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采用英语阅读的元认知意识问卷对汉族、纳西族和彝族中学生进行测查。结果表明 :( 1 )3种民族中学生英语阅读的元认知意识水平随着年级的升高呈现出提高的趋势 ;( 2 )汉族与纳西族中学生英语阅读的元认知意识水平整体上具有一致性 ,彝族中学生英语阅读的元认知意识水平呈现出优于汉族和纳西族的趋势。基于此 ,教师在英语阅读教学中应加强对学生元认知意识的培养。 相似文献
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刘国荣 《吕梁高等专科学校学报》2008,24(3)
在信息社会快速发展的今天,网络既为中学生学习提供了极大方便,也为学生的健康成长与发展带来了负面效应.针对网络对学生产生的负面影响,从学生自身、家庭教育、学校教育、社会环境等各方面综合考虑,才能找到解决问题的途径. 相似文献
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Varelas Maria Menig Elizabeth Wilson Asif Kane Justine 《Cultural Studies of Science Education》2020,15(3):695-722
Cultural Studies of Science Education - We explored ways in which racial, academic, and science identities intermingle in contested classroom and school spaces where students’ personal... 相似文献
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Koshi Dhingra 《科学教学研究杂志》2003,40(2):234-256
Student views on the nature of science are shaped by a variety of out‐of‐school forces and television‐mediated science is a significant force. To attempt to achieve a science for all, we need to recognize and understand the diverse messages about science that students access and think about on a regular basis. In this work I examine how high school students think about science that is mediated by four different program genres on television: documentary, magazine‐format programming, network news, and dramatic or fictional programming. The following categories of findings are discussed: the ethics and validity of science, final form science, science as portrayed by its practitioners, and school science and television science. Student perceptions of the nature of science depicted on the program sample used in this study ranged from seeing science as comprising tentative knowledge claims to seeing science as a fixed body of facts. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 234–256, 2003 相似文献
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The purpose of this study was to determine associations between science students' perceptions of their interactions with their
teachers, the cultural background of students and their attitudinal and cognitive achievement outcomes. A sample of 3,215
students from 158 secondary school science classes in 43 schools completed a survey including the Questionnaire on Teacher
Interaction (QTI), an attitude to calss scale, an enquiry skills scale and questions relating to cultural background. The
sample was chosen in order tobe representative, though only coeducational classes were used in order to permit an unconfounded
test of sex differences. Statistical analyses confirmed the reliability and validity of the QTI for secondary school science
students. Generally, the dimensions of the QTI were found to besignificantly associated with student attitude scores. In particular,
students' attitude scores were higher in classrooms in which students perceived greater leadership, helping/friendly, and
understanding behaviours in their teachers. Correlations between cognitive achievement and interpersonal behaviour were not
as strong, but there were positive associations with cooperative behaviours and negative associations with oppositional behaviours.
Females perceived their teachers in a more positive way than did males and students from an Asian background tended to perceive
their teachers more positively than those from the other cultural groups identified in the study. 相似文献
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Norman Herr Margaret Holzer Megan Martin Roxie Esterle Connie Sparks 《Journal of Science Teacher Education》1995,6(1):27-32
This material is based upon work supported in part by a grant from the National Science Foundation California State University
Student Teaching Development Project (DOE-9250027) and the W. M. Keck Foundation. Any opinions, findings, and conclusions
or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the funding
ordanizations. 相似文献
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This paper reports on a study in the area of informal science education in the contexts of science museums. The research focused
upon two areas: first, perceived novelty and its effect on cognitive learning in year eight students visiting an interactive
science museum; second, the links between exhibits which were most frequently recalled and exhibits which students later recalled
as being interesting and puzzling. Results on a post-test of cognitive learning of concepts and principles associated with
the exhibits suggested that students who underwent novelty reducing pre-orientation to the physical environment and had prior
visitation experience learned more than their counterparts. Gender did not influence learning when perceived novelty level
and prior exposure were considered. Furthermore, the most frequently recalled exhibits shared a combination of characteristics
such as large physical size, prominence in the exhibit galleries, and the diversity of sensory modes that they employed. Finally,
it appears that cognitive learning is likely to occur for exhibits which are most memorable. 相似文献
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Towards a theoretical basis for students' alternative frameworks in science and for science teaching 总被引:1,自引:0,他引:1
Dr Brian L. Jones Professor Kevin F. Collis Dr Jane M. Watson 《Research in Science Education》1993,23(1):126-135
As there is nothing as practical as a good theory, there is a continuing need in the field of science education enquiry to
look for theories which help to interpret the findings about students' alternative frameworks and to inform the design of
teaching strategies which relate to a research focus on ‘how the student learns’. The developmental model of cognitive functioning
based on the SOLO Taxonomy (Biggs & Collis, 1982) as updated in 1991 (Biggs & Collis, 1991; Collis & Biggs, 1991) is being
applied in this way. Questionnaire data from two large studies of science learning of Australian students (conducted by ACER
and NBEET) are being re-analysed in terms of the current theory. This paper illustrates the theory and describes a plan of
further research.
Specializations: science education, students' understandings of phenomena in science.
Specializations: cognitive development, evaluation, mathematics and science education.
Specializations: mathematics education, students' understanding of chance and data concepts. 相似文献
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Haluk ?zmen 《Asia Pacific Education Review》2007,8(3):413-425
This study investigated the effectiveness of conceptual change texts in remediating high school students’ alternative conceptions
concerning chemical equilibrium. A quasi-experimental design was used in this study. The subjects for this study consisted
of a total 78 tenth-grade students, 38 of them in the experimental group and 40 of them in the control group. A questionnaire,
the Alternative Conceptions about Chemical Equilibrium Test (ACCET), was developed and administered to students as a pretest
and posttest. While the experimental group received a conceptual change text instruction, the control group received a traditional
style instruction. The results of the study indicated that the students in the experimental group showed significantly greater
levels of achievement than the students in the control group. Moreover, in both groups the percentages of students’ alternative
conceptions decreased in the however the experimental group did better than the control group. 相似文献
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Fırat Esra Açıkgül Köksal Mustafa Serdar Bahşi Alaattin 《Education and Information Technologies》2021,26(4):3659-3676
Education and Information Technologies - The purpose of this study is to examine the effect of technology-enhanced constructivist learning on science achievement of seventh-grade students with... 相似文献