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51.
A critical component of science is the role of inquiry and argument in moving scientific knowledge forward. However, while
students are expected to engage in inquiry activities in science classrooms, there is not always a similar emphasis on the
role of argument within the inquiry activities. Building from previous studies on the Science Writing Heuristic (SWH), we
were keen to find out if the writing structure used in the SWH approach helped students in Year 5, 7, and 10 to create well
constructed arguments. We were also interested in examining which argument components were important for the quality of arguments
generated by these students. Two hundred and ninety six writing samples were scored using an analysis framework to evaluate
the quality of arguments. Step-wise multiple regression analyses were conducted to determine important argument components.
The results of this study suggest that the SWH approach is useful in assisting students to develop reasonable arguments. The
critical element determining the quality of the arguments is the relationship between the student’s written claims and his
or her evidence. 相似文献
52.
Melissa Gresalfi Taylor Martin Victoria Hand James Greeno 《Educational Studies in Mathematics》2009,70(1):49-70
This paper investigates the construction of systems of competence in two middle school mathematics classrooms. Drawing on
analyses of discourse from videotaped classroom sessions, this paper documents the ways that agency and accountability were distributed in the classrooms through interactions between the teachers and students as they worked on mathematical
content. In doing so, we problematize the assumption that competencies are simply attributes of individuals that can be externally
defined. Instead, we propose a concept of individual competence as an attribute of a person's participation in an activity
system such as a classroom. In this perspective, what counts as “competent” gets constructed in particular classrooms, and
can therefore look very different from setting to setting. The implications of the ways that competence can be defined are
discussed in terms of future research and equitable learning outcomes.
相似文献
Melissa GresalfiEmail: |
53.
This longitudinal case study describes the factors that affect an experienced teacher’s attempt to shift her pedagogical practices
in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years
through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to
quantify changes in classroom environments as related to reform as defined by the National Research Council (National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council (Fulfilling the promise: Biology education in the nation’s schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows
that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis
were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and
the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic
teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice.
This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning
patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements
or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of
rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues
involved in implementing embedded elements of argument in the elementary classroom. 相似文献
54.
This study aims to add to the growing research related to the implementation of non‐traditional writing tasks in classrooms to encourage science literacy. A secondary reanalysis methodology was employed to review student interviews collected as a part of several individual studies during a ten year research program. This method established an interpretive framework different than the particular frameworks guiding the individual studies. In doing so, a greater ability to generalize findings was sought. Main assertions emerging from the student responses analyzed include recognition of benefits of non‐traditional writing, recognition of the need for particular task characteristics to encourage these benefits, and recognition of greater cognitive activity than is present in typical science classroom writing. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 518–539, 2010 相似文献
55.
This study aimed to examine the written arguments developed by college freshman students using the Science Writing Heuristic approach in inquiry-based general chemistry laboratory classrooms and its relationships with students’ achievement in chemistry courses. Fourteen freshman students participated in the first year of the study while 19 freshman students participated in the second year of the study. Two frameworks, an analytical and a holistic argument framework, were developed to evaluate the written argument generated by students. The analytical framework scored each argument component separately and allocated a Total Argument score while the holistic framework evaluated the arguments holistically. Three hundred and sixty-eight samples from 33 students were evaluated. Stepwise regression analyses revealed that the evidence and the claims–evidence relationship components were identified as the most important predictors of the Total Argument and the Holistic Argument scores. Students’ argument scores were positively correlated with their achievement, as measured by the final grade received for the general chemistry laboratory and the general chemistry lecture course. 相似文献
56.
OBJECTIVE: The aims of this study are to demonstrate 1) the criterion validity of the Abel Assessment for sexual interest (AASI) based on its ability to discriminate between non child molesters and admitting child molesters, and 2) its resistance to falsification based on its ability to discriminate between liar-denier child molesters and non child molesters. METHOD: A group of 747 participants matched by age, race, and income was used to develop three logistic regression equations. The models compare a group of non child molesting patients under evaluation for other paraphilias to three groups: 1) a group of admitting molesters of girls under 14 years of age, 2) a group of admitting molesters of boys under 14 years of age, and 3) a group believed to be concealing or denying having molested. RESULTS: Both of the equations designed to discriminate between admitting child molesters and non child molesters were statistically significant. The equation contrasting child molesters attempting to conceal or deny their behavior and non child molesting patients was also statistically significant. CONCLUSIONS: The models classifying admitting child molesters versus non child molesters demonstrate criterion validity, while the third model provides evidence of the AASI's resistance to falsification and its utility as a tool in the detection of child molesters who deny the behavior. Results of the equations are reported and suggestions for their use are discussed. 相似文献
57.
Changing emphases in science education during the past decade have placed teaching/learning approaches informed by constructivism on the ascendancy. However, implementing these approaches, which are not the usual classroom practices for many teachers, is likely to create difficulties. In this study, these difficulties were examined in terms of concerns expressed by a group of eight science teachers in one school prior to, and upon completion of, an 18‐month inservice programme specifically aimed at promoting teaching/learning approaches informed by constructivism. Teachers’ initial concerns were related to how the new approaches would affect their own teaching and how they could fulfil their responsibilities for completing the required syllabus. Post‐inservice concerns changed to a focus on how to maximise student involvement in science learning and to the consequences of their teaching. This paper concludes with implications for teacher educators who wish to use teachers’ concerns as indicators of difficulties encountered by teachers implementing new teaching/learning approaches. 相似文献
58.
Brian Hand 《Research in Science Education》1989,19(1):133-144
Conclusion This study had indicated that further research needs to be done into the examination of how subsequent learning will interact
with knowledge previously gained. Does the learning of new knowledge in relation to previously understood knowledge cause
interference (Biggs & Telfer 1986) or does it result in some confusion culminating in lack of linkages (Osborne & Freyberg,
1985)? Can the benefits of constructivism be built upon when using other strategies? These are some of the questions which
arise from the results obtained in this study. This study does not provide any definitive solution to the questions; however
it does show that long term retention of concepts learnt using a constructivist strategy does occur. 相似文献
59.
Jeonghee Nam Aeran Choi Brian Hand 《International Journal of Science and Mathematics Education》2011,9(5):1111-1133
Current initiatives in science education in Korea have emphasized science literacy as the most important purpose of science
education; that is, science education needs to focus on helping each student to become a scientifically literate person who
is able to make reasoned decisions. In attempting to address this focus concern about science literacy, the researchers of
this study attempted to implement the Science Writing Heuristic (SWH) approach and examined both the SWH and the control groups
using the modified Reformed Teaching Observation Protocol (RTOP). Students’ performance on a Summary Writing Test (SWT) was
also examined. Participant students of this study were eighth grade students in three middle schools located in the second
biggest city in Korea. Each of the three teachers from three schools taught both the SWH and the control classes. The results
of this study showed significant differences between the SWH and the control groups on the SWT. There was a difference in
the total RTOP scores between the SWH and the control groups. Differences among schools imply that higher level of teachers’
implementation of the SWH approach would appear to result in better student achievement. 相似文献
60.
The purpose of this study is to examine the effect of two strategies for negotiating the question for exploration during science
inquiry on student achievement and teachers' perceptions. The study is set in the context of the Science Writing Heuristic.
The first strategy (small group) consisted of each group of four students negotiating a question for inquiry with the teacher
while the second strategy (whole class) consisted of the entire class negotiating a single question for inquiry with the teacher.
The study utilized a mixed-method approach. A quasi-experimental repeated measures design was used to determine the effect
of strategy on student achievement and semi-structured teacher interviews were used to probe the question of teacher perceptions
of the two strategies. Teacher observations were conducted using the Reformed Teaching Observation Protocol (RTOP) to check
for variation in implementation of the two strategies. Iowa Test of Basic Skills Science (ITBSS) (2005 and 2006) and teacher/researcher
developed unit exams (pre and post) were used as student achievement measures. No statistically significant differences were
found among students in the two treatment groups on the ITBSS or unit exams. RTOP observations suggest that teacher implementation
was consistent across the two treatment strategies. Teachers disclosed personal preferences for the two strategies, indicating
the whole class treatment was easier to manage (at least at the beginning of the school year) as students gained experience
with science inquiry and the associated increased responsibility. Possible mechanisms linking the two strategies, negotiated
questions, and student outcomes are discussed. 相似文献