共查询到20条相似文献,搜索用时 31 毫秒
1.
This study investigated the relations among preservice elementary teachers’ ideas about evolution, their understanding of
basic science concepts and college science coursework. Forty-two percent of 240 participants did not accept the theory of
human evolution, but held inconsistent ideas about related topics, such as co-existence of humans and dinosaurs and plate
tectonics. Accepting the theory of evolution was positively correlated with correctly answering the three other questions
related to the age of Earth. Furthermore, participants who rejected evolution scored significantly lower on a test of basic
science concepts than did participants who held accurate views on human evolution. Study results revealed no apparent association
between completion of advanced college science courses and acceptance of evolutionary theory or understanding of science concepts.
Implications for elementary science teacher education were discussed. 相似文献
2.
J.Y.L.Yu 《中山大学学报论丛》1995,(3)
Allvertebratesarecharacteristicofpossessionofapituitaryglandwhichsynthesizesandreleasesglycoproteinhormones:gonadotropin(GTH)andthyrotropin(TSH).TwodistincttypesofGTHsexist;intetraPOd,luteinizinghormone(LH)andfolliclestimilatinghormone(FSH),andinteleost,GTH-IandGTH-II.OnlyonetypeofTSHexistsinvertebrates.Allthesehormonesarecomposedoftwostructurallydistinctsubunits(alphaandbeta)eachcarryingcarbohydratemoiety.Alphasubunitsareidenticalamongthethreehormoneswithinspecies,andarecommon(int… 相似文献
3.
Science &; Education - 相似文献
4.
Thomas Lessl 《Science & Education》2018,27(7-8):625-636
Scientific inquiry is both theoretical and empirical. It succeeds by bringing thought into productive harmony with the observable universe, and thus, students can attain a robust understanding of the nature of science (NOS) only by developing a balanced appreciation of both these dimensions. In this article, I examine naïve empiricism, a teaching pattern that deters understanding of NOS by attributing to observation scientific achievements that have been wrought by a partnership of thought and empirical experience. My more specific concern is the naïve empiricism promoted when teachers illustrate NOS through historical anecdotes about conflict between science and religion. Since the religious actors depicted in such accounts appear to reject evidence, these narratives lead readers to suppose that scientists draw their conclusions in exactly the opposite way, from empiricism alone. I illustrate this pattern by examining two representative treatments of the Copernican revolution. My methods are historical and critical. 相似文献
5.
Jyh‐Chong Liang 《International Journal of Science Education》2013,35(17):2273-2289
In recent years, there has been an increasing interest among educational researchers in exploring the relationships between learners’ epistemological beliefs and their conceptions of learning. This study was conducted to investigate these relationships particularly in the domain of science. The participants in this study included 407 Taiwanese college science‐major students. All of them responded to two major questionnaires, one assessing their scientific epistemological beliefs (SEBs) and the other one probing their conceptions of learning science (COLS). The SEB questionnaire included four factors: “certainty,” “source,” “development,” and “justification” of science knowledge. The COLS survey consisted of six factors in a hierarchical order, that is, learning science as “memorizing,” “preparing for tests,” “calculating and practicing,” “increasing one’s knowledge,” “application,” and “understanding and seeing in a new way.” The students’ confidence and interest toward learning science were also assessed by additional questionnaire items. Stepwise regression analyses, in general, showed coherence between students’ SEBs and their COLS, indicating that the sophistication of SEBs was consistent with less agreement with lower‐level COLS (such as “memorizing” and “preparing for tests”) as well as more agreement with higher‐level COLS (such as “understanding and seeing in a new way”). However, the SEB’s “justification” factor was positively related to almost all of COLS factors from the lower‐level to higher‐level. This study finally found that among all of the SEB and COLS factors, the “preparing for tests” factor in COLS was the solely significant variable for predicting students’ interest in science and confidence toward learning science. 相似文献
6.
The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans
should be made for teachers to understand and implement the standards. This study examined science teachers’ perceptions of
the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards
in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods.
The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers
perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting
their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between
different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards.
The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth
sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as
being implemented to the least extent. Exposure of teachers’ perceptions on the effectiveness of standards and the implementation
of the standards may aid policymakers in future planning of teachers’ professional development for the implementation of standards. 相似文献
7.
Florida and Puerto Rico Secondary Science Teachers’ Knowledge and Teaching of Climate Change Science
Benjamin C. Herman Allan Feldman Vanessa Vernaza-Hernandez 《International Journal of Science and Mathematics Education》2017,15(3):451-471
Misconceptions about climate change science are pervasive among the US public. This study investigated the possibility that these misconceptions may be reflective of science teachers’ knowledge and teaching of climate change science. Florida and Puerto Rico secondary science teachers who claim to teach extensively about climate change were surveyed in regard to their conceptions of climate change science and the climate change-related topics they teach. Results show that many teachers hold naïve views about climate change (e.g. that ozone layer depletion is a primary cause of climate change) and climate change science (e.g. that it must be based on controlled experiments for it to be valid). In addition, teachers in both groups neglect crucial topics such as how evidence for climate change is developed and the social, political, and economic dimensions of climate change. Our results suggest the need for teachers to understand how to teach climate change and the nature of climate change science using authentic contexts that promote effective socioscientific decision-making and climate change mitigation. 相似文献
8.
Leonhard Reis 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(5):149-160
Mit BGBl I 2006/69 wurde das Bundesgesetz über das Institute of Science and Technology – Austria erlassen. Der folgende Beitrag
besch?ftigt sich mit der Rechtsform, den gesetzliche Aufgaben, der innere Organisation, der studienrechtliche Ausgestaltung
sowie der Finanzierung des I.S.T. Austria. 相似文献
9.
Lisa A. Donnelly Mahsa Kazempour Aidin Amirshokoohi 《Research in Science Education》2009,39(5):643-660
Evolution is an important and sometimes controversial component of high school biology. In this study, we used a mixed methods
approach to explore students’ evolution acceptance and views of evolution teaching and learning. Students explained their
acceptance and rejection of evolution in terms of evidence and conflicts with religion and authority. Students largely supported
the teaching of evolution and offered several reasons for its inclusion in high school biology. Students also offered several
suggestions for improving evolution instruction. Evolution acceptors’ and rejecters’ views of evolution teaching and learning
differed in a number of respects, and these differences may be explained using border crossing as a theoretical lens. Relevant
implications for evolution instruction are discussed. 相似文献
10.
11.
12.
Mehmet Karakas 《Journal of Science Education and Technology》2009,18(2):101-119
Study provides qualitative analysis of data that answers the following research question: how college science faculty teach science and NOS and incorporate aspects of NOS and the history of science into their undergraduate courses? Study concentrates on four cases and more specifically on three introductory science classes and on four instructors who taught those courses. These instructors were chosen as case studies to explore in greater detail what occurs inside introductory science courses in one particular higher institution in the Northeastern United States. Participants’ teaching styles are presented through a combined and detailed presentation of interview data and classroom observations supported with examples from their classroom activities. Constant comparative approach was used in the process of organizing and analyzing data. Findings revealed that participants preferred to use the traditional teacher-centered lecturing as their teaching style and whose main concern was to cover more content, develop the problem solving skills of their students, and who wanted to teach the fundamental principles of their subjects without paying special importance to the NOS aspects. The study also revealed that other variables of teaching science, such as large class size, lack of management and organizational skills, teaching experience, and instructors’ concerns for students’ abilities and motivation are more important for these scientists then teaching for understanding of NOS. 相似文献
13.
Eylem Bayir Yilmaz Cakici Ozge Ertas 《International Journal of Science Education》2013,35(8):1286-1312
Science education researchers recently turned their attention to exploring views about nature of science (NOS). A large body of research indicates that both students and teachers have many naïve views about the NOS. Unfortunately, less attention has been directed at the issue of exploring the views of the scientists. Also, the little research in the literature generally took into consideration NOS views of only natural scientists. This study primarily proposes to explore the views of scientists in both the natural and social sciences regarding the seven target aspects of NOS. The second aim of the study is to find out the similarities and dissimilarities between the views of scientists who majored in social sciences and those who majored in natural sciences in terms of the target aspects of NOS. The sample was 69 scientists representing 5 scientific disciplines from natural and social sciences. Interviews were employed for obtaining data. The data were analyzed by means of cognitive maps. This study revealed that the scientists in the sample have neither completely informed views nor completely naïve views according to contemporary scientific understanding. Their views were a blend of the two in terms of almost all the target aspects of NOS. The views of the scientists in natural science and in social science were not substantially different. The scientists from both groups generally had similar viewpoints. This situation suggested that the scientists' views about NOS are not related to their scientific disciplines. 相似文献
14.
Science & Education - The goal of this study was to explore the influencing factors of pre-service science teachers’ pedagogical content knowledge (PCK) for targeted aspects of nature of... 相似文献
15.
This study explores the relationship, if any, between an individual’s culturally based worldviews and conceptions of nature of science. In addition, the implications of this relationship (or lack of relationship) for science teaching and learning are discussed. Participants were 54 Taiwanese prospective science teachers. Their conceptions of nature of science and their worldviews specific to humans’ relationship with the natural world were assessed using two open‐ended questionnaires in conjunction with follow‐up interviews. Their understandings of nature of science were classified into informed and naïve categories based upon contemporary views of these constructs and those stressed in international reform documents. An anthropocentric–naturecentric continuum emerged and is used to explain the participants’ views about humans’ relationship with Nature. Participants who recognized the limitations of scientific knowledge, and accept the idea that science involves subjective and cultural components, were more likely to emphasize harmony with Nature. In contrast, participants who possessed narrow views about the scientific enterprise and described science as close to technology and as of materialistic benefit tended to provide an anthropocentric perspective regarding the human–Nature relationships. The findings illustrate the interplay between participants’ sociocultural beliefs and conceptions of nature of science. Concisely, people with different worldviews may have concurrently different views about nature of science. The study suggests the need for incorporating sociocultural perspectives and nature of science in the science curriculum. 相似文献
16.
R. A. Schibeci 《International Journal of Science Education》2013,35(4):451-459
Summaries English Science teachers’ perceptions of affective‐domainobjectives were gathered through interview procedures. A sample of teachers in Western Australian high schools were the subjects of the study. For the purpose of analysis, a distinction is drawn between attitudes to science (such as ‘enjoyment of science lessons’ and ‘interest in science') and scientific attitudes (such as ‘honesty in reporting data’and ‘tolerance of the views of others'). Analysis of teachers’ views revealed confusion and lack of clarity regarding these science‐related attitudes. However, it is argued that curriculum writers are no clearer in their views. It is suggested that a much clearer, more explicit justification for attitude objectives (of both kinds) needs to be made by curriculum writers. Science teachers need to be provided with greater assistance in clarifying the role of these attitude objectives, as well as assistance with techniques for their assessment. 相似文献
17.
There is a current national emphasis on science, technology, engineering, and mathematics (STEM). Additionally, many states are transitioning to the Next Generation Science Standards (NGSS), which encourage teachers to incorporate engineering in science classrooms as well as have their students learn science by doing science. Methods courses are also shifting to adequately prepare preservice science teachers in these areas. This study examines preservice science teachers’ pre- and post-ideal inquiry-based lesson plan scenarios before and after intervention in their Secondary Science Methods I and II courses. These preservice science teachers participated in a variety of opportunities to practice authentic science inquiry (ASI) pedagogical techniques as well as integrated STEM topics, with a particular emphasis on computer programming throughout their 80 h of Methods instruction. ASI is a type of inquiry where students learn science by conducting science research in a grade-appropriate manner. Thirty-eight preservice teachers’ scenarios were analyzed using a rubric from Spuck (2014) to determine the degree to which the ten components of ASI were included in scenarios pre- to post-instruction. Trends in ASI component inclusion are discussed. These findings indicate that preservice science teachers are proficient at writing inquiry-based lessons where they planned opportunities for their future students to collaborate, use scientific instrumentation, and collect and analyze data, but need additional support with developing student activities where students create testable questions, revise their question and methods, participate in peer review, and disseminate their results to their peers or the larger scientific community. Overall, the results suggest Methods instruction should reinforce preservice teachers’ focus on planning lessons which include opportunities for all ASI components. Interventions in the aforementioned areas of weak inclusion may be beneficial to preservice teachers. 相似文献
18.
19.
In this study, we investigated distinctions among the diversity of religious traditions represented by Lebanese and Egyptian
Muslim high school students regarding their understanding and acceptance of biological evolution and how they relate the science
to their religious beliefs. We explored secondary students’ conceptions of evolution among members of three Muslim sects—Sunni,
Shiite, and Druze—in two cultural contexts; one in which the overwhelming majority of the population is Muslim (Egypt) and
another in which there is a sizable Christian community (Lebanon). Data were collected via surveys that examined students’
scientific and religious understandings of evolution among 162 Egyptian students (all Sunni Muslims; 63% females and 37% males)
and 629 Lebanese students (38.5% Sunni, 38% Shiite, and 23.5% Druze; 49% females and 51% males). Additional data were collected
via semi-structured interviews with 30 Lebanese students to allow triangulation of data for accuracy and authenticity. Results
indicate that many Egyptian and Lebanese Muslim students have misconceptions about evolution and the nature of science which
often lead to rejection of evolution. Also, Lebanese Sunni and Shiite students and Egyptian Sunni students tend to exhibit
high levels of religiosity, and these students report that their religious beliefs influence their positions regarding evolution.
Finally, Sunni and Shiite Lebanese students have religious beliefs, conceptions of evolution, and positions regarding evolution
similar to those of Sunni Egyptian students. These conceptions and positions, however, are substantially different from those
of Druze Lebanese students. 相似文献