Search results for "Science education"
showing 10 items of 139 documents
New trends in science education
1996
I intend to review the main contributions from the impressive developments made in science education research during the last decade. These developments have made the construction of a coherent body of knowledge possible allowing us to expect a significant improvement in the science teaching/learning process. I shall refer, in particular, to the new trends in science education research, both in the domain of science learning and science teacher‐training.
Modeller i kjemiundervisning - et eksempel på hvordan de kan bidra til læring og feillæring
2021
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…
Un estudio del contenido científico de las preguntas formuladas por estudiantes cuando intentan comprender dispositivos experimentales
2013
RESUMEN: Se muestra un análisis descriptivo del contenido científico de las preguntas formuladas por estudiantes de secundaria y universitarios, cuando tratan de comprender el funcionamiento de dispositivos experimentales. Se consideran tres situaciones didácticas habituales: leer un texto acompañado de imágenes estáticas (esquemáticas); visualizar imágenes dinámicas (video o demostración de cátedra), observar y manipular los dispositivos. Solo una tercera parte de las preguntas de los estudiantes contuvieron algún término científico, aunque los universitarios superaron claramente a los de secundaria. Las leyes y principios científicos, necesarios para modelizar y explicar la realidad, apen…
Visualizing communication structures in science classrooms: Tracing cumulativity in teacher-led whole class discussions
2013
Teacher-led whole class discussions are essential when it comes to guiding students' construction of knowledge, and recent studies on teaching and learning emphasize the need for more student-centered teaching methods. In previous studies, the extent to which different types of communication take place in the classroom have been extensively reported by means of lists, tables, and charts, yet these studies have not included overviews of how talk develops and progresses over time. This study addresses this aspect by presenting how different communicative approaches constitute a specific, cumulative communication structure. Within this structure, the role and temporal considerations of a dialo…
Student understanding of graph slope and area under a curve: A replication study comparing first-year physics and economics students
2019
The understanding of graphs and extraction of relevant information from graphs plays a major role in physics education and is also important in several related fields. Recently, Susac et al. [Phys. Rev. Phys. Educ. Res. 14, 020109 (2018)10.1103/PhysRevPhysEducRes.14.020109] compared physics and psychology students’ understanding of graphs in the contexts of physics and finance. They showed that physicists scored significantly higher in both domains and that all students solved the slope problems better than the area problems. Moreover, eye-tracking data revealed that physics students spent more time on problems associated with the area under the graph and focused longer on the axis labels o…
The classical concept of mass: theoretical difficulties and students’ definitions
1993
An analysis of the concepts of mass in classical physics on the basis of their historical, philosophical and semantic connotations is given. A classification of the most current definitions of mass is proposed from its physical representation and topic area. The definitions of mass, and some related issues, given by several groups of secondary school students are analysed. The results seem to confirm a generalized qualitative‐teleological view of scientific concepts in contrast to the more orthodox formal‐quantitative formulation of physics.
Challenges and Confusions in Learning Version Control with Git
2014
Scholars agree on the importance of incorporating use of version control systems (VCSs) into computing curricula, so as to be able to prepare students for today’s distributed and collaborative work places. One of the present-day distributed version control systems (DVCSs) is Git, the system we have used on several courses. In this paper, we report on the challenges for learning and using the system based on a survey data collected from a project-based course and our own teaching experiences during several different kinds of computing courses. The results of this analysis are discussed and recommendations are made. peerReviewed
Exploring Realistic Mathematics Education in a Flipped Classroom Context at the Tertiary Level
2020
AbstractFlipped classroom (FC) pedagogical frameworks have recently gained considerable popularity, especially at secondary school levels. However, there are rich opportunities to explore FC at tertiary levels, but progress on the area requires instructors’ attention to well-designed tasks for students’ collaborative learning. Realistic Mathematics Education (RME) provides a foundation for the development of such tasks. This article advances research on the role of task design in a FC context by considering how RME heuristics may be developed to include the out-of-class phase, where students prepare for in-class work with videos. This adaption, named flipped RME classroom design, is explore…
From witnessing to recording – material objects and the epistemic configuration of science classes
2012
Drawing on concepts developed in actor-network theory and postphenomenology this article shows how material objects in the science classroom become part of epistemic configurations and thus co-shape science education. An ethnographic study on epistemic objects in science education is the basis for the analysis of two of these objects: experimental arrangements and the blackboard. While experimental arrangements configure students as witnesses of the fascinating otherness of material objects, the blackboard enacts students as recorders of semiotic representations. In the interplay of these socio-material enactments scientific knowledge receives its authority in the classroom. The perspective…