The Effect of Conceptual Change Pedagogy on Students’ Conceptions of Rate of Reaction

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.     

Conceptions or Misconceptions? Primary Teachers' Perceptions and Use of Computers in the Classroom

Why should computers be used in primary schools and what roles have they come to play in the classroom? This paper describes an investigation into UK primary teachers' perceptions and use of computers in the classroom. The responses collected illustrate the existence of two broad groups of teachers. Those who adopt a computer awareness perspective and those who believe that the computer should be used as a means to facilitate and enhance teaching and learning. Furthermore, the responses suggest an association between teachers' beliefs about computer use and teachers' patterns of actual computer use and thus demonstrate that educational innovations are primarily and intrinsically realized in our way of thinking before they become practice. Yet, this way of thinking may be formed not only by teachers' interpretations of official orders and requirements but also by their knowledge of information technology (IT) and their comprehension of what teaching and learning is about.     

Constraints on Conceptual Change: How Elementary Teachers’ Attitudes and Understanding of Conceptual Change Relate to Changes in Students’ Conceptions

Like their students, teachers may hold a variety of naïve conceptions that have been hypothesized to limit their ability to support students’ learning. This study examines whether changes in elementary students’ conceptions are related to their teachers’ content knowledge, attitudes, and understanding of conceptual change. The study takes place in the context of the adoption of a new unit on seasonal change in which students build and use sundials to observe seasonal differences in the apparent motion of the Sun across the sky. A mixed-method approach is used. Data sources include pre- and post-tests for students and teacher interviews and questionnaires. Results indicate that changes in students’ conceptions may be related to their teachers’ knowledge of the content, attitudes toward science, and understanding of conceptual change. One teacher had low attitude toward science and limited knowledge of conceptual change. After instruction, her students’ responses became less accurate but more homogeneous than before instruction. The other teacher had high attitude and moderate knowledge of conceptual change. Her students showed gains from pre- to post-test, including responses that were more scientifically accurate than the teachers’ initial answers.     

One year of preschool intervention or two: Does it matter?

This study investigated the effects of the federally funded Child Parent Center preschool program on several cognitive and social outcomes through sixth grade. Seven hundred fifty-seven low-income Black children in the inner city enrolled in 1 or 2 years of a Head Start-type program at age 3 or 4. One hundred thirty Black children from similar neighborhoods entered the centers in kindergarten and served as a no-preschool comparison group. Results indicated that while 2-year participants began and ended kindergarten more academically competent than 1-year participants, through the elementary grades these children did not significantly or meaningfully differ from one another in reading comprehension, mathematics achievement, teacher ratings of social adjustment, rates of grade retention and special education placement, and teacher-rated parental school involvement. The overall effect size for Grades 1 to 6 was .15 standard deviations and values consistently favored the 2-year group. Both 1- and 2-year preschool participants were consistently and significantly better adjusted than no-preschool participants. The mean effect size of 1 or 2 years of preschool participation from Grades 1 to 6 across all outcomes was .34 standard deviations. Given limited enrollment and funding, findings lend support to enrolling as many children as possible in 1 year of quality Head Start-type programs. If the level of funding is not a major consideration or if the main criterion of success is school readiness at kindergarten entry, 2 years is preferable to 1 year.     

‘Does it answer the question or is it French fries?’: an exploration of language supports for scientific argumentation

ABSTRACT

Reform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students’ engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher’s language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive language supports, and (3) some language supports offered a rationale for argumentation. Findings suggest a need to identify and develop supports for the dialogic aspects of argumentation. Furthermore, engaging students in argumentation through productive language functions could be leveraged to support dialogic interactions. Lastly, our work points to the need for language supports that make the rationale for argumentation explicit since such transparency could further increase access for all students.     

Is DNA Alive? A Study of Conceptual Change Through Targeted Instruction

We are involved in a project to incorporate innovative assessments within a reform-based large-lecture biochemistry course for nonmajors. We not only assessed misconceptions but purposefully changed instruction throughout the semester to confront student ideas. Our research questions targeted student conceptions of deoxyribonucleic acid (DNA) along with understanding in what ways classroom discussions/activities influence student conceptions. Data sources included pre-/post-assessments, semi-structured interviews, and student work on exams/assessments. We found that students held misconceptions about the chemical nature of DNA, with 63 % of students claiming that DNA is alive prior to instruction. The chemical nature of DNA is an important fundamental concept in science fields. We confronted this misconception throughout the semester collecting data from several instructional interventions. Case studies of individual students revealed how various instructional strategies/assessments allowed students to construct and demonstrate the scientifically accepted understanding of the chemical nature of DNA. However, the post-assessment exposed that 40 % of students still held misconceptions about DNA, indicating the persistent nature of this misconception. Implications for teaching and learning are discussed.     

Can we Speak of Alternative Frameworks and Conceptual Change in Mechanics?

This paper discusses the various conflicting trends in mechanics education that have appeared over the past two decades, and proposes the theory of schemata as a means to resolve the conflict that exists within the literature. The conflict has two causes: the prevailing relativism that exists within science education, and the mistaken view that student alternative ideas are concepts that are well defined. We argue that student alternative ideas can be best understood in terms of schema theory, and that schema theory can offer support to the Vygotskian idea of the teacher facilitating the construction of the Newtonian system within the students zone of proximal development. Within the context of schema theory we propose the category of idealised abstraction that has as its starting point the logical structure of Newtonian mechanics rather than the cognitive state of uninstructed students.     

How to Change Students‘ Conceptions of the Epistemology of Science

This paper is subdivided into two sections: In Part I empirical results of students epistemological conceptions of laws, hypotheses, theories, and models are presented as well as their ideas of the pathway of scientific discovery. These results are discussed in relation to research results of different recent publications. In Part II an outline and analysis of a two-year program for explicitly teaching epistemology in a physics course (grade 11-13) is given.     

College application behavior: who is strategic? Does it help?

The paper examines whether college application behavior assists members of privileged social groups to preserve their advantages in diversified higher education systems. The study is based on a survey conducted in Israel in 1999 on a sample of 4,061 freshmen in the research universities and the academic colleges, which are often perceived as the second tier of higher education. The findings show that strategic application behavior helps less able children of academic parents to achieve the summit of higher education: studying lucrative fields of study at the research universities. Mizrachim, the disadvantaged Jewish ethnic group, are strategic when applying for lucrative fields of study, but it does not affect their actual enrollment. Strategic application behavior helps Arabs, the most disadvantaged group in Israel, increase their odds of achieving the “worst” option, studying non-lucrative fields in colleges. Talented women successfully practice strategic behavior when applying for lucrative fields of study. The effects of strategic application behavior are, thus, mixed. It helps in preserving socio-economic and ethnic inequalities, but also helps in reducing gender inequality among talented students.

Preservice Teachers‘ Classroom Practice and Their Conceptions of the Nature of Science

The present article describes research carried out in Badajoz (Spain) with student teachers of Primary and Secondary science education. The preservice teachers conceptions of the nature of science were analyzeda and compared with their classroom practice when teaching a science lesson. The results indicated that there was no correspondence between the conceptions of the nature of science and the classroom practice. The implications of the research for science teacher education are dealt with.     

What is it?

Yon can find it everywhere．Yon can touch it or feel it.But it can’t be eaten and can’t be drunk．There is air in it．There is water in it．Because it has much nutrition(营养物)which plants live on it,and we     

Classroom interaction: Potential or problem? The case of Karagwe

This paper discusses interactional patterns in classrooms in primary school in rural Tanzania, based on an ethnographic study on literacy practices. The paper argues that the official policy of Swahili-only in primary school, together with the huge gap between high expectations on educational outcome and lack of resources, have resulted in the creation of safety strategies among pupils and teachers. These safety strategies include interactional patterns that also constitute a hindrance for students’ learning. However, I claim that these interactional patterns could constitute a potential for educational development, if research findings from bilingual education were taken into account.     

From Green to Red Tomatoes or Is there a Shortcut by which to Change the Conceptions of Teaching and Learning of College Teachers?

No general shift from a teaching to a learning paradigm in higher education is possible without a parallel change in the conceptions that college and university teachers have of teaching and learning‐‐from teaching, conceived as transmission and reception of knowledge, to teaching as facilitation of student learning. Staff development and action research can play a useful role in “defreezing” the existing conceptions and attitudes. But for a substantial change in teaching practices in the direction of learning of high quality to occur, more substantial changes in organization, curricula, funding, staff recruitment, and professional development policies are needed. The international academic community can play an important role in this paradigm shift by presenting models of good practice as well as exchanges of experiences and incentives. Such assistance is especially important for small countries in transition, like Slovenia.     

What is Knowledge in English and Where Does it Come From?

By offering a close reading and interpretation of one conversation between four Year 8 pupils about Robert Swindell’s Stone Cold, I aim to address questions of what might count as knowledge in English and to suggest how it might develop not only out of the qualities of a text, but from particular social relations and a set of pedagogic choices. I argue for a refocusing of attention away from the ‘acquisition’ of ‘cultural capital’ or ‘powerful disciplinary knowledge’ by individual pupils, towards the cultural resources and cultural productivity of pupils and teachers. I go on to suggest that serious consideration of such conversations as evidence of learning poses a significant challenge to dominant theories and research methodologies that locate knowledge and ability within the minds of individual pupils. Instead, my reading of this classroom interaction suggests the creative potential of discussion in diverse, urban classrooms to contribute to a fuller account of learning that pays proper attention to its roots in the social and affective realms. Crucially, part of my argument is that classrooms such as the one in which the conversation took place offer unique opportunities and conditions for the development of a pedagogy that both draws on and negotiates difference and is therefore culturally productive in a wider sense.     

What time is it?

读下面的歌谣。根据歌谣内容在表盘上写出相应的时间,并把表盘和相应的图连起来。It's ten o'clock.Time for lessons.It's nice to be a boy.     

What Color is it?

What color is it?(这是什么颜色) Cloud is White,(云是白色的) and sky is blue．(天是蓝色的) What color is it?(这是什么颜色) Moon is yellow,(月亮是黄色的) and sun is red.(太阳是红色的) What color is it?(这是什么颜色) Branch is brown,(树枝是褐色的)     

How much is it?

教材分析:本课是“OxfordEnglishChangjiangEdition”(4B)第四单元第一课时,主要内容是“SectionA:Kenisatashoppingplaza.Hehassixtyyuanandhewantstobuyapresent.Heisaskingtheshopassis-tantthepricesofsomeitems”。根据这一话题,我确定出本课的目标:重点是用英语认读人民币及货物价格,能通过提供的信息应答“Howmuchisit?Doyouwantone?”,以持续相互间的交谈。我采用听、说、学和演的教学方法,遵循趣味性教学原则、情景教学原则和交际性原则,充分发挥现代教学媒体的优势,使课堂“情趣化、生活化、交际化”,引导学生在一种轻松、自…