ISSN:0022-4308    

DOI:10.1002/tea.3660321003

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

年代:1995

数据来源: WILEY

摘要:

AbstractIn 1957, Van Hiele published his study on levels in learning mathematics. In this article we present an elaboration of the theory on levels in learning and an illustration of this theory based on empirical results. We distinguish between three levels: The first is the formation of an image out of a range of familiar examples or experiences. Second, on the basis of the image a schema can be built, which includes all kinds of interrelated details. Third, a theory can be developed with basic assumptions, definitions, and logical inferences. Before entering the next level, the learner should be sufficiently experienced on the actual level. It is shown that the theory on levels in learning can be integrated with other learning principles, such as notions from constructivism.

ISSN:0022-4308    

DOI:10.1002/tea.3660321004

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

年代:1995

数据来源: WILEY

摘要:

AbstractThinking about interactions between variables is a necessary condition for accurate scientific thinking. The purpose of this study was to investigate difficulties in thinking about interactions between variables and to suggest remedial educational means. A conceptual analysis distinguishes between valid interaction inferences, invalid interaction inferences, and limited inferences which can be seen as a partial or a primitive interaction inference. Empirical findings show that expert thinkers demonstrate thinking about interactions at both an operational and a metastrategic level. Some lay‐adults however, although able to draw many limited inferences, encounter substantial difficulties in drawing valid interaction inferences while engaged in an investigation of a scientific sort. Four types of difficulties were identified in this study: lack of a “double set of controlled comparisons” strategy that is necessary for valid inferences about interacting variables; lack of the conceptual framework for interacting factors; diversion of attention to other features; and difficulty in maintaining the necessary control of other variables. The implications of the findings to science curriculum are disc

ISSN:0022-4308    

DOI:10.1002/tea.3660321005

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

年代:1995

数据来源: WILEY

摘要:

AbstractTheories of social cognition and verbal communication were used to analyze the science teaching of an experienced fourth‐grade teacher. Her teaching skills in language arts and reading were assets in negotiating the rapid flow of relatively unstructured information typical of inquiry in elementary classrooms, to help students generate relevant information about hands‐on experience. The teacher was a collaborator in this case study of her thinking and instructional planning, and her students' learning in a unit of instruction about space. Implications for elementary science instruction include recognizing the importance of embedded speech in conceptually broad discussions with students. Efforts to reform elementary science instruction should attend to these instructional skills more common to language arts instruct

ISSN:0022-4308    

DOI:10.1002/tea.3660321006

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis study examined the effect of computer‐assisted instruction (CAI), used as a problem‐solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two‐way analysis of variance andt‐test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatmen

ISSN:0022-4308    

DOI:10.1002/tea.3660321007

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

年代:1995

数据来源: WILEY

摘要:

AbstractAlthough there is growing interest in studies of teachers' actions and conceptions, little is known about content‐related teaching problems arising in science classrooms. This article presents a case study of problems which can occur when teaching the topic of redox reactions to Grade 11 students. Two chemistry teachers, a senior and a junior teacher, were involved in the study. Their reflective comments on the teaching problems were also investigated. Research data were obtained from classroom observations and audiotaped recordings of classroom practice. After the lessons, we conducted semistructured interviews with the teachers. The teaching problems are reported in terms of teaching activities causing difficulties for students in considering new conceptions to be necessary, intelligible, plausible, or fruitful. Analyses of the teachers' comments on these teaching activities clarifies a number of reasons why they acted as they did. It can be concluded that teachers' scientific expertise is an important source of difficulties when teaching redox reactions. Implications for an improvement of current chemistry classroom practice and content‐related teacher training are offe

ISSN:0022-4308    

DOI:10.1002/tea.3660321008

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis article discusses recent evolution education literature and highlights key themes and perspectives recognized in the scientific community but only minimally exposed within either the science classroom or the science education research agenda. Examples include: macroevolution, expressed as the history of life on earth; the microbial dominance of most of earth time as a learning tool and theme organizer; sym‐biogenesis and frequently accompanying horizontal gene transfer; Lamarck and the roles of others traditionally ridiculed in evolution study; and new views of fundamental evolution topics such as speciation. Several recommendations are given to address these important omissions within the science educator communit

ISSN:0022-4308    

DOI:10.1002/tea.3660321009

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.3660321010

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

年代:1995

数据来源: WILEY

摘要:

AbstractThe author's purpose in this article was to respond to two questions raised by Roth and Lawson in the September, 1993, issue of theJournal of Research in Science Teaching.Question 1: Would a radical constructivist step out of the path of an approaching vehicle? Question 2: In the conduct of inquiry, would a radical constructivist employ a controlled experiment, test a hypothesis, and quantitatively analyze the data? The author answers each question affirmatively, using selected work of Heinz von Foerster, Ernst von Glasersfeld, and others in developing the answers. Issues central to the development include the nature of truth and knowledge, the concept of fit versus match, and the notion that inquiry is driven by questions, with methods as subordinate to questions.

ISSN:0022-4308    

DOI:10.1002/tea.3660321011

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.3660321012

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

年代:1995

数据来源: WILEY