HIGH SCHOOL STUDENTS’ PROFICIENCY AND CONFIDENCE LEVELS IN DISPLAYING THEIR UNDERSTANDING OF BASIC ELECTROLYSIS CONCEPTS

This study was conducted with 330 Form 4 (grade 10) students (aged 15??C?16?years) who were involved in a course of instruction on electrolysis concepts. The main purposes of this study were (1) to assess high school chemistry students?? understanding of 19 major principles of electrolysis using a recently developed 2-tier multiple-choice diagnostic instrument, the Electrolysis Diagnostic Instrument (EDI), and (2) to assess students?? confidence levels in displaying their knowledge and understanding of these electrolysis concepts. Analysis of students?? responses to the EDI showed that they displayed very limited understanding of the electrolytic processes involving molten compounds and aqueous solutions of compounds, with a mean score of 6.82 (out of a possible maximum of 17). Students were found to possess content knowledge about several electrolysis processes but did not provide suitable explanations for the changes that had occurred, with less than 45?% of students displaying scientifically acceptable understandings about electrolysis. In addition, students displayed limited confidence about making the correct selections for the items; yet, in 16 of the 17 items, the percentage of students who were confident that they had selected the correct answer to an item was higher than the actual percentage of students who correctly answered the corresponding item. The findings suggest several implications for classroom instruction on the electrolysis topic that need to be addressed in order to facilitate better understanding by students of electrolysis concepts.     

STUDENTS’ ATTITUDES TOWARD MATHEMATICS AND THEIR RELATIONSHIP TO LEARNING IN REQUIRED MATHEMATICS COURSES IN SELECTED POSTSECONDARY INSTITUTIONS

Abstract

This study was conducted to gain information pertaining to one of the most critical problems in individualization or personalization of instruction—an instrument that accurately assesses individual differences in community college students in terms that can be of value in the classroom. The subjects in this study, nursing students at Delta College in University City, Michigan, were tested with a cognitive style diagnostic battery developed by Oakland Community College and an observational minibattery developed by this researcher (selected elements of cognitive style). The results of these tests were checked in classroom situations.     

USING RASCH MEASUREMENT TO VALIDATE THE INSTRUMENT OF STUDENTS’ UNDERSTANDING OF MODELS IN SCIENCE (SUMS)

Scientific models and modeling play an important role in science, and students’ understanding of scientific models is essential for their understanding of scientific concepts. The measurement instrument of Students’ Understanding of Models in Science (SUMS), developed by Treagust, Chittleborough & Mamiala (International Journal of Science Education, 24(4):357–368, 2002), has commonly been used to measure SUMS. SUMS was developed using the Classical Test Theory (CTT). Considering the limitations of CTT, in this study we applied a Rasch model to validate SUMS further. SUMS was given to 629 students in 18 classes of grades 9 and 10 from six high schools in China. The results present both additional evidence for the validity and reliability of SUMS and specific aspects for further improvement. This approach of validation of a published instrument by Rasch measurement can be applied to other measurement instruments developed using CTT.     

USING SCIENCE CAMPS TO DEVELOP UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY—TAIWANESE STUDENTS IN A U.S. SUMMER SCIENCE CAMP

Recent years have witnessed a dramatic rise in the number of middle and high school students from Asian countries participating in U.S.-based summer experiences (Perlez &; Gao, 2013). Although summer science camps have been shown to improve students’ attitudes and interests related to science and science learning (Bhattacharyya, Mead &; Nathaniel, School Science and Mathematics 111:345–353, 2011; Fields, International Journal of Science Education 31:151–171, 2009; Gibson &; Chase, Science Education 86:693–705, 2002; Luehmann, International Journal of Science Education 31:1831–1855, 2009), whether there are cognitive gains for visiting students in these short-term experiences is not well understood (Liu &; Lederman, School Science and Mathematics 102:114–123, 2002; Williams, Ma, Prejean, Ford &; Lai, Journal of Research on Technology in Education 40:201–216, 2007). This study explored the efficacy of a U.S. summer science camp to engender improved understandings about scientific inquiry (SI) among a group of gifted Taiwanese students (n = 19) in grades 8 and 9. Participants were completing an 80-h summer science camp at a Midwestern U.S. university. The Views About Scientific Inquiry (VASI) questionnaire (Lederman, Lederman, Bartos, Bartels, Antink Meyer &; Schwartz, Journal of Research in Science Teaching 51:65–83, 2014) was used to capture students’ views before and after camp participation, with modest gains evident for five of the eight aspects of scientific inquiry assessed. These gains were related to scientific investigations beginning with a question, the multiple methods of science, the role of the question in guiding procedures, the distinction between data and evidence, and the combination of data and what is already known in the development of explanations. Implications for the structure of science camps for supporting the development of SI understandings among students from Asian classrooms, and in general, are discussed.

     

A PROBABILISTIC MODEL FOR STUDENTS’ ERRORS AND MISCONCEPTIONS ON THE STRUCTURE OF MATTER IN RELATION TO THREE COGNITIVE VARIABLES

In this study, the effect of 3 cognitive variables such as logical thinking, field dependence/field independence, and convergent/divergent thinking on some specific students’ answers related to the particulate nature of matter was investigated by means of probabilistic models. Besides recording and tabulating the students’ responses, a combination of binomial and multinomial logistic regression techniques was used to analyze the data. Thus, students’ misconceptions as well as the compatible-with-the-scientific-view student’s answers were explored one by one in relation to the above 3 cognitive variables. The study took place with the participation of 329 ninth-grade junior high school pupils (aged 14–15). The results showed that mostly logical thinking and sporadically the other 2 cognitive variables were significantly associated with students’ answers. Interpretation of the results and implications for science education are discussed.     

THE LENGTH MEASUREMENT IN THE TURKISH MATHEMATICS CURRICULUM: ITS POTENTIAL TO CONTRIBUTE TO STUDENTS’ LEARNING

“Knowing and doing measurement” is a fundamental competency in real life since measuring attributes of objects in appropriate units and using measuring tools assist students to quantify and understand the world. For this reason, the study of measurement has a special place in every mathematics curriculum. Among the domains of measurement, length measurement is extremely important for students to understand basic ideas about measurement and to construct bases for more advance topics as area and volume measurement. However, research on students’ understanding of length measurement reveals serious difficulties varying from incorrect alignment with a ruler to confusion of perimeter with area. One of the reasons for students’ struggles in measurement is considered as weaknesses in the intended (written) curriculum. In this respect, this study was designed to investigate the content of length measurement in the Turkish mathematics curriculum (1st–fifth grade) in terms of its potential to support students’ understanding. For this purpose, the Turkish Mathematics Curriculum Guide was carefully analyzed by considering main components of the curriculum (e.g. learning objectives). In spite of some weaknesses, the length measurement content in the curriculum seems to provide meaningful opportunities for students to develop the concepts and skills involved in length measurement.     

DEVELOPING A TEST FOR ASSESSING ELEMENTARY STUDENTS’ COMPREHENSION OF SCIENCE TEXTS

This study reports on the process of developing a test to assess students’ reading comprehension of scientific materials and on the statistical results of the verification study. A combination of classic test theory and item response theory approaches was used to analyze the assessment data from a verification study. Data analysis indicates the test has satisfactory validity and reliability. The Reading Comprehension of Science Test (RCST) components have a wide range of difficulty, which suggests that the RCST is appropriate for a relatively large percentage of students. Based on the accepted relationships among science, language, and literacy, integrated literacy–science instructions are highly recommended.     

LEARNING TO THINK SPATIALLY: WHAT DO STUDENTS ‘SEE’ IN NUMERACY TEST ITEMS?

Learning to think spatially in mathematics involves developing proficiency with graphics. This paper reports on 2 investigations of spatial thinking and graphics. The first investigation explored the importance of graphics as 1 of 3 communication systems (i.e. text, symbols, graphics) used to provide information in numeracy test items. The results showed that graphics were embedded in at least 50?% of test items across 3 year levels. The second investigation examined 11??C?12-year-olds?? performance on 2 mathematical tasks which required substantial interpretation of graphics and spatial thinking. The outcomes revealed that many students lacked proficiency in the basic spatial skills of visual memory and spatial perception and the more advanced skills of spatial orientation and spatial visualisation. This paper concludes with a reaffirmation of the importance of spatial thinking in mathematics and proposes ways to capitalize on graphics in learning to think spatially.     

THE EFFECT OF COOPERATIVE LEARNING STRATEGIES ON ELEMENTARY STUDENTS’ SCIENCE ACHIEVEMENT AND SOCIAL SKILLS IN KUWAIT

This study compares the effects of two methods of teaching—teacher-centered and cooperative learning—on students’ science achievement and use of social skills. The sample consists of 163 female elementary science students in 8 intact grade 5 classes who were assigned to 2 instructional methods and were taught an identical science unit by 4 classroom teachers. The students’ science achievement was measured by a researcher-designed achievement test given to students as a pretest and a posttest. Students’ social skills were determined by a researcher-designed survey administered as a pretest and posttest. Analysis of the achievement test scores and the social skills survey responses revealed that cooperative learning strategies have significantly (p > 0.05) more positive effects on both students’ achievement and social skills than teacher-centered strategies. These results provide an evidential base to inform policy decisions and encourage and persuade teachers to implement cooperative learning methods in Kuwaiti classrooms.     

THE CO-AUTHORED CURRICULUM: HIGH-SCHOOL TEACHERS’ REASONS FOR INCLUDING STUDENTS’ EXTRA-CURRICULAR INTERESTS IN THEIR TEACHING

There is increasing evidence of a gap between curricular requirements and what students actually want to know. One of the factors influencing what is taught in the classroom is teachers’ attitudes towards integrating their students’ interests. This study investigated what prompts high-school teachers who prepare students for national matriculation examination to adjust the curriculum to match their students’ interests. In the first stage of the study, 350 students’ biology questions that are not covered by the Israeli biology curriculum were presented to 15 experienced biology teachers. These teachers provided 19 reasons why they would or would not address these questions in their teaching. In stage 2, these 19 reasons were presented to another 175 high-school teachers from different disciplines. These teachers were asked to rank the importance of each reason in deciding whether to include or exclude topics raised by the student which are not required by the curriculum. Based on these answers, the 19 reasons were classified into four groups: civic literacy, curricular compatibility, topic suitability, and curricular limitations. The findings show that demographic factors such as gender, experience, and sector, as well as the subject taught by the teacher, all influence decisions. Thus, many teachers are aware of the interest gap, but the solutions and the attention given to this problem vary.     

SCIENCE AND NON-SCIENCE UNDERGRADUATE STUDENTS’ CRITICAL THINKING AND ARGUMENTATION PERFORMANCE IN READING A SCIENCE NEWS REPORT

A scientifically literate person should be able to engage and critique science news reports about socioscientific issues from a variety of information sources. Such engagement involves critical thinking and argumentation skills to determine if claims made are justified by evidence and explained by reasonable explanations. This study explored university students’ critical thinking performance when they read science news reports. Undergraduate science/applied science (n??=??52) and non-science (n??=??52) majors were asked to select a science news report from Internet sources and then to read, critique, and make comments about its contents. The science and non-science majors’ comments and their quality were identified and assessed in terms of analyzing the argument elements—claims and warrants, counterclaims and warrants, rebuttals, qualifiers, and evidence. The results indicated there is significant difference in identifying and formulating evidence favoring science/applied science over non-science majors (p??p??相似文献   

STUDENTS’ SOURCES OF MOTIVATION FOR PARTICIPATING IN SCIENCE FAIRS: AN EXPLORATORY STUDY WITHIN THE CANADA-WIDE SCIENCE FAIR 2008

Science fairs have been for many years a popular school activity in North America. They are a venue for the popularization of science and consequently an important encouragement for the pursuit of careers in science or engineering. However, little is known about students?? perceived motives for participating in local or national science fairs and about the way in which their involvement mediates their interest in science learning and scientific careers. The present study investigates the motivational factors associated with the high school students?? decision to participate in the 2008 Canada-Wide Science Fair, a thoroughly selected and highly motivated group. Our study examines 5 sources of motivation: (1) interest in science content, (2) sense of self-efficacy, (3) assurance of achievement through rewards or gratifications, (4) the social aspect of participating and (5) working strategies to gain scientific knowledge and methods. The understanding of the anticipated benefits participants seek through their involvement in science fairs may have the potential to help science teachers adapt instruction to appeal to a broader range of students in schools, thus nourishing the emergence of more interest in science.     

IMPACT OF A REPRESENTATIONAL APPROACH ON STUDENTS’ REASONING AND CONCEPTUAL UNDERSTANDING IN LEARNING MECHANICS

The aim of this study was to explore whether a representational approach could impact on the scores that measure students’ understanding of mechanics and their ability to reason. The sample consisted of 24 students who were undergraduate, preservice physics teachers in the State University of Malang, Indonesia. The students were asked to represent a claim, provide evidence for it, and then, after further representational manipulations, refinement, discussion, and critical thought, to reflect on and confirm or modify their original case. Data analysis was based on the pretest–posttest scores and students’ responses to relevant phenomena during the course. The results showed that students’ reasoning ability significantly improved with a d-effect size of 2.58 for the technical aspects and 2.51 for the conceptual validity aspects, with the average normalized gain being 0.62 (upper–medium) for the two aspects. Students’ conceptual understanding of mechanics significantly improved with a d-effect size of about 2.50 and an average normalized gain of 0.63. Students’ competence in mechanics shifted significantly from an under competent level to mastery level. This paper addresses statistically previously untested issues in learning mechanics through a representational approach and does this in a culture that is quite different from what has been researched so far using student-generated representational learning as a reasoning tool for understanding and reasoning.     

UNDERSTANDING ACID�CBASE CONCEPTS: EVALUATING THE EFFICACY OF A SENIOR HIGH SCHOOL STUDENT-CENTRED INSTRUCTIONAL PROGRAM IN INDONESIA

This study was a mixed quantitative–qualitative research to evaluate the efficacy of a designed student-centred instructional (DSCI) program for teaching about acids and bases. The teaching innovation was designed based on constructivist, hands-on inquiry and context-based approaches and implemented in seven 45-min lessons with a class of 36 grade 11 students (experimental group) from a public senior high school in Indonesia. Another class of 38 students (comparison group) from the same school was instructed using a traditional teacher-centred approach. Data were obtained using a (1) 12-item achievement test on acids and bases that was administered to both groups as a pretest and a posttest, (2) self-evaluation 13-item questionnaire on students’ perceptions of their competence and confidence in carrying out the inquiry activities that was administered to the experimental group and (3) 3-item open-ended questionnaire on students’ perceptions of the instructional process using the DSCI that was administered to the experimental group. The results of the study showed that the teaching innovation was effective in improving students’ understanding of acid–base concepts with significant difference between the two groups on the posttest mean scores. Moreover, the effectiveness of the innovation was supported by an increase in students’ interest in learning science as indicated by their (1) positive perceptions of their engagement and competence in doing inquiry activities, (2) positive perceptions of the learning environment and (3) positive outcome expectations. The findings have implications for chemistry teaching in any institution with similar achieving students as well as for the professional development of teachers.     

UNIVERSITY STUDENTS’ VIEWS OF THE ROLE OF MATHEMATICS IN THEIR FUTURE

We report on an international study about mathematics students’ ideas of how they will use mathematics in their future study and careers. This builds on our previous research into students’ conceptions of mathematics. In this paper, we use data from two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended questionnaire. We found that their responses could be grouped into four categories: don’t know; procedural skills; conceptual skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able to articulate how it would be used in their future. This has implications for their approach to learning and our approach to teaching.     

STUDENTS’ UNDERSTANDING OF LARGE NUMBERS AS A KEY FACTOR IN THEIR UNDERSTANDING OF GEOLOGIC TIME

An understanding of geologic time is comprised of 2 facets. Events in Earth’s history can be placed in relative and absolute temporal succession on a vast timescale. Rates of geologic processes vary widely, and some occur over time periods well outside human experience. Several factors likely contribute to an understanding of geologic time, one of which is an individual’s ability to perceive the relative size of large time periods and to move multiplicatively through quantities that differ by many orders of magnitude. Thirty-five US students aged 13–24?years participated in task-based interviews to assess their understanding of large temporal periods. Fewer than half of the students performed well enough to indicate that their knowledge of large numbers was robust enough to enable them to understand processes in geologic time. Some students were confused about relationships between quantities in the thousands and millions, while others had difficulty showing proportional relationships among relatively small temporal units (up to 100?years). Students differed in their ability to perceive the entire scale upon which numbers were to be placed as well as broader problem-solving strategies. Spatial mapping of numbers was evident. Implications for future research are discussed.