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1.
The purpose of this qualitative interpretive research study was to examine high school students’ written scientific explanations
during biology laboratory investigations. Specifically, we characterized the types of epistemologies and forms of reasoning
involved in students’ scientific explanations and students’ perceptions of scientific explanations. Sixteen students from
a rural high school in the Southeastern United States were the participants of this research study. The data consisted of
students’ laboratory reports and individual interviews. The results indicated that students’ explanations were primarily based
on first-hand knowledge gained in the science laboratories and mostly representing procedural recounts. Most students did
not give explanations based on a theory or a principle and did not use deductive reasoning in their explanations. The students
had difficulties explaining phenomena that involved intricate cause–effect relationships. Students perceived scientific explanation
as the final step of a scientific inquiry and as an account of what happened in the inquiry process, and held a constructivist–empiricist
view of scientific explanations. Our results imply the need for more explicit guidance to help students construct better scientific
explanations and explicit teaching of the explanatory genre with particular focus on theoretical and causal explanations. 相似文献
2.
This project explores conceptual continuity as a framework for understanding students’ native ways of understanding and describing. Conceptual continuity suggests that
the relationship between the use of words in one genre and the scientific genre can exist at varying levels of association.
This perspective can reveal the varied relationships between ideas explained in everyday or vernacular genres and their association
to scientific explanations. We conducted a 2-year study involving 15 high school baseball players’ understanding of the physics
involved in baseball. First, we conducted a quantitative assessment of their science understanding by administering a test
prior to season one (2006) and season two (2007). Second, we examined the types of linguistic resources students used to explain
their understanding. Third, we revisited our data by using conceptual continuity to identify similarities between students’ conceptual understanding in the informal contexts and their similarities to canonical
scientific ideas. The results indicated students’ performance on the multiple-choice questions suggested no significant improvement.
The qualitative analyses revealed that students were able to accurately explain different components of the idea by using
a diversity of scientific and non-scientific genres. These results call attention to the need to reconstruct our vision of
science learning to include a more language sensitive approach to teaching and learning. 相似文献
3.
Shu-Nu Chang Yau-Yuen Yeung May Hung Cheng 《Journal of Science Education and Technology》2009,18(5):447-457
Students’ learning interests and attitudes toward science have both been studied for decades. However, the connection between
them with students’ life experiences about science and technology has not been addressed much. The purpose of this study is
to investigate students’ learning interests and life experiences about science and technology, and also their attitudes toward
technology. A total of 942 urban ninth graders in Taiwan were invited to participate in this study. A Likert scale questionnaire,
which was developed from an international project, ROSE, was adapted to collect students’ ideas. The results indicated that
boys showed higher learning interests in sustainability issues and scientific topics than girls. However, girls recalled more
life experiences about science and technology in life than boys. The data also presented high values of Pearson correlation
about learning interests and life experiences related to science and technology, and in the perspective on attitudes towards
technology. Ways to promote girls’ learning interests about science and technology and the implications of teaching and research
are discussed as well. 相似文献
4.
Advocates of constructivist science recommend that school science begins with children’s own constructions of reality. This
notion of the way in which students’ knowledge of science grows is closely paralleled by recent research on teachers’ knowledge.
This paper draws on case study evidence of teachers’ work to show how two experienced teachers’ attempts to develop alternative
ways of teaching science involved reframing their previous patterns of understanding and practice. Two alternative interpretations
of the case study evidence are offered. One interpretation, which focuses on identifying gaps in the teachers’ knowledge of
science teaching, leads to theconstructivist paradox. The second interpretation explores theconstructivist parallel, an approach which treats the process of teachers’ knowledge growth with the same respect as constructivists treat students’
learning of science. This approach, the authors argue, is not only more epistemologically consistent but also opens up the
possibilities of helping teachers lead students towards a constructivist school science.
Specializations: Teachers’ knowledge and culture, educational change, qualitative research methodology.
Specializations: Teachers’ knowledge, imagery and teachers’ work, teacher collegiality, supervision of teachers’ work. 相似文献
5.
6.
In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media
campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS
has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions
of the disease, based on these media messages influence students’ development of conceptual understanding of the disease,
its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the
indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual
change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions
on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools:
girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology
lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned.
These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews.
Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications
for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with
the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what
is happening now—insensitivity to misconceptions about the disease—is needed. 相似文献
7.
Younkyeong Nam 《Cultural Studies of Science Education》2012,7(2):485-493
This review explores Ben-Zvi Assaraf, Eshach, Orion, and Alamour’s paper titled “Cultural Differences and Students’ Spontaneous
Models of the Water Cycle: A Case Study of Jewish and Bedouin Children in Israel” by examining how the authors use the concept
of spontaneous mental models to explain cultural knowledge source of Bedouin children’s mental model of water compared to
Jewish children’s mental model of water in nature. My response to Ben-Zvi Assaraf et al.’s work expands upon their explanations
of the Bedouin children’s cultural knowledge source. Bedouin children’s mental model is based on their culture, religion,
place of living and everyday life practices related to water. I suggest a different knowledge source for spontaneous mental
model of water in nature based on unique history and traditions of South Korea where people think of water in nature in different
ways. This forum also addresses how western science dominates South Korean science curriculum and ways of assessing students’
conceptual understanding of scientific concepts. Additionally I argue that western science curriculum models could diminish
Korean students’ understanding of natural world which are based on Korean cultural ways of thinking about the natural world.
Finally, I also suggest two different ways of considering this unique knowledge source for a more culturally relevant teaching
Earth system education. 相似文献
8.
Bayram Cotu Alipaa Ayas Mansoor Niaz Suat ünal Muammer ?alik 《Journal of Science Education and Technology》2007,16(6):524-536
The objective of this study was to construct a teaching strategy for facilitating students’ conceptual understanding of the
boiling concept. The study is based on 52 freshman students in the primary science education department. Students’ ideas were
elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students’ alternative conceptions.
Conceptual change in students’ understanding of boiling was evaluated by administering a pre-, post- and delayed post-test.
The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student
test scores pointed to statistically significant differences in the tests and total scores (p < 0.05). Quantitative analysis of students’ responses on each test revealed different schema about changing their knowledge
system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students’ conceptual understanding.
No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching
strategy enabled students to retain their new conceptions in the long-term memory. 相似文献
9.
The purpose of this study was to explore the nature of requisite teacher knowledge for teaching lower-track science students.
Using video accounts, student focus groups, and teacher reflections researchers documented missteps, dead-ends, and unfruitful
trajectories informed by the teacher’s incoming knowledge and compared these instances to necessary modifications informed
by students’ voices and cultural artifacts. Our study revealed the shifting nature of sociocultural and pedagogical content
knowledge of the teacher immersed in a context unlike that he experienced as a student. Results showed that teachers of majority
backgrounds could learn to teach diverse students with at least moderate success from the perspective of their students. Implications
for research and teacher education in diverse settings are discussed. 相似文献
10.
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
11.
College Students’ Perceptions About the Plausibility of Human-Induced Climate Change 总被引:2,自引:0,他引:2
Overcoming students’ misconceptions may be a challenge when teaching about phenomena such as climate change. Students tend
to cite short-term weather effects as evidence to support or refute long-term climate transformations, which displays a fundamental
misunderstanding about weather and climate distinctions. Confusion about weather and climate may also reflect student misunderstanding
about deep time, a concept that spans several scientific content areas. This study examines the relationships between students’
understanding of deep time and their understandings of the distinctions between weather and climate, as well as how these
understandings influence students’ perceptions about the plausibility of human-induced global climate change. Undergraduate
students enrolled in an introductory science class on global climate change completed measures of their (a) understanding
of distinctions between weather and climate, (b) knowledge of deep time, and (c) plausibility perceptions of human-induced
climate change, both at the beginning and end of the course. The study includes comparison groups of similar students enrolled
in introductory physical geography classes. Results revealed that greater knowledge of deep time and increased plausibility
perceptions of human-induced climate change provide significant explanation of variance in students’ understanding of weather
and climate distinctions. Furthermore, students achieve significantly increased understanding of weather and climate, even
with brief instruction. 相似文献
12.
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
13.
The purpose of the present study was to test the hypothesis that student’s abductive reasoning skills play an important role
in the generation of hypotheses on pendulum motion tasks. To test the hypothesis, a hypothesis-generating test on pendulum
motion, and a prior-belief test about pendulum motion were developed and administered to a sample of 5th grade children. A
significant number of subjects who have prior belief about the length to alter pendulum motion failed to apply their prior
belief to generate a hypothesis on a swing task. These results suggest that students’ failure in hypothesis generation was
related to abductive reasoning ability, rather than simple lack of prior belief. This study, then, supports the notion that
abductive reasoning ability beyond prior belief plays an important role in the process of hypothesis generation. This study
suggests that science education should provide teaching about abductive reasoning as well as scientific declarative knowledge
for developing children’s hypothesis-generation skills. 相似文献
14.
This study investigated the effect of metaconceptual teaching interventions on students’ understanding of force and motion
concepts. A multimethod research design including quasi-experimental design and case study designs was employed to compare
the effect of the metaconceptual activities and traditional instruction and investigate students’ reactions to metaconceptual
teaching interventions. The participants (45 high school students in the USA) were enrolled in one of the two physics classes
instructed by the same science teacher. In the experimental group, students’ engagement in metaconceptual knowledge and processes
was facilitated through various instructional activities, including poster drawing, journal writing, group debate, concept
mapping, and class and group discussions. These activities were intended to facilitate students’ engagement in (a) becoming
aware of their existing and past conceptions, associated beliefs, everyday experiences, and contextual differences, (b) monitoring
their understanding of the new conception, the changes in ideas, and the consistency between existing and new conceptions,
and (c) evaluating the relative ability of competing conceptions to explain a physical phenomenon. In the comparison group,
the same content knowledge was explained by the teacher along with the use of laboratory experiments, demonstrations, and
quantitative problem solving. Students’ reactions to the designed instructional activities indicated that metaconceptual teaching
interventions were successful in facilitating students’ engagement in several types of metaconceptual functioning. The results
showed that students in the experimental group had significantly better conceptual understanding than their counterparts in
the comparison group and this positive impact remained after a period of 9 weeks. 相似文献
15.
Reuven Lazarowitz Carl Lieb 《International Journal of Science and Mathematics Education》2006,4(4):741-762
A formative assessment pretest was administered to undergraduate students at the beginning of a science course in order to find out their prior knowledge, misconceptions and learning difficulties on the topic of the human respiratory system and energy issues. Those findings could provide their instructors with the valuable information required in order to adapt their teaching methods to the students’ needs. The test included open-ended questions and was administered on the first day of the course. The data obtained were analysed in relation to the students’ gender, age and having attended or not attended advanced courses in biology at the high-school level. Students could have prior knowledge on a topic to be learned, which, if identified and accounted for in the teaching, could serve as a receptor for a constructivist mode of study. The results indicated that undergraduate students hold misconceptions which could obstruct the acquisition of new knowledge. They encounter learning difficulties, which, if are known to the instructors and addressed in their teaching, could facilitate students’ learning. The possible use of a formative pre-assessment procedure, which could guide the instruction and learning process from the beginning of a course, is discussed. 相似文献
16.
Mehmet Aydeniz Kristen Baksa Jane Skinner 《Journal of Science Education and Technology》2011,20(4):403-421
The purpose of this study was to understand the impact of an apprenticeship program on high school students’ understanding
of the nature of scientific inquiry. Data related to seventeen students’ understanding of science and scientific inquiry were
collected through open-ended questionnaires. Findings suggest that although engagement in authentic scientific research helped
the participants to develop competency in experimentation methods it had limited impact on participants’ learning of the implicit
aspects of scientific inquiry and NOS. Discussion focuses on the importance of making the implicit assumptions of science
explicit to the students in such authentic scientific inquiry settings through structured curriculum. 相似文献
17.
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
18.
Models are often used when teaching science. In this paper historical models and students’ ideas about genetics are compared.
The historical development of the scientific idea of the gene and its function is described and categorized into five historical
models of gene function. Differences and similarities between these historical models are made explicit. Internal and external
consistency problems between the models are identified and discussed. From the consistency analysis seven epistemological
features are identified. The features vary in such ways between the historical models that it is claimed that learning difficulties
might be the consequence if these features are not explicitly addressed when teaching genetics. Students’ understanding of
genetics, as described in science education literature, is then examined. The comparison shows extensive parallelism between
students’ alternative understanding of genetics and the epistemological features, i.e., the claim is strengthened. It is also
argued that, when teaching gene function, the outlined historical models could be useful in a combined nature of science and
history of science approach. Our findings also raise the question what to teach in relation to preferred learning outcomes
in genetics. 相似文献
19.
This paper reports a 4-month study that investigated the effectiveness of curriculum materials incorporating the history of
science (HOS) on learning science, understanding the nature of science (NOS), and students’ interest in science. With regards
to these objectives, three different class contexts were developed with three main types of information in history of science.
In the first class context, the similarities between students’ alternative ideas and scientific concepts from the HOS were
considered in developing teaching materials. In the second class context, the teacher developed discussion sessions on the
ways scientists produce scientific knowledge. In the third class context, short stories about scientists’ personal lives were
used without connection to the concepts of science or NOS. Ninety-one eighth-grade students were randomly assigned to four
classes taught by the same science teacher. The concepts in the motion unit and in the force unit were taught. Three of the
four classrooms were taught using the contexts provided by the HOS while the fourth class was taught in the same way that
the teacher had used in previous years. The effects on student meaningful learning, perceptions of the NOS, and interest in
science were evaluated at the beginning, at the middle, and at the end of the study to compare differences between historical
class contexts and the Traditional Class. Results of analysis showed that the changes in meaningful learning scores for the
first class context were higher than other classes but the differences between classes were not significant. The HOS affected
student perceptions of the scientific methods and the role of inference in the process of science. Stories from scientists’
personal lives consistently stimulated student interest in science, while discussions of scientific methods without these
stories decreased student interest. The positive effects of stories relating scientist’ personal life on student interest
in science has major importance for the teaching of science. This research also helps to clarify different class contexts
which can be provided with different types and uses of historical information. 相似文献
20.
Maria Inês Mafra Goulart Eduardo Sarquis Soares 《Cultural Studies of Science Education》2009,4(3):587-594
Elementary science teaching has been considered by recent researchers as a process in which students should be engaged in
a variety of activities to develop science concepts, science process skills and scientific attitudes. From this perspective,
hands-on activities are prominent in this approach because it leads the students to both reflect on the natural and physical
world, and understand the social role of science in society. In Upadhyay’s article we follow an elementary teacher who struggles
to implement a participatory method of science teaching in an environment that prioritizes high-stakes tests as the benchmarks
for teachers’ and students’ success. In so doing, the teacher negotiates her identities in order to engage the students in
the process of learning science even though the environment requires a teaching methodology that is against her beliefs. In
our commentary on Upadhyay’s article we argue that (a) the tensions experienced by teachers create the core of the process
of fluidity identity; (b) the different forms of external control over the teaching are inherent in educational systems and
also a demand of parents and society; and (c) the possibility for social mobility of minority students is a complex process
that goes beyond the dichotomy identified in Upadhyay’s article, namely that either the students learn to think scientifically,
or the students learn tricks that enable them to succeed in the tests.
相似文献
Eduardo Sarquis Soares (Corresponding author)Email: |