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951.
Rachel N. Bonnette Kevin Crowley Christian D. Schunn 《International Journal of Science Education》2013,35(12):1626-1643
ABSTRACTAges 10–14 mark a period in which children develop a strong sense of whether science is ‘for them,’ a time that typically coincides with the start of middle school in the United States and their first exposure to more rigorous science classes and testing. Experiences with science in and out of school can shape children's motivation to choose science careers or participate in voluntary science classes later on, for better or worse. We explore the hypothesis that children who engage in more informal educational science experiences at the start of this period are more likely than their peers to obtain and maintain interest, curiosity, and mastery goals in science (together forming a construct called fascination). We measured 983 children's fascination with science at the beginning and middle of sixth grade. We found that the children who participated in informal science during this time were more likely to maintain or have greater fascination than at the start. These findings held while also controlling for many potentially confounding covariates and are robust across subgroups by gender and race/ethnicity. Further, the effects are largest for those children whose family generally supports their learning. 相似文献
952.
N. Marin A. Benarroch E. Jimenez Gomez 《International Journal of Science Education》2013,35(3):225-238
For twenty years, social constructivism has been a paradigm in science teaching and not an easy bedfellow for piagetian constructivism, even though both have had the same thing in mind… a study of the learner. For this reason we attempt to find connections and bridges between them so that both may be enriched, to the benefit of science teaching. 相似文献
953.
Summaries English In an attempt to explain success and failure in problem‐solving by science students, the authors suggest that problem‐solving ability is associated with students’ ability to organize or ‘chunk’ the information provided in a problem into memorizable patterns. In line with general psychological findings, a short‐term memory capacity of 7 ± 2 chunks is accepted. If the short‐term memory is overloaded with too many pieces of information, the processing of this information (and, hence, effective problem‐solving) cannot take place unless such information can be effectively chunked. This hypothesis, which is derived from research studies, is exemplified by reference to chemical problems and its educational implications are discussed. 相似文献
954.
955.
Sandhya N. Baviskar R. Todd Hartle Tiffany Whitney 《International Journal of Science Education》2013,35(4):541-550
Constructivism is an important theory of learning that is used to guide the development of new teaching methods, particularly in science education. However, because it is a theory of learning and not of teaching, constructivism is often either misused or misunderstood. Here we describe the four essential features of constructivism: eliciting prior knowledge, creating cognitive dissonance, application of new knowledge with feedback, and reflection on learning. We then use the criteria we developed to evaluate five representative published articles that claim to describe and test constructivist teaching methods. Of these five articles, we demonstrate that three do not adhere to the constructivist criteria, whereas two provide strong examples of how constructivism can be employed as a teaching method. We suggest that application of the four essential criteria will be a useful tool for all professional educators who plan to implement or evaluate constructivist teaching methods. 相似文献
956.
The results of a constructivism‐based teaching programme on human nutrition for students in the second year of secondary education (13‐ and 14‐year‐olds) are analysed in light of the ideas held by the students before and after implementation of the programme. The results show how most of the students who participated in this programme reorganized their ideas concerning the nutritional process and achieved a fuller understanding of how nutrition comprises a series of related and integrated processes. Other students, who followed a more conventional method based on the teacher explanation and textbooks, tended to have erroneous or incomplete ideas concerning the nutritional process. 相似文献
957.
António Monteiro Clévio Nóbrega Isabel Abrantes Celeste Gomes 《International Journal of Science Education》2013,35(17):2705-2726
Educational researchers and teachers are well aware that misconceptions—erroneous ideas that differ from the scientifically accepted ones—are very common amongst students. Daily experiences, creative and perceptive thinking and science textbooks give rise to students' misconceptions which lead them to draw erroneous conclusions that become strongly attached to their views and somehow affect subsequent learning. The main scope of this study was to understand what students consider a mineral to be and why. Therefore, the goals were (1) to identify eleventh-grade students' misconceptions about the mineral concept; (2) to understand which variables (gender, parents' education level and attitude towards science) influenced students' conceptions; and (3) to create teaching tools for the prevention of misconceptions. In order to achieve these goals, a diagnostic instrument (DI), constituted of a two-tier diagnostic test and a Science Attitude Questionnaire, was developed to be used with a sample of 89 twelfth-grade students from five schools located in central Portugal. As far as we know, this is the first DI developed for the analysis of misconceptions about the mineral concept. Data analysis allows us to conclude that students had serious difficulties in understanding the mineral concept, having easily formed misconceptions. The variables gender and parents' education level influence certain students' conceptions. This study provides a valuable basis for reflection on teaching and learning strategies, especially on this particular theme. 相似文献
958.
Research suggests that conventional teaching techniques have proved largely ineffective for dealing with the problem of science students’ misconceptions or alternative frameworks. This paper reports an investigation whereby inter‐personal conflict within dyadic interactions is used as a strategy for promoting development towards correct scientific conceptions in specific areas of electrical circuits and mechanics amongst first‐year tertiary physics students. The data indicate that a large number of physics students at the tertiary level hold non‐scientific conceptions of these physical phenomena. The dyadic interaction strategy proved effective as a means of encouraging students to actively and closely consider their own thinking about basic physical concepts. Further, results highlight the importance of inter‐personal conflict in the process of conceptual change. 相似文献
959.
N. Baguley 《Educational Media International》2013,50(2):5-9
Television, no longer in its infancy, no longer a novelty, still possesses the unique ability to focus, one may even say command, the attention of both the individual and the group. It is no doubt due to this quality that the use of television has developed greatly during recent years. The fact that it can keep pace with the contemporary scene (e.g. important events can be shown ‘live’ or soon after they have taken place) plus the personal method of presentation may have made it something more than a ‘teaching aid’. 相似文献
960.
Cultural interpretations of the visual meaning of icons and images used in North American web design
Eliot Knight Charlotte N. Gunawardena Cengiz Hakan Aydin 《Educational Media International》2013,50(1):17-35
This study examines cross‐cultural interpretations of icons and images drawn from US academic websites. Participants from Morocco, Sri Lanka, Turkey, and the USA responded to an online questionnaire containing 18 icons and images representing online functions and information types common on US academic websites. Participants supplied meanings for icons and images and selected a preferred image to represent each of four specific online functions. From three images of professors, participants chose one with whom they would prefer to study. Data were collected at the University of New Mexico, USA; in Internet cafes in the Middle Atlas region and at Al‐Akhawayn University, Morocco; the Open University of Sri Lanka in Nawala, Nugegoda; and at Anadolu University, Turkey. A qualitative analysis examines participants' perspectives and preferences for specific representations and identifies cultural themes in relation to Hofstede's dimensions. Implications for the design of images for cross‐cultural users are discussed. L'interprétation culturelle de la signification visuelle des icônes et images utilisées dans la conception de sites Web en Amérique du Nord La présente étude porte sur les interprétations transculturelles des icônes et des images extraites de sites universitaires américains. Des participants venus du Maroc,du Sri Lanka, de Turquie et des Etats Unis, ont répondu à un questionnaire en ligne contenant 18 icônes et images représentant des fonctions en ligne et des modes d'information que l'on trouve couramment sur les sites universitaires américains. Ces participants ont attribué des significations aux icônes et images et sélectionné l'image qu'ils (elles) préféraient pour représenter chacune des quatre fonctions en ligne proposées. A partir de trois images de professeurs,les participants en ont choisi une, celle avec qui ils (elles) préféreraient étudier. Une étude quantitative examine les perspectives des participants et leurs préférences pour une représentation donnée et elle identifie les thèmes culturels par rapport aux dimensions de Hofstede. On étudie les conséquences que cela peut avoir pour la conception d'images destinées à des utilisateurs interculturels. Kulturelle Interpretationen der visuellen Bedeutung der Symbole und Bilder, die in Nordamerika Web‐Design benutzt werden Diese Studie untersucht cross‐kulturelle Interpretationen von Symbolen und Bildern, die in akademischen US‐Websites benutzt werden. Teilnehmer aus Marokko, Sri Lanka, der Türkei und den USA bearbeiteten einen Online‐Fragebogen mit 18 Ikonen und Bildern, die Online‐Funktionen und – Informationen auf akademischen US‐Websites gemeinsamen sind. Die Teilnehmer benannten angenommene Bedeutungen der Symbole und Bilder und wählten ein bevorzugtes Bild für jede der vier spezifischen Online‐Funktionen aus. Aus drei Bildern von Professoren wählten die Teilnehmer eines aus, das denjenigen zeigen sollte, mit dem sie es vorziehen würden zu studieren. Eine qualitative Analyse untersucht Perspektiven und Präferenzen der Teilnehmer für bestimmte Vertretungen und Identitäten kultureller Themen in Bezug auf die von Hofstede aufgestellten Dimensionen. Auswirkungen auf die Gestaltung von Bildern für cross‐kulturelle Nutzer werden diskutiert. La interpretación cultural del significado visual de iconos y imagenes utilizados en el diseño de sitios Web en América del Norte Este artículo examina las interpretaciones transculturales de iconos y imágenes procedentes de sitios académicos de los Estados Unidos. Participantes de Marruecos, Sri Lanka, Turquía y los EUA respondierón a un cuestionario en línea conteniendo 18 iconos y imágenes que representan funciones en línea y tipos de información que se encuentran frecuentemente en los sitios académicos de los EUA. Los participantes propusieron significados para los iconos y imágenes y seleccionarón la imágen que les parecía más idónea para representar cada una de cuatros funciones en línea específicas. Entre tres imágenes de profesores, los participantes seleccionarón una, la de la persona con quien les gustaría estudiar. Un análisis cualitativo examina las perspectivas y preferencias de los participantes para tal o tal representación específica y al mismo tiempo se analiza temas culturales en relación con las dimensiones de Hofstede. Se analizan también las consecuencias que esto conlleva para el diseño de imágenes destinadas a usuarios transculturales. 相似文献