ISSN:0022-4308    

DOI:10.1002/tea.3660320503

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1995

数据来源: WILEY

摘要:

AbstractThe study described in this article is part of a broader research developed by the Project ESSA‐Socio‐logical Studies of the Classroom‐whose main aim is to find out pedagogic practices more appropriate to all children. The study is mainly based on Bernstein's theory (1977, 1990; Domingos et al., 1986) and uses his concept of code as instrument of analysis. It intends to analyze the relation between general coding orientation and school achievement of socially differentiated children (social class, race, gender). It also intends to study the influence of differential modalities of school pedagogic practice on children's coding orientation. The results show that there is a mutual influence of family and school factors on students' coding orientation and science achievement. Specific characteristics of a pedagogic practice seem to be favourable to the development of the elaborated coding orientation required by the s

ISSN:0022-4308    

DOI:10.1002/tea.3660320504

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1995

数据来源: WILEY

摘要:

AbstractThis article outlines the arguments for an action research approach to the implementation of STS education, and describes some of the experiences and outcomes of an action research group of six teachers (one elementary, five secondary) based at The Ontario Institute for Studies in Education, Toronto. The teachers' initial views, and their changing perceptions throughout the duration of the project (the 1992‐93 academic year), are presented in terms of four categories: the nature of STS education; the development of curriculum materials; personal/professional development; collaborative work. The emergence of an additional complex theme involving reinforcement, extending horizons, and building professional confidence, is considered the most significant outcome of the projec

ISSN:0022-4308    

DOI:10.1002/tea.3660320505

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1995

数据来源: WILEY

摘要:

AbstractThis paper describes a study which investigated 14 and 15 year old students' understanding of combustion in both England and Spain, and explores the effect of practical laboratory experience on students' understanding. The teaching and learning styles used with the students in the study were explored using questionnaires and interviews. The students' understanding of combustion was explored using a questionnaire. The responses of English and Spanish students are significantly different. The quality of the responses is explored in terms of the awareness of students of the involvement of gases in combustion, and it appears, however, that the more extensive use of practical work in English schools has had only a marginal effect on their understanding of combustion.

ISSN:0022-4308    

DOI:10.1002/tea.3660320506

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1995

数据来源: WILEY

摘要:

AbstractThe article describes the process of analysis for determining a teacher's conception of teaching science using an available interview task. The analytical process provides a transparent link between teachers' spoken words and the different representations of their conceptions of teaching science. Representations of a teacher's conception of teaching science include a grid for analyzing different themes in a teacher's conception, a brief summary of the themes, and a longer written interpretive summary. Because these representations are based on the fundamental components of teaching science, they allow the uniqueness of both specific and structural aspects of teachers' views to emerge, and they facilitate comparisons between teachers. The analysis and its outcomes are exemplified using interviews with several experienced high school science teachers.

ISSN:0022-4308    

DOI:10.1002/tea.3660320507

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1995

数据来源: WILEY

摘要:

AbstractModern chemistry concepts have the particulate nature of matter at their core. Chemists explain most phenomena in terms of atomic and molecular models. The lack of understanding of chemistry concepts may be linked to the students' inability to build complete mental models that visualize particulate behavior. With computer animation technology, dynamic and three‐dimensional presentations are possible. This study explores the effect of computer animations depicting the particulate nature of matter on college students' mental models of the chemical phenomena. A Particulate Nature of Matter Evaluation Test (PNMET) instrument was used to determine the nature of the students' visualizations and, therefore, their comprehension of the chemical concept studied. Animations were used in two treatment situations: (a) as a supplement in large‐group lectures, and (b) as both the lecture supplement and an assigned individual activity in a computer laboratory. These two experimental treatments were compared to a control group. Both treatment groups received significantly higher conceptual understanding scores on the PNMET than did the control group. This increased understanding may be due to the superiority of the formation of more expertlike, dynamic mental models of particle behavior in these chemical proces

ISSN:0022-4308    

DOI:10.1002/tea.3660320508

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1995

数据来源: WILEY

摘要:

AbstractThe work of Bishop and Anderson (1990) plays a major role in educators' understanding of evolution education. Their findings remind us that the majority of university students do not understand the process of evolution but that conceptual change instruction can be moderately effective in promoting the construction of a scientific understanding. The present article details two studies that represent an effort to focus on and define the limits of the Bishop and Anderson (1990) study. Study A describes a close replication of the work of Bishop and Anderson (1990) using the same conceptual‐change teaching module to teach a unit on evolution to students enrolled in a biology course for nonmajors. Study B, a case of comparison, used the same evaluation instrument used in Bishop and Anderson (1990) and Study A, but high school students were the participants and the instruction was based on the inquiry approach to science. Like Bishop and Anderson (1990), Study A showed that the amount of prior instruction and students' beliefs in evolution were not found to be large factors in students' use of scientific conceptions. Unlike the original study, the students in Study A showed only a meager increase in their use of scientific conceptions for evolution. In Study B, students in the experimental group showed significant increases in their use of scientific conceptions. These findings suggest a need to investigate more closely the teachers' theories of learning, their reliance on instructional conversations, and the amount of time devoted to the topic of evolution as we study conceptual change in this are

ISSN:0022-4308    

DOI:10.1002/tea.3660320509

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1995

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660320502

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1995

数据来源: WILEY