ISSN:0022-4308    

DOI:10.1002/tea.3660281002

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

年代:1991

数据来源: WILEY

摘要:

AbstractWhat cognitive demands foster understanding of thermodynamics for middle school science students? We successively modified the cognitive demands of a 13‐week thermodynamics curriculum for four cohorts of 100‐200 eighth graders while maintaining the same basic experiments and real‐time data collection software. When comparing posttest performance across four versions, we found two‐ to fourfold increases in understanding when (a) students actively predicted outcomes and reconciled results, and (b) students used a heat‐flow model of thermodynamics to integrate their experimental results. We argue that the curriculum must explicitly motivate students to construct understanding, and that middle school students benefit from what we call “pragmatic models” of scient

ISSN:0022-4308    

DOI:10.1002/tea.3660281003

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis study compares 183 high school chemistry students' applied and theoretical knowledge of selected concepts based on the particulate theory. The concepts are dissolution, diffusion, effusion, and states of matter. A two‐form instrument called the Physical Changes Concepts Test (PCCT) was developed for this study. The application form measures students' knowlege using everyday language. The theoretical form measures students' knowledge using scientific language. Students' formal reasoning ability was measured using the Test Of Logical Thinking (TOLT). The overall results of the two forms of the PCCT indicate that more than 40% of the students displayed alternative conceptions (ACs) of the concepts covered in the PCCT. The study found that students' formal reasoning ability and their preexisting knowledge are associated with their conceptions and use of the particulate theory. The analysis of the nature of students' ACs and their use of the particulate theory revealed a significant difference between students' applied and theoretical knowledg

ISSN:0022-4308    

DOI:10.1002/tea.3660281004

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

年代:1991

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to examine the content of seven high school chemistry textbooks for curriculum balance and emphasis on the following aspects of scientific literacy: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) the interaction among science, technology, and society. In addition, the number of textbook pages, vocabulary terms, pictures, questions, and problems at the end of the chapter were determined. The textbook is an important teaching aid in high school chemistry courses, which conveys some of the information that students receive and influences how students perceive this subject. The majority of chemistry textbooks we analyzed stress science as a body of knowledge, place some emphasis on science as a way of investigating, have practically eliminated science as a way of thinking, and devote very little text to the interaction among science, technology, and society. Furthermore, these are voluminous books that range in length from 466 to 729 pages, with as many as 60 questions per chapter.

ISSN:0022-4308    

DOI:10.1002/tea.3660281005

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

年代:1991

数据来源: WILEY

摘要:

AbstractThis study tested the constructivist hypothesis that the acquisition of domain‐specific conceptual knowledge (declarative knowledge) requires use of general procedural knowledge. More specifically, it was hypothesized that use of a general pattern of hypothetico‐deductive reasoning is necessary for the acquisition of novel domain‐specific concepts. To test this hypothesis 314 high school biology and chemistry students were first tested to determine whether or not they were skilled in the use of hypothetico‐deductive reasoning. Based on this test, students were classified as reflective, transitional, or intuitive thinkers. All students were then presented with a series of four concept‐acquisition tasks. It was predicted that reflective (hypothetico‐deductive) thinkers would acquire the concepts while intuitive (empirico‐inductive) thinkers would not. Transitional thinkers were expected to be partially successful. These predictions were confirmed as skill in hypothetico‐deductive reasoning (developmental level), but not age, was highly correlated with performance on the concept acquisition tasks (X2= 71.14, p<0.00001). This result was interpreted to be supportive of the constructi

ISSN:0022-4308    

DOI:10.1002/tea.3660281006

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

年代:1991

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660281001

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

年代:1991

数据来源: WILEY