middle
school students’ academic subjective well-being are academic experience and the present academic achievements · · with the
former playing a major role. (3) Factors indirectly influencing middle school students’ academic subjective well-being are
social pressure and expected academic achievements, both of which influence students’ academic subjective well-being through
students’ academic experience or their present academic achievements.
__________
Translated from Educational Research and Experiment, 2004:4 相似文献
4.
A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning 总被引:1,自引:0,他引:1
Erdal Senocak Yavuz Taskesenligil Mustafa Sozbilir 《Research in Science Education》2007,37(3):279-290
The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum
with those in a conventional primary science teacher preparation program with regard to success in learning about gases and
developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who
were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention
group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods
were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and
scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s
performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical
Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent
sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically
significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their
attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed
learning, cooperative learning and critical thinking. 相似文献
5.
Leman Tarhan Hulya Ayar-Kayali Raziye Ozturk Urek Burcin Acar 《Research in Science Education》2008,38(3):285-300
This research study aims to examine the effectiveness of a problem-based learning (PBL) on 9th grade students’ understanding
of intermolecular forces (dipole–dipole forces, London dispersion forces and hydrogen bonding). The student’s alternate conceptions
about intermolecular bonding and their beliefs about PBL were also measured. Seventy-eight 9th grade students were stratified
by cognitive levels and then randomly assigned to experimental (PBL, 40 students) and control (lecture-style teaching, 38
students) groups. Following a preparatory lesson where activation and remediation of existing knowledge occur, a pre-test
was given, and no significant difference was found between the two groups of students (p > .05). After the instruction was completed, a post-test and also a questionnaire related to the quality of the problem,
the teacher’s role and group functioning were administered. Results from the post-test of both groups (p < .05) and questionnaire showed that PBL is affective on students’ achievement, remedying formation of alternate conceptions
and also social skills. 相似文献
6.
Els de Koning Monique Boekaerts 《European Journal of Psychology of Education - EJPE》2005,20(3):289-308
This article reports on a study regarding the school-identification of 1819 first-year students in secondary vocational education.
We measured the school-identification of these adolescents and used the perspective of self-regulation to define three blocks
of potential determinants, including the students’ personal goals (1) their appraisals of the school and classroom (2), and
their peer- and home-identities (3). One other block included students’ personal characteristics, such as general ability
(i.e., course-level) and gender (4). In a two-wave regression procedure we investigated the contributions of the four blocks
of potential determinants in explaining students’ school-identification. The first wave showed three key-determinants, including
students’ appraisals of teacher-expectation and course-utility and the extent to which they felt alienated from their school.
Of secondary importance were students’ relational identities, with peer-identity being more important than home-identity.
Personal goals were the least important determinants. The second wave showed how the key-determinants were explained by the
students’ appraisals of mutual-support, and involvement, fairness, humour, learning-support, reward and personal respect of
their teachers. Elaborate interpretations of the results are provided in the discussion. 相似文献
7.
Instructional effectiveness of higher-order questions: The devil is in the detail of students’ use of questions 总被引:1,自引:0,他引:1
Research has repeatedly established that the theoretical benefits of various scaffolds do not match their actual impact on
learning. It has been argued that the instructional effectiveness of scaffolds largely depends on very detailed aspects of
the learning activities associated with the scaffolds within specific environments. From this perspective and, in order to
predict and control learning outcomes in the context of specific instances of scaffolds, there is a need for a detailed cognitive
analysis of learning activities (e.g. analyses of students’ scaffold use). Accordingly, the current study investigated how
students actually use adjunct questions while studying a text and how the quantity and quality of usage determine students’
learning outcomes (performance). Forty-two university students in two conditions were required to study a short science text
for 15 min. Results revealed that the quality of students’ use of instructional devices accounted for their final performance. 相似文献
8.
Romaizah Salleh Grady J. Venville David F. Treagust 《Research in Science Education》2007,37(3):291-312
With increasing numbers of students learning science through a second language in many school contexts, there is a need for
research to focus on the impact language has on students’ understanding of science concepts. Like other countries, Brunei
has adopted a bilingual system of education that incorporates two languages in imparting its curriculum. For the first three
years of school, Brunei children are taught in Malay and then for the remainder of their education, instruction is in English.
This research is concerned with the influence that this bilingual education system has on children’s learning of science.
The purpose was to document the patterns of Brunei students’ developing understandings of the concepts of living and non-living
things and examine the impact in the change in language as the medium of instruction. A cross-sectional case study design
was used in one primary school. Data collection included an interview (n = 75), which consisted of forced-response and semi-structured interview questions, a categorisation task and classroom observation.
Data were analysed quantitatively and qualitatively. The results indicate that the transition from Malay to English as the
language of instruction from Primary 4 onwards restricted the students’ ability to express their understandings about living
things, to discuss related scientific concepts and to interpret and analyse scientific questions. From a social constructivist
perspective these language factors will potentially impact on the students’ cognitive development by limiting the expected
growth of the students’ understandings of the concepts of living and non-living things.
A paper accepted by Research in Science Education, August, 2006. 相似文献
9.
This paper offers a typology of forms and uses of abduction that can be exploited to better analyze abduction in proving processes.
Based on the work of Peirce and Eco, we describe different kinds of abductions that occur in students’ mathematical activity
and extend Toulmin’s model of an argument as a methodological tool to describe students’ reasoning and to classify the different
kinds of abduction. We then use this tool to analyze case studies of students’ abductions and to identify cognitive difficulties
students encounter. We conclude that some types of abduction may present obstacles, both in the argumentation when the abduction
occurs and later when the proof is constructed. 相似文献
10.
Virginia L. J. Bolshakova Carla C. Johnson Charlene M. Czerniak 《Cultural Studies of Science Education》2011,6(4):961-997
In the United States today, urban schools serve the majority of high-poverty and high minority populations including large
numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science
teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers
have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future
science achievement and science-related careers of their students. This qualitative study explores how three science teachers’
effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students
were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives,
as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics
that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing
on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened
student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy,
as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition
to middle school may construct permanence and accomplishment for all in science. 相似文献
11.
The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary
students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess
students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application
according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve
the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and
application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional
teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions
will further determine whether students taught through PBL develop improved learning in relation to high order skills, in
a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform. 相似文献
12.
Uncovering the Potential: The Role of Technologies on Science Learning of Middle School Students 总被引:1,自引:0,他引:1
Angelia Reid-Griffin Glenda Carter 《International Journal of Science and Mathematics Education》2008,6(2):329-350
There is, no doubt, untapped potential in using technological tools to enhance the understanding of science concepts. This
study examines the potential by observing 7th and 8th grade middle school students’ (n = 23) use of portable data collection devices in a nine-week elective class, Exploring Technologies. Students’ use of the data collection devices and subsequent interactions were traced through audiocassette and videocassette
recordings, field notes, and student artifacts. The culminating activity for the course was a scientific investigation that
required students to use the technologies to answer student-selected research questions. To illustrate the use of technology
as a mediatory tool, an inquiry investigation of three student groups is described. In examining the three groups of middle
school students the researchers encountered specific evidence of technology maximizing students’ science learning. The students
were able to use the portable data collection devices in their investigations as they discussed scientific ideas related to
temperature and heat. The study’s findings indicated that the three student groups were able to use the tools to conduct scientific
inquiry and engage in scientific discourse. Further research on instructional approaches that allow students to develop expertise
by using technology as tools to construct knowledge about complex phenomena is encouraged. 相似文献
13.
Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure
learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is
a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the
civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will
this shift in focus influence teachers’ capacity to accommodate students’ needs resulting from racial inequities in this society,
particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined
the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator
on the basis of classroom observations, students’ responses and standardized assessment results. Both teachers’ classrooms
consisted primarily of African American students. Grounded theory was used to analyze the teachers’ beliefs and practices
in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the
students’ racial identities on the teachers’ beliefs and practices. The analysis reveals that the teachers’ beliefs and practices
were informed by their critical awareness of social constraints imposed upon their African American students’ identities.
These findings communicate the significance of sociocultural awareness to informing the teachers’ instruction, as well as
their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that
an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for
the culturally responsive dispositions and practices of these middle school science teachers. 相似文献
14.
15.
Nina Christenson Shu-Nu Chang Rundgren Hans-Olof H?glund 《Journal of Science Education and Technology》2012,21(3):342-352
To achieve the goal of scientific literacy, the skills of argumentation have been emphasized in science education during the
past decades. But the extent to which students can apply scientific knowledge to their argumentation is still unclear. The
purpose of this study was to analyse 80 Swedish upper secondary students’ informal argumentation on four socioscientific issues
(SSIs) to explore students’ use of supporting reasons and to what extent students used scientific knowledge in their arguments.
Eighty upper secondary students were asked to express their opinions on one SSI topic they chose through written reports.
The four SSIs in this study include global warming, genetically modified organisms (GMO), nuclear power, and consumption.
To analyse students’ supporting reasons from a holistic view, we used the SEE-SEP model, which links the six subject areas
of sociology/culture (So), environment (En), economy (Ec), science (Sc), ethics/morality (Et) and policy (Po) connecting with
three aspects, knowledge, value and personal experience (KVP). The results showed that students used value to a greater extent (67%) than they did scientific knowledge (27%) for
all four SSI topics. According to the SEE-SEP model, the distribution of supporting reasons generated by students differed
among the SSI topics. Also, some alternative concepts were disclosed in students’ arguments. The implications for research
and education are discussed. 相似文献
16.
Mehmet Sahin 《Journal of Science Education and Technology》2010,19(3):266-275
This study investigated the effects of problem-based learning on students’ beliefs about physics and physics learning and
conceptual understanding of Newtonian mechanics. The study further examines the relationship between students’ beliefs about
physics and their conceptual understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55,
traditional = 69) enrolled in a calculus-based introductory physics class. Students’ beliefs about physics and physics learning
and their physics conceptual understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS)
and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and
conceptual understanding were performed. The PBL group showed significantly higher conceptual learning gains in FCI than the
traditional group. PBL approach showed no influence on students’ beliefs about physics; both groups displayed similar beliefs.
A significant positive correlation was found between beliefs and conceptual understanding. Students with more expert-like
beliefs at the beginning of the semester were more likely to obtain higher conceptual understanding scores at the end of the
semester. Suggestions are presented regarding the implementation of the PBL approach. 相似文献
17.
This study investigates how the enactment of a climate change curriculum supports students’ development of critical science
agency, which includes students developing deep understandings of science concepts and the ability to take action at the individual
and community levels. We examined the impact of a four to six week urban ecology curriculum on students from three different
urban high schools in the USA. Data collection included pre and posttest written assessments from all students (n = 75) and pre and post interviews from focal students (n = 22) to examine how students’ conceptual understandings, beliefs and environmental actions changed. Our analyses showed
that at the beginning of the curriculum, the majority of students believed that climate change was occurring; yet, they had
limited conceptual understandings about climate change and were engaged in limited environmental actions. By the end of the
curriculum, students had a significant increase in their understanding of climate change and the majority of students reported
they were now engaged in actions to limit their personal impact on climate change. These findings suggest that believing a
scientific theory (e.g. climate change) is not sufficient for critical science agency; rather, conceptual understandings and
understandings of personal actions impact students’ choices. We recommend that future climate change curriculum focus on supporting
students’ development of critical science agency by addressing common student misconceptions and by focusing on how students’
actions can have significant impacts on the environment. 相似文献
18.
Christina Solomonidou Dimitrios Kolokotronis 《Education and Information Technologies》2008,13(3):185-219
This paper mainly describes the role of the multimedia software package ‘Interactions between Objects’ on students’ learning
of mechanical interaction forces and Newton’s laws. We designed and developed this software within social constructivism on
the basis of 226 students’ initial conceptions (categorized in six categories), in order to help students construct appropriate
knowledge about the subject. Teaching with the software was conducted in 13 primary, lower secondary and upper secondary school
classes. In the software’s evaluation research 226 students (aged 11–16) and 13 teachers of the classes participated. Data
analysis showed students’ substantial learning gains with respect to their initial alternative conceptions of the six conceptual
categories. Particularly, the students’ incorrect answers to the post-test questionnaire have perceptibly decreased (a mean
of 65%). In contrast, their correct answers to the questions reached high percentages, from 60% to 90% depending on the question
and the students’ age. Also the teachers’ opinions and comments enhanced software’s evaluation. The contribution of the software’s
specific characteristics on students’ learning is discussed along with implications for designing constructivist science learning
tools. 相似文献
19.
Korean elementary school students’ English learning demotivation: a comparative survey study 总被引:1,自引:0,他引:1
Tae-Young Kim 《Asia Pacific Education Review》2011,12(1):1-11
This study explores Korean elementary school students’ decreased motivation for English learning by analyzing the questionnaire
data obtained from 6,301 students in a large city in South Korea. The students’ school grades and their prior experience in
private institutes were considered as the major factors behind the decrease in their motivation. There was a statistically
significant and consistent decrease in the students’ satisfaction with their English learning experience; expectation of ultimate
success in English; and intrinsic/extrinsic motivation and integrative/instrumental motivation. Prior experience in attending
private institutes had a substantial impact on the students’ motivation. Those who attended private institutes (hakwons) exhibited higher levels of instrumental and intrinsic motivation. However, in terms of other motivational constructs of
integrative and extrinsic (parental, academic) motivation, private instruction had a negligible or negative impact. By comparing
the results with those of Lamb (2007), the present study proposes that Korean students should be made to internalize the beneficial role played by English so
that their English learning motivation can be maintained. 相似文献
20.
There is a documented need for more opportunities for teachers to learn about students’ mathematical reasoning. This article
reports on the experiences of a group of elementary and middle school mathematics teachers who participated as interns in
an after-school, classroom-based research project on the development of mathematical ideas involving middle-grade students
from an urban, low-income, minority community in the United States. For 1 year, the teachers observed the students working
on well-defined mathematical investigations that provided a context for the students’ formation of particular mathematical
ideas and different forms of reasoning in several mathematical content strands. The article describes insights into students’
mathematical reasoning that the teachers were able to gain from their observations of the students’ mathematical activity.
The purpose is to show that teachers’ observations of students’ mathematical activity in research sessions on students’ development
of mathematical ideas can provide opportunities for teachers to learn about students’ mathematical reasoning. 相似文献