High school students’ difficulties in understanding osmosis

Preconceptions and misconceptions of 500 secondary students in years 9‐12 regarding osmosis were studied through the use of five different kinds of instruments: prior learning inventory, self‐report knowledge inventory, true/false test, definitions and clinical interviews. Some of the major findings were: (1) The most frequent explanation offered to osmosis is ‘a desire or drive towards equalizing concentrations’. (2) Hardly any student uses the concept ‘water concentration’. (3) Most students fail to realize that in dynamic equilibrium water molecules keep moving. (4) Students have special difficulty in understanding osmotic relations in plants. (5) Many students have difficulty in grasping solute‐solvent and concentration‐quantity relations. (6) Students often perform laboratory experiments without really understanding the underlying principles. Practical and theoretical implications are discussed.     

Lessons from the History of the Concept of the Ray for Teaching Geometrical Optics

There are two indisputable findings in science education research. First, students go to school with some intuitive beliefs about the natural world and physical phenomena that pose an obstacle to the learning of formal science. Second, these beliefs result from the confluence of two factors, namely, their everyday experience as they interact with the world around them and a set of operational constraints or principles that channel both perceptually and conceptually the way these experiences are perceived and interpreted. History of science suggests that the theories of early scientists through which they sought to explain physical phenomena relied mostly on ideas that closely fitted their experiences of the relevant phenomena. This characteristic of the early scientific ideas is the root of the epistemological difficulties that early scientists faced in their attempts to explain the phenomena. In this paper, we focus on the early theories in optics (from ancient Greek to the late Islamic scientific traditions) and argue that students face some of the same epistemological problems as early scientists in explaining vision and optical phenomena for the reason that students’ intuitive beliefs are also closely tied to particular phenomena and as a result the underlying notions are fragmentary and lack the necessary generality that would allow them to cover many disparate phenomena. Knowledge of these epistemological problems can help the instructor to identify the key elements for a better understanding of the formal theory of optics and, in turn, lead to a more effective instruction.     

Evaluating a technology supported interactive response system during the laboratory section of a histology course

Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper‐level histology course, the interactive application Learning Catalytics^TM, a cloud‐based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions “on‐the‐go,” engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 ± 0.99 on a five‐point Likert scale). However, they highly recommended using it (4.2 ± 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328–338. © 2016 American Association of Anatomists.     

Lab Work and Learning in Secondary School Chemistry: The Importance of Teacher and Student Interaction

Laboratory work is considered essential in promoting students’ learning of science and of scientific inquiry. What the students perceive as important to learn from a regular laboratory exercise is probably affected by the teacher’s objectives. We study the extent to which one teacher’s objectives are fulfilled during lab work, and how teacher–student and student–student interactions contribute to developing learning experiences from the laboratory exercise. Do students encounter opportunities to learn in agreement with the teacher’s objectives? This explanatory single case study includes use of a palette of methods, such as pre- and post-interviews, observations and video documentation from an experienced secondary school teacher and her 8th grade (aged 13–14) students’ laboratory work. Our results point to the importance of teacher involvement to help students understand what to look for, how to do it and why. Especially teacher–student interactions during lab work seemed to influence what students perceived as important to learn. In the laboratory exercise in this case, the teacher helped the students to observe and to use their observations in their explanations. The lab work included learning experiences other than those addressed by the teacher, and the teacher’s intentions were partially fulfilled. Not only what the teacher says, but also how the teacher acts is important to help students understand what to learn from a laboratory exercise.     

师范生实践教学同侪模式探究

师范院校英语专业学生学习教学的过程在形式上很大程度是一种同侪训练,即水平相同的同伴之间的相互教学和练习。每个人承担着既做教师又当学生的双重身份:当同伴讲课时,自己要充当学生的角色,积极配合教师的教学;当自己讲课时,同伴又是自己的学生。这样,每个人都经历着从执教者到学习者再转为评议者的体验,在这个探索问题、学习教学的过程中,从换位思考的角度出发,探究教学发生的过程,建构起自己对教学的理解。     

When collaborative is not collaborative: Supporting student learning through self-surveillance

Collaborative learning has been widely endorsed in education. This qualitative research examines instances of collaborative learning during mathematics that were seen to be predominantly non-collaborative despite the pedagogical efforts and intentions of the teacher and the task. In an effort to disrupt the non-collaborative learning, small groups of eighth grade students engaged in self-surveillance where they viewed video data of their group's collaborations and then reflected collectively on their observations. A key finding from this research is that self-surveillance disrupted students’ normalized patterns of collaborative learning creating greater opportunities for individual student learning and participation. Implications for student learning and pedagogy will be discussed.     

“Do I Really Hafta?” WebCal,A Look at the Use of LiveMath Software in Web-based Materials that Provide Interactive Engagement in a Collaborative Learning Environment for Differential Calculus

This paper describes the use of a Web-based Computer Algebra System (CAS) called LiveMath in a computer supported collaborative learning environment for Differential Calculus. The instructional design incorporated a Reform Calculus notion of Calculus and a constructivist philosophy of learning. Based on interviews with students, independent observations in the classroom, and observations by the teacher, this paper provides insight for students, instructional designers and classroom educators into the issues raised in this environment. The study was exploratory in nature, concerning itself with testing and revising both the materials and the setting in which they were used. The intent was to discover interaction between characteristics of students and the environment which warrant future study. For example, the use of LiveMath seemed in some cases to cause cognitive overload. In addition, student epistemological beliefs, prior knowledge of symbolic representations of functions and propensity for self-directed learning interacted with the ability of students to use LiveMath inserts to attain conceptual understanding. While students appear to have learned some concepts more deeply, and others more rapidly than anticipated, they reported that they judged that they were working harder than friends in other sections. Further, being in a student centred learning environment was unsettling for both the students and the instructor.     

Constructing constructivism: how student‐teachers construct ideas of development,knowledge, learning,and teaching

This case study investigates the development of the understanding of constructivist theory among students in a Masters level elementary teacher education program within a particular course. The focus of the study is a seminar entitled ‘Advanced Seminar in Child Development’. The questions explored include: How do students’ ideas of teaching, learning and knowledge develop within the context of their experience in this course? How do they come to understand constructivism? What are their definitions of constructivism? What is the course of the development of this understanding? The nature of the students’ learning processes is examined through three sources of data: dialog journals, videotaped sessions and the instructor’s reflective teaching journal. The study looks both at student development and instructional practice to further understanding of how student‐teachers can learn to apply constructivist theory to their teaching and to understand the learning process, both within themselves and their students. Their development is placed in the context of Korthagen and Kessels’s model of teacher understanding and practice, and within a broader context of principles of practice that emphasize a belief in equity and social justice. The case illustrates how the way student‐teachers are taught theory can help them integrate their own ideas of learning and teaching with constructivist theory in order to think critically about their own practice in an ongoing developmental manner.     

Workshop on Friction: Understanding and Addressing Students’ Difficulties in Learning Science Through a Hermeneutical Perspective

Hermeneutics is useful in science and science education by emphasizing the process of understanding. The purpose of this study was to construct a workshop based upon hermeneutical principles and to interpret students’ learning in the workshop through a hermeneutical perspective. When considering the history of Newtonian mechanics, it could be considered that there are two methods of approaching Newtonian mechanics. One method is called the ‘prediction approach’, and the other is called the ‘explanation approach’. The ‘prediction approach’ refers to the application of the principles of Newtonian mechanics. We commonly use the prediction approach because its logical process is natural to us. However, its use is correct only when a force, such as gravitation, is exactly known. On the other hand, the ‘explanation approach’ could be used when the nature of a force is not exactly known. In the workshop, students read a short text offering contradicting ideas about whether to analyze a friction situation using the explanation approach or the prediction approach. Twenty-two college students taking an upper-level mechanics course wrote their ideas about the text. The participants then discussed their ideas within six groups, each composed of three or four students. Through the group discussion, students were able to clarify their preconceptions about friction, and they responded to the group discussion positively. Students started to think about their learning from a holistic perspective. As students thought and discussed the friction problems in the manner of hermeneutical circles, they moved toward a better understanding of friction.     

Is choosing to go on placement a gamble? Perspectives from bioscience undergraduates

In the biosciences, a professional placement experience in academia or industry is intended to contribute to a student’s personal and professional training. While there is a general acknowledgement that a placement experience is beneficial for students, recent years have seen a decline in the number of students choosing to go on placements. Using a mixed‐method research design, this paper explores the attitudes that influence the bioscience students’ decisions on whether or not to undertake a year in a professional placement. Other questions considered in this study were whether placements influence student attitudes towards learning and if students achieve a better degree classification and better employment because of placement. Perspectives from academic staff and employers were compared with student perspectives on the added value of undertaking an extended placement during a period of study at university. While our findings reaffirm some of the perceived advantages of a professional placement in terms of learning and employability, it identifies important factors that influence student decisions not to undertake placements, revealing interesting questions on the placement perspectives between the student, academic tutor and employer.     

从学生数学学习的追踪研究看新课程改革的实施效果

采用追踪研究设计,以小学生数学学习为例,考察新课程改革的实施效果。研究从学生对数学的基本理解与计算能力、复杂问题解决能力、数学交流与应用意识以及对数学学习的兴趣与数学素养三个方面,实证分析参加新课程与原课程两组学生之间的差异。结果表明,使用新课程的学生对数学的基本理解与计算能力从整体上表现较好,但不如使用原课程学生在此方面的优势明显;与使用原课程学生相比,使用新课程的学生在高层次思维能力方面表现出明显优势,新课程比较明显地提高了学生的复杂问题解决能力、数学表达与交流及应用意识;新课程提高了学生学习数学的兴趣,学生也形成了良好的数学素养。     

Empowerment in Science Curriculum Development: A microdevelopmental approach

This study characterizes how learning and teaching differs as the responsibility for choosing curriculum goals and the strategies to reach those goals shifts between teacher and the students. Three different pedagogical approaches were used with 125 seventh‐grade and eighth‐grade students. All three curricula focus on electromagnetism, and were taught by two teachers in different schools over a two‐week period. When students had control over the strategies employed to reach goals, their engagement stayed high. All three curricula advanced student understanding to some degree; however, large and significant gains were seen only for the pedagogy in which teachers set the specific learning goals and students had control over how to achieve them. Microdevelopment, a principle by which short‐term learning recapitulates the stages seen in long‐term developmental growth, is found to be a useful framework for curriculum development and for analyzing changes in student understanding. In general, initial “tinkering” activities are best followed by attempts at representing phenomena, only then to be followed by abstract conceptualization. On balance, we find that students benefit most from freedom to control the procedures that they generate in response to well‐structured goals presented by the teacher.     

Application of hands-on simulation games to improve classroom experience

While many construction companies claim substantial productivity and profit gains when applying lean construction principles, it remains a challenge to teach these principles in a classroom. Lean construction emphasises collaborative processes and integrated delivery practices. Consequently, new teaching methods that nurture such values should form the basis of lean construction education. One of the proposed methods is ‘hands-on team simulation games’ which can be employed to replicate various real-life processes, projects, or systems for the purpose of teaching, analysing, and understanding. This study aims at assessing this simulation games and understanding their impact on students’ learning and satisfaction. Surveys and tests are administered to assess changes in student’s perception of their learning styles and their understanding of key lean construction concepts. Results show a positive student reaction to hands-on simulation games, provide pedagogical insights, and highlight suggestions for improvement.     

Tensions in the Biology Laboratory: What are they?

The purpose of this paper is to identify tensions in teacher–student interaction in a high school biology laboratory. Using micro‐analytic analysis of classroom talk, the interaction between the students and a teacher working in the biology laboratory session on Reproduction in Plants is studied. The two tensions highlighted here are tension with textbooks as authority and tension with the teacher as authority. Tension with textbooks as authority originates from an over‐reliance on generalizations expressed in textbooks resulting in the inability of learners to appreciate alternatives and exceptions. Tension with the teacher as authority stems from the task design and varying levels of control that a teacher has over the learner and the learning process. The genesis of the two forms of tensions in the laboratory is different and they are tackled differently by the participants to yield different outcomes. While science educators have conducted intensive research over the past two decades on the effects of school science laboratory work on students’ learning of science, more can be done in the specific area of teacher–student interaction. This paper offers some insights into the interaction between a teacher and her students in a laboratory as they learn biology. An increased understanding of the impact of the tensions in a science laboratory might help to bring about realization of the true spirit and intent of school science laboratory experiences.     

高校学生档案育人功能探析

传统观念认为,学生表现在前而档案记录在后,学生做什么就记录什么,这是对高校学生档案的认识不够深入和缺乏理性思考的表现,是对学生档案的简单化理解。高校学生档案以无声的方式,潜移默化地影响着学生的世界观、人生观和价值观的形成,在学生的发展过程中发挥着其特有的教育功能、激励功能和调适功能。规范高校学生档案管理,充分挖掘和发挥学生档案的育人功能是高校义不容辞的责任。     

Flipping the laboratory: improving student engagement and learning outcomes in second year science courses

The flipped classroom pedagogy was implemented in two core undergraduate science courses; Animal and Plant Biochemistry II (APB) and Microbiology and Invertebrate Biology II (MIB) to encourage students to prepare for laboratory classes. Students often attend class without little understanding or appreciation of what they are going to learn in the laboratory, the types of techniques they are going to use or the safety precautions required. This is not only hazardous for students but also requires detailed explanations from teaching staff at the start of class, overloading students with information. This disconnection between theory and practice was overcome by ‘flipping the laboratory’ to integrate online, interactive pre-laboratory activities into the curriculum. The aims of this study were to: (1) evaluate student engagement with pre-laboratory content; (2) investigate student performance and learning outcomes; (3) review failure rates following implementation of pre-laboratory activities. Students agreed that the pre-laboratory activities bridged the gap between theory and practice (65%) and enhanced their engagement with course material (79%). The integration of pre-laboratory activities significantly increased student learning outcomes immediately after implementation into the curriculum, despite a 26.8% increase in enrolments from 2011 to 2017. Failure rates significantly decreased in both APB and MIB over three consecutive years.     

Understanding student engagement in online learning environments: the role of reflexivity

It is important to develop understanding of what underpins the engagement of students in online learning environments. This article reports on a multiple case study that explored student engagement in a set of postgraduate degrees offered on a fully online basis. The study was based on a theorization of student engagement as the exercise of intentional human action, .or agency. It identified ways in which tasks and social relations in the online learning environments triggered reflexivity on the part of students, with ‘reflexivity’ understood to mean the ordinary mental capacity to consider oneself in relation to one’s social setting. A different relationship between reflexivity and student engagement was in view than that identified by Margaret Archer with regard to reflexivity and social mobility. Rather than displaying one dominant mode of reflexivity, the students considered in the study were seen to draw on a range of modes. The engagement of these students in their learning was also seen to depend on the manner in which they engaged in reflexivity centred on the pursuit of shared goals, that is in collective reflexivity. Specific practices were seen to trigger constructive forms of collective reflexivity, while fractured and restricted forms of collective reflexivity were linked to student disengagement in relation to joint tasks. As well as adverting to the importance of collective reflexivity to learning, the study highlights scope for dissonance between the modes of reflexivity and practices favoured by an online learning environment and the reflexive profile of the student.     

The Role of Extended Time and Item Content on a High‐Stakes Mathematics Test

The premise of a great deal of current research guiding policy development has been that accommodations are the catalyst for student performance differences. Rather than accepting this premise, two studies were conducted to investigate the influence of extended time and content knowledge on the performance of ninth‐grade students who took a statewide mathematics test with and without accommodations. Each study involved 1,250 accommodated students (extended time only) with learning disabilities and 1,250 nonaccommodated students demonstrating no disabilities. In Study One, a standard differential item functioning (DIF) analysis illustrated that the usual approach to studying the effects of accommodations contributes little to our understanding of the reason for performance differences across students. Next, a mixture item response theory DIF model was used to explore the most likely cause(s) for performance differences across the population. The results from both studies suggest that students for whom items were functioning differently were not accurately characterized by their accommodation status but rather by their content knowledge. That is, knowing students' accommodation status (i.e., accommodated or nonaccommodated) contributed little to understanding why accommodated and nonaccommodated students differed in their test performance. Rather, the data would suggest that a more likely explanation is that mathematics competency differentiated the groups of student learners regardless of their accommodation and/or reading levels.     

Learning to See in Classrooms: What are student teachers learning about teaching and learning while learning to teach in schools?

Using sociocultural understandings of learning, the authors probe a rationale for training programmes which are extensively school based and involved school‐based teacher mentors as supporters of student teachers' learning. They ask what it is that student teachers are learning while in schools and how that learning is supported. Drawing on evidence from a study of 125 student teachers on two training programmes, the authors suggest that student teachers' learning is heavily situated and that students are not acquiring ways of interpreting learners that are easily transferable, but they are learning about curriculum delivery. It also seems that there is a participatory version of training which is not underpinned by an understanding of the implications of learning through participation and which, as a consequence, does not make the most of the strengths of mentors.