International journal of environmental and science education : IJESE最新文献_第7页

High school students’ understanding of acid-base concepts: An ongoing challenge for teachers 高中生对酸碱概念的理解:对教师的持续挑战

International journal of environmental and science education : IJESE Pub Date : 2016-01-01 DOI: 10.12973/IJESE.2015.284A

M. I. Damanhuri, D. Treagust, Mihye Won, A. Chandrasegaran

{"title":"High school students’ understanding of acid-base concepts: An ongoing challenge for teachers","authors":"M. I. Damanhuri, D. Treagust, Mihye Won, A. Chandrasegaran","doi":"10.12973/IJESE.2015.284A","DOIUrl":"https://doi.org/10.12973/IJESE.2015.284A","url":null,"abstract":"Using a quantitative case study design, the Acids-Bases Chemistry Achievement Test (ABCAT) was developed to evaluate the extent to which students in Malaysian secondary schools achieved the intended curriculum on acid-base concepts. Responses were obtained from 260 Form 5 (Grade 11) students from five schools to initially create the two-tier multiple-choice items. After pilot testing, the final version of the ABCAT consisting of 19 items, 10 multiple-choice items and nine two-tier multiple-choice items, was administered to 304 students in Form 4 (Grade 10) from seven secondary schools when 12 alternative conceptions were identified by at least 10% of the students. Of these alternative conceptions, three were displayed by less than 15% of students. The two-tier multiple-choice items had a slightly higher internal consistency reliability (Cronbach’s alpha) of 0.54 than the multiple-choices items with a value of 0.42. The data from the study suggest that the ABCAT has shown the extent to which the teaching has reduced the incidence of students’ scientifically inappropriate understandings; for example, in nine of the 19 items, no alternative conceptions were displayed by the students.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"11 1","pages":"9-27"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87130628","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: 37

Understanding Scientific Texts: From Structure to Process and General Culture 理解科学文本:从结构到过程和一般文化

International journal of environmental and science education : IJESE Pub Date : 2016-01-01 DOI: 10.12973/ijese.2016.287a

Ferhat Ensar Muhammed Eyyüp Sallabaş

引用次数: 1

Investigating High School Students’ Understanding of Chemical Equilibrium Concepts 高中生对化学平衡概念理解的调查

International journal of environmental and science education : IJESE Pub Date : 2015-10-10 DOI: 10.12973/IJESE.2015.280A

Mageswary Karpudewan, D. Treagust, M. Mocerino, Mihye Won, C. Chandrasegaran

{"title":"Investigating High School Students’ Understanding of Chemical Equilibrium Concepts","authors":"Mageswary Karpudewan, D. Treagust, M. Mocerino, Mihye Won, C. Chandrasegaran","doi":"10.12973/IJESE.2015.280A","DOIUrl":"https://doi.org/10.12973/IJESE.2015.280A","url":null,"abstract":"This study investigated the year 12 students’ (N = 56) understanding of chemical equilibrium concepts after instruction using two conceptual tests, the Chemical Equilibrium Conceptual Test 1(CECT-1) consisting of nine two-tier multiple-choice items and the Chemical Equilibrium Conceptual Test 2(CECT-2) consisting of four structured questions. Both these tests were administered before and after the intervention. Students’ responses to the items in both the instruments indicated limited understanding of the various concepts related to chemical equilibrium. Less than 50% of the students provided correct responses to four of the nine items in the CECT-1. The total scores in the CECT-1 ranged from 0 to 8 with a mean score of 4.14 (out of a maximum of 9). In the CECT-2 the total scores ranged from 7 to 17 with a mean score of 11.0 out of a maximum score of 22. Almost half the number of students (44.6%) scored less than 50% of the total marks in the CECT-2; only 0% to 42.9% of students scored the maximum possible marks for each of the four items while achievement in all four items of the CECT-2 was below 50%. The findings will be valuable and assist teachers in planning their instruction on chemical equilibrium by taking into consideration students’ preconceptions about the topic.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"7 1","pages":"845-863"},"PeriodicalIF":0.0,"publicationDate":"2015-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81737883","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: 35

“Public-based-Learning”: The Place of Publics in Exploring Environmental Controversies for Pedagogical Purposes “以公众为基础的学习”:公众在为教学目的探索环境争议中的地位

International journal of environmental and science education : IJESE Pub Date : 2015-10-10 DOI: 10.12973/ijese.2015.283a

François Mélard, Dorothée Denayer, Nathalie Semal

引用次数: 3

Cooperative Learning about Nature of Science with a Case from the History of Science. 合作学习科学的本质——以科学史为例。

International journal of environmental and science education : IJESE Pub Date : 2015-10-10 DOI: 10.5167/UZH-112508

B. Wolfensberger, C. Canella

{"title":"Cooperative Learning about Nature of Science with a Case from the History of Science.","authors":"B. Wolfensberger, C. Canella","doi":"10.5167/UZH-112508","DOIUrl":"https://doi.org/10.5167/UZH-112508","url":null,"abstract":"This paper reports a predominantly qualitative classroom study on cooperative learning about nature of science (NOS) using a case from the history of science. The purpose of the research was to gain insight into how students worked with the historical case study during cooperative group work, how students and teachers assessed the teaching unit, and in what ways students’ ideas about selected aspects of NOS changed as a result of the teaching unit. \u0000In cooperation with two biology teachers, a four-lesson teaching unit about NOS and the early research on Archaeopteryx was developed, field-tested, modified, and tested again. Altogether, five classes of 10th and 11th grade students from two Swiss schools participated. Data were collected by videotaping group work, interviews with student groups and teachers, questionnaires, and pre- and post-tests about NOS conceptions. \u0000Results show that group work was mostly of good quality, both with regard to students’ cooperation and understanding of the case study. Second, both the topic and the instructional design of the unit were judged very positively. Third, students showed more informed views on the selected target NOS aspects after the teaching unit. The paper ends with conclusions regarding teaching and learning about NOS, cooperative learning and questions for future research.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"73 1","pages":"865-889"},"PeriodicalIF":0.0,"publicationDate":"2015-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76665724","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: 24

Secondary School Students' and Their Parents' Knowledge and Interest in Crop Plants: Why Should We Care?. 中学生及其家长对农作物的知识和兴趣:我们为什么要关心?

International journal of environmental and science education : IJESE Pub Date : 2015-10-10 DOI: 10.12973/ijese.2015.282a

E. Fritsch, Daniel C. Dreesmann, J. Mainz

{"title":"Secondary School Students' and Their Parents' Knowledge and Interest in Crop Plants: Why Should We Care?.","authors":"E. Fritsch, Daniel C. Dreesmann, J. Mainz","doi":"10.12973/ijese.2015.282a","DOIUrl":"https://doi.org/10.12973/ijese.2015.282a","url":null,"abstract":"While there is increasing world-wide discussion of the importance of renewable biological resources and a bio-based economy, science educators around the world have become aware of a declining general interest in plants and agriculture and of little knowledge of plants among the public. Recently, there have been few systematic investigations on the knowledge of crops. To address this observation, we initiated a questionnaire survey with secondary school students based on the assumption that students should acquire a fundamental knowledge of agriculture and crop-plant biology during compulsory education. As home is a source of information, parents were also questioned. On the whole, 926 German secondary school students aged nine to 18 years and 314 parents participated in our questionnaire survey. The data suggest an unsatisfactory level of knowledge about crop plants among students. Girls have greater knowledge and claim to be interested in crops more often than do boys. While knowledge of species was independent of grade and age, knowledge of crop use did increase with increased years of schooling. Parents showed an overall better performance than the students’ on items involving plant recognition and their use.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"6 1","pages":"891-904"},"PeriodicalIF":0.0,"publicationDate":"2015-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85279287","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: 10

Losing the Lake: Simulations to promote gains in student knowledge and interest about climate change. 失去湖泊:模拟以促进学生对气候变化的知识和兴趣的增长。

International journal of environmental and science education : IJESE Pub Date : 2015-10-10 DOI: 10.12973/IJESE.2015.277A

E. Nussbaum, Marissa C. Owens, G. Sinatra, Abeera P. Rehmat, Jacqueline Cordova, Sajjad Ahmad, F. Harris

{"title":"Losing the Lake: Simulations to promote gains in student knowledge and interest about climate change.","authors":"E. Nussbaum, Marissa C. Owens, G. Sinatra, Abeera P. Rehmat, Jacqueline Cordova, Sajjad Ahmad, F. Harris","doi":"10.12973/IJESE.2015.277A","DOIUrl":"https://doi.org/10.12973/IJESE.2015.277A","url":null,"abstract":"Climate change literacy plays a key role in promoting sound political decisions and promoting sustainable consumption patterns. Based on evidence suggesting that student understanding and interest in climate change is best accomplished through studying local effects, we developed a simulation/game exploring the impact of climate change on the declining water levels in Lake Mead. Because there are few evaluations of educational games using true control groups, this study also presents a randomized field trial evaluating the game. We randomly assigned 119 seventh graders to either a gamebased condition or control condition. Students in the experimental group played Losing the Lake; those in the control group viewed an earth science website. Students also completed pretest, posttest, and delayed posttest measures of their content understanding and interest in issues embodied in the game. We found that playing the game resulted in a significant increase in content knowledge, as measured by a 22-item assessment, especially on items related to household conservation and some basic concepts related to the greenhouse effect. The control group showed no effect. Playing","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"49 1","pages":"789-811"},"PeriodicalIF":0.0,"publicationDate":"2015-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88230870","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: 33

How Do Turkish Middle School Science Coursebooks Present the Science Process Skills 土耳其中学科学教材如何呈现科学过程技能

International journal of environmental and science education : IJESE Pub Date : 2015-10-10 DOI: 10.12973/ijese.2015.279a

O. Aslan

引用次数: 12

The Analysis of High School Students' Conceptions of Learning in Different Domains. 高中生不同领域的学习观念分析。

International journal of environmental and science education : IJESE Pub Date : 2015-10-10 DOI: 10.12973/ijese.2015.278a

Özlem Sadi

{"title":"The Analysis of High School Students' Conceptions of Learning in Different Domains.","authors":"Özlem Sadi","doi":"10.12973/ijese.2015.278a","DOIUrl":"https://doi.org/10.12973/ijese.2015.278a","url":null,"abstract":"The purpose of this study is to investigate whether or not conceptions of learning diverge in different science domains by identifying high school students’ conceptions of learning in physics, chemistry and biology. The Conceptions of Learning Science (COLS) questionnaire was adapted for physics (Conceptions of Learning Physics, COLP), chemistry (Conceptions of Learning Chemistry, COLC) and biology (Conceptions of Learning Biology, COLB) firstly and they were separately administered to 361 high school students at the same time. The factor structures of each questionnaire were also analyzed by exploratory factor analysis. The differences between students’ conceptions of learning in each questionnaire factors of all three domains were analyzed with pairedsamples t-test. The results indicated differences in high school students’ conceptions of learning physics, chemistry and biology which were identified for all seven factors except application. In general sense, it was found that students preferred higher-level conceptions of learning biology more when compared with physics and chemistry domains. Possible implications about how students prefer to view learning from a higher-level perspective rather than a lower-level perspective, especially the ones with a high mean score in physics and chemistry (such as memorizing, preparing for exam and calculating and practicing) are discussed.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"81 1","pages":"813-827"},"PeriodicalIF":0.0,"publicationDate":"2015-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82366409","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: 13

Primary Student-Teachers' Practical Knowledge of Inquiry-Based Science Teaching and Classroom Communication of Climate Change. 小学生教师探究性科学教学实践知识与气候变化课堂交流。

International journal of environmental and science education : IJESE Pub Date : 2015-09-09 DOI: 10.12973/IJESE.2015.259A

Ilkka Ratinen, J. Viiri, Sami Lehesvuori, Tuukka Kokkonen

{"title":"Primary Student-Teachers' Practical Knowledge of Inquiry-Based Science Teaching and Classroom Communication of Climate Change.","authors":"Ilkka Ratinen, J. Viiri, Sami Lehesvuori, Tuukka Kokkonen","doi":"10.12973/IJESE.2015.259A","DOIUrl":"https://doi.org/10.12973/IJESE.2015.259A","url":null,"abstract":"A teacher’s practical knowledge contains the teacher’s beliefs about the goals, values and principles of education that guide his or her actions in the classroom. There is still a lack of knowledge about how teachers’ practical knowledge influences their teaching. The present study examines student teachers’ practical knowledge in the context of teaching climate change in elementary schools. Participating student-teachers planned their lessons using the principles and ideas of inquiry-based science teaching and the communicative approach. The same two approaches were applied in analysing the lessons, providing a broader basis on which to study student-teachers’ beliefs about teaching science. The analysis revealed different levels of success in terms of implementation of inquiry-based learning; the communicative approach was not comprehensively realised in any class. Stimulated recall interviews highlighted that most student-teachers possessed sufficient knowledge to reflect on their lessons and the necessary awareness to use the communicative approach. By comparing the results of lesson plan analysis, communication analysis and stimulated recall interviews, we can better understand student-teachers’ practical knowledge in the classroom.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"82 1","pages":"649-670"},"PeriodicalIF":0.0,"publicationDate":"2015-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74784334","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: 14