Nordic Studies in Science Education最新文献_第6页

Oppnåelse av dybdelæring i et teknologiog design-prosjekt 完成技术和设计项目中的动力学

Nordic Studies in Science Education Pub Date : 2021-04-28 DOI: 10.5617/NORDINA.7966

K. Moksnes

{"title":"Oppnåelse av dybdelæring i et teknologiog design-prosjekt","authors":"K. Moksnes","doi":"10.5617/NORDINA.7966","DOIUrl":"https://doi.org/10.5617/NORDINA.7966","url":null,"abstract":"The present case study examines a group of teacher students performing a Technology and Design project primarily intended for strengthening their competencies in electricity and electronics. The project was based on a traditional schema; a challenging task, design and problem-solving phases, decision making and finally assembling/building a real functioning product. The main purpose of the investigation was focusing on the type of competencies the students gained; transferable competence or rote learning, i.e. whether the project would facilitate deeper learning or not. The project was partly open-ended, where the students might conclude in different ways regarding their final circuit design. The motivating effect of having to alternate between calculations and circuit-testing, searching for faults, discussing with each other and finally succeeding, seemed to have a very positive effect on the overall learning outcome. At the end of the project the students had to solve a complete new circuit-construction challenge, with specifications differing from the ones in the original project, i.e. a new context. The demands for knowledge were similar to-, but higher than the first project, and they had to apply their newly acquired competency in a very different manner. All the student groups managed to solve the task in maximum 45 minutes. This tends to give evidence for deeper learning as an outcome of this particular project.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"17 1","pages":"135-151"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45740292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students’ understanding of the cell and cellular structures 学生对细胞和细胞结构的理解

Nordic Studies in Science Education Pub Date : 2021-04-28 DOI: 10.5617/NORDINA.7306

Mai Lill Suhr Lunde, T. Gregers

引用次数: 1

Learning through modelling in science: Reflections by pre-service teachers 通过科学建模学习:职前教师的反思

Nordic Studies in Science Education Pub Date : 2021-04-28 DOI: 10.5617/NORDINA.7108

S. G. Aalbergsjø, P. Sollid

{"title":"Learning through modelling in science: Reflections by pre-service teachers","authors":"S. G. Aalbergsjø, P. Sollid","doi":"10.5617/NORDINA.7108","DOIUrl":"https://doi.org/10.5617/NORDINA.7108","url":null,"abstract":"This study analyses pre-service science teachers’ (PSTs’) experiences of working with models and modelling and their ideas about their usefulness in science education. Although several studies have investigated preand in-service teachers’ views on models and modelling, research is lacking in the Norwegian context. This study addresses this gap by exposing PSTs to a one-day course on modelling in chemistry and exploring their ideas through focus-group interviews. We found that teaching using modelling-related activities promoted PSTs’ understanding of models and modelling, especially relating to the scope and limitations of models. Additionally, the PSTs increased their understanding of why such learning activities are important and how to incorporate them while teaching science. Norwegian PSTs responded positively to modelling-based teaching, which seemed to promote metacognition and critical thinking. Therefore, modelling-based teaching could be an effective tool for educating science teachers in how to promote such skills in their classrooms. Introduction The use of models and modelling in science education has attracted increased research attention over the last 20 years, including modelling competence in pre-service science teacher education (e.g. Krell et al., 2019; Gilbert & Justi, 2016). Modelling is linked to teaching skills seen as being essential for 21st-century citizens, which are metacognitive skills, criticaland creative-thinking skills and learning to learn (OECD, 2019; Pellegrino & Hilton, 2012). Therefore, modelling-based teaching, where pupils create their own models, could be a way to promote pupils’ competence and establish creative learning environments.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"17 1","pages":"206-224"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44152680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Hvordan kan et utforskende undervisnings- opplegg i naturfag støtte læring og motivasjon hos elever med stort læringspotensial? 开发性的教育安排如何支持具有巨大教育潜力的学生的学习和动机？

Nordic Studies in Science Education Pub Date : 2021-04-28 DOI: 10.5617/NORDINA.7130

Katarina Pajchel, Aase Marit Tolebråten Sørum Ramton

引用次数: 0

“I call it frost.” Features of scientific social language during inquiry-based learning on the particulate nature of matter “我叫它霜。”探究性学习中物质微粒性的科学社会语言特征

Nordic Studies in Science Education Pub Date : 2021-04-28 DOI: 10.5617/NORDINA.7109

Unni Eikeseth, K. Haugstad

引用次数: 0

Modeller i kjemiundervisning - et eksempel på hvordan de kan bidra til læring og feillæring 化学教育中的模式——一个如何促进学习和失败的例子。

Nordic Studies in Science Education Pub Date : 2021-04-28 DOI: 10.5617/NORDINA.8363

Heidi Iren Saure, Nils-Erik Bomark, Monica Svendsen

{"title":"Modeller i kjemiundervisning - et eksempel på hvordan de kan bidra til læring og feillæring","authors":"Heidi Iren Saure, Nils-Erik Bomark, Monica Svendsen","doi":"10.5617/NORDINA.8363","DOIUrl":"https://doi.org/10.5617/NORDINA.8363","url":null,"abstract":"We discuss the use of analogical models in science education using examples from online learning resources. We have conducted a teaching program for a group of 7th grade pupils and a group of science teacher students, and the main theme of this program is the use of models in chemistry. Specifically, we study the effect of an analogical model that is designed to promote understanding of the properties of molecules, related to a paper chromatography experiment. Our research indicates that analogical models can be a useful tool to convey understanding of abstract concepts and non-visible phenomena, but they hold serious pitfalls that can lead to misunderstandings amongst students if not used in a proper manner. These findings are in line with other studies. Our data indicate that respondents` knowledge about molecular properties may have increased after participating in this teaching program. However, both groups of respondents consistently used wrong properties to explain the paper chromatography experiment. Conversation transcripts and respondents` models indicate that these misconceptions are enhanced by the analogical model they were given to work with during the teaching program. Based on our findings, we give some advice for how to best present analogies in the classroom.","PeriodicalId":37114,"journal":{"name":"Nordic Studies in Science Education","volume":"17 1","pages":"181-205"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43515135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Editorial 2/2021 社论2/2021

Nordic Studies in Science Education Pub Date : 2021-04-28 DOI: 10.5617/NORDINA.8770

Sonja M. Mork, Berit S. Haug, Merethe Frøyland

引用次数: 0

Editorial 编辑

Nordic Studies in Science Education Pub Date : 2021-02-03 DOI: 10.5617/nordina.8565

Are Turmo, Carl-Johan Rundgren, Clas Olander

引用次数: 0

Kod som teknisk lösning: en studie om grundskoleelevers uppfattningar av ändamålsenlighet i deras spontana programspråk 代码作为一种技术解决方案：小学生对自发编程语言有效性认知的研究（engelsk）

Nordic Studies in Science Education Pub Date : 2021-02-02 DOI: 10.5617/NORDINA.7020

Per Anderhag, Madeleine Björn, Birgit Fahrman, Annika Lundholm-Bergström, Maria Weiland, Tove Wållberg

引用次数: 2

Barns frågor under en utforskande process kring träd 围绕树木探索过程中的儿童问题

Nordic Studies in Science Education Pub Date : 2021-02-02 DOI: 10.5617/NORDINA.6456

Bodil Halvars

引用次数: 2