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41.
The study examined into the relationship between gender and students' misconceptions in science. Two different groups were treated with two different teaching strategies, namely, teaching strategy 1, which is basically didactic in nature, and teaching strategy 11, which incorporates students' misconceptions and applies the Generative Learning Model. Two groups of secondary three students (N=26,27; randomly sampled), underwent 6 weeks of instruction, with the respective strategies mentioned above. Each group consisted of male and female students, the numbers of which resulted from the grouping based on their academic achievements. A constructed and validated diagnostic instrument was used as a means to measure the effectiveness of these two teaching strategies. The findings showed that gender differences did not relate well to students' misconceptions in science. The implications of this finding are discussed. 相似文献
42.
A typical undergraduate biology curriculum covers a very large number of concepts
and details. We describe the development of a Biology Concept Framework (BCF) as
a possible way to organize this material to enhance teaching and learning. Our
BCF is hierarchical, places details in context, nests related concepts, and
articulates concepts that are inherently obvious to experts but often difficult
for novices to grasp. Our BCF is also cross-referenced, highlighting
interconnections between concepts. We have found our BCF to be a versatile tool
for design, evaluation, and revision of course goals and materials. There has
been a call for creating Biology Concept Inventories, multiple-choice exams that
test important biology concepts, analogous to those in physics, astronomy, and
chemistry. We argue that the community of researchers and educators must first
reach consensus about not only what concepts are important to test, but also how
the concepts should be organized and how that organization might influence
teaching and learning. We think that our BCF can serve as a catalyst for
community-wide discussion on organizing the vast number of concepts in biology,
as a model for others to formulate their own BCFs and as a contribution toward
the creation of a comprehensive BCF. 相似文献
43.
中国政府机构改革存在的误区和对策 总被引:5,自引:0,他引:5
周维强 《辽宁师范大学学报(社会科学版)》2001,24(3):4-6
中国政府机构改革已进行了多次,但由于在理论上,认识上,实践上存在着误区,致使机构改革始终没有跳出“三个怪圈”对此必须脂取相应对策,走出以往改革的误区,深化行政改革,把政府机构改革引向成功。 相似文献
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The implications of history and philosophy of chemistry are explored in the context of chemical models. Models and modeling provide the context through which epistemological aspects of chemistry can be promoted. In this work, the development of ideas and models about acids and bases (with emphasis on the Arrhenius, the Brønsted–Lowry, and the Lewis models) are presented. In addition, misconceptions (alternative and instructional ones) on acid-base (ionic) equilibria are examined from the history and philosophy of science perspective. The relation between the development of the models and students misconceptions are investigated. Finally, the hypothesis that history and philosophy could help educators anticipate students misconceptions is examined. 相似文献
47.
The purpose of this study is to investigate the effects of the cooperative learning approach based on conceptual change conditions
over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related
to chemical equilibrium concepts. The subjects of this study consisted of 87 tenth grade students from two intact classes
of a Chemistry Course instructed by the same teacher. One of the classes was randomly assigned as the experimental group,
which was instructed with cooperative learning approach based on conceptual change conditions and the other class was assigned
as the control group, which was instructed with traditional instruction. Chemical Equilibrium Concept Test (CECT) was administered
to the experimental and the control groups as pre- and post-tests to measure the students' conceptual understanding, and Chemical
Equilibrium Achievement Test (CEAT) was administered to the experimental and the control groups as a post-test to measure
the students' achievements related to computational problems. Science Process Skills Test was used at the beginning of the
study to determine the students' science process skills. Multivariate Analysis of Covariate (MANCOVA) was used to analyze
the data. The results showed that students in the experimental group had better conceptual understanding, and achievement
of computational problems related to the chemical equilibrium concepts. Furthermore, students' science process skills were
accounted for a significant portion of variations in conceptual understanding and achievements related to the computational
problems. 相似文献
48.
Research in mathematics education usually attempts to look into students’ learning and other mental processes. It could therefore
be expected to build on knowledge acquired within the academic discipline of cognitive psychology. Our aim in this paper is
to show how some recent developments in cognitive psychology can help interpret empirical results from mathematics education.
In particular, we will be looking into the heuristics-and-biases research by Kahneman and Tversky, the alternative views by
Gigerenzer et al., and the more recent dual-process theory that has come to play a central role in interpreting this research.
We first introduce the relevant background from cognitive psychology and survey its connections to previous work in mathematics
education; then we apply this theoretical framework for re-interpreting previously-published empirical data from mathematics
education research. We conclude with a discussion of potential theoretical and practical benefits of such synthesis. 相似文献
49.
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
50.
In this essay we explore the role played by the conceptual structure of science in scientific literacy. It is shown that the taxonomy of scientific concepts elucidated by Karplus is a basic structural characteristic of science, and provides a natural means forengaging, as distinct from merely learning, scientific content. Special attention is given to the idea scientific model as being fundamental to the discipline and therefore essential to scientific literacy. The relationship between scientific models and common misconceptions is developed.Based on the second of two talks given at the Paedagogische Hochschule, Ludwigsburg, Germany, in November 1988. 相似文献