1,720,978 research outputs found
Careful! it is H2O? teachers' conceptions of chemicals
No full textA concept commonly used by both teachers and students is the term chemical Many students and teachers think of chemicals as artificial, poisonous, and dangerous. The purpose of the study was to investigate science teachers' ideas about chemicals along with their awareness of students' alternative conceptions and teaching practices that attempt to address alternative conceptions. Two main data sources were used: chemical surveys completed by 43 science teachers and interviews with nine chemistry teachers. Both surveys and the interviews were analyzed qualitatively to discern themes in teachers' conceptions of chemicals and its teachability. Survey analysis yielded four categories for teachers' conceptions: (a) sound understanding; (b) coherent alternative conception; (c) inconsistent views; or (d) vague ideas. A most prominent finding from interviews was that, except for one teacher, all chemistry teachers either provided a correct definition of the term chemical from the beginning or eventually articulated it as the interview progressed, with three teachers changing their statements during the interview. All of the teachers except one were aware that their students have some kind of alternative conceptions. The teachers suggested a few possible sources of students' alterative conceptions, such as lack of relevancy of material in chemistry courses, insufficient expositions to chemistry courses, and faulty usage of the term in everyday language and the media. The teachers' suggestions for addressing alternative students' conceptions were varied. The nature of teachers' conceptions is discussed as dynamic. Implications such as the use of dialog and word reflection for problematic scientific terms by teachers are presented and discussed.Abd-El-Khalick F, 1997, J RES SCI TEACH, V34, P673, DOI 10.1002-(SICI)1098-2736(199709)34:7673::AID-TEA23.0.CO;2-J; ANDERSON C, 1987, RUTG INV S ED GRAD P; Barker V, 1999, INT J SCI EDUC, V21, P645, DOI 10.1080-095006999290499; Bogdan R., 1982, QUALITATIVE RES ED; Borko H., 1996, HDB ED PSYCHOL, P673; BouJaoude S, 2002, INT J SCI EDUC, V24, P139, DOI 10.1080-09500690110066494; BPUJAOUDE S, 2000, ANN C NAT ASS RES SC; Coffey A, 1996, MAKING SENSE QUALITA; CONFREY J, 1990, REV RES EDUC, V16, P3; De Jong O., 1999, EUROPEAN J TEACHER E, V22, P45, DOI 10.1080-0261976990220104; Doyle Walter, 1990, HDB RES TEACHER ED, P3; Driver R., 1994, MAKING SENSE SECONDA; Driver R., 1985, CHILDRENS IDEAS SCI, P145; Ebenezer J.V., 2005, J SCI EDUC TECHNOL, V14, P29; Heyworth RM, 1999, INT J SCI EDUC, V21, P195, DOI 10.1080-095006999290787; Kruse RA, 2005, J CHEM EDUC, V82, P1246; Lincoln Y. S., 1985, NATURALISTIC INQUIRY; Meyer H, 2004, SCI EDUC, V88, P970, DOI 10.1002-sce.20006; NAKHLEH MB, 1992, J CHEM EDUC, V69, P191; Nisbett R. E., 1980, HUMAN INFERENCE STRA; Patton M. Q., 1990, QUALITATIVE EVALUATI; Shulman L. S, 1989, KNOWLEDGE BASE BEGIN, P23; Shulman L.S., 1986, ED RES, V57, P4; SHULMAN LS, 1987, HARVARD EDUC REV, V57, P1; Solomonidou C, 2000, SCI EDUC, V84, P382, DOI 10.1002-(SICI)1098-237X(200005)84:3382::AID-SCE43.0.CO;2-D; Taber K. S., 2002, CHEM MISCONCEPTIONS; Taber KS, 2001, INT J SCI EDUC, V23, P731, DOI 10.1080-09500690010006572; van Driel JH, 2005, INT J SCI EDUC, V27, P303, DOI 10.1080-0950069041233131448721
Relationships between selective cognitive variables and students' ability to solve chemistry problems
No full textThe purposes of this study were: to compare students' performance on conceptual and algorithmic chemistry problems; to investigate the relationships between learning orientation, formal reasoning, and mental capacity and students' performance on conceptual and algorithmic problems; and to investigate interactions among learning orientation, formal operational reasoning, and mental capacity. Participants were Grade 11 students enrolled in scientific sections of three Lebanese schools. Learning orientation, formal reasoning and mental capacities were measured using the Learning Approach Questionnaire, the Test of Logical Thinking, and the Figural Intersection Test, respectively. Also, students solved conceptual and low M-demand and high M-demand algorithmic chemistry problems. Students' performance on conceptual and algorithmic problems was compared. Regression analyses were used to examine the predictive power of the cognitive variables on each type of chemistry problems. In addition, performance of meaningful and rote learners was compared on all types of problems. Results showed that students performed significantly better on algorithmic than on conceptual problems. Moreover, meaningful learners outperformed rote learners on a test of conceptual problems while no significant differences existed for both levels of algorithmic problems. The three cognitive variables were significant predictors of performance on conceptual chemistry problems but not on algorithmic problems.ABRAHAM MR, 1994, J RES SCI TEACH, V31, P147, DOI 10.1002-tea.3660310206; ABRAHAM MR, 1992, J RES SCI TEACH, V29, P105, DOI 10.1002-tea.3660290203; Boujaoude S., 2000, SCH SCI REV, V81, P91; BOUJAOUDE SB, 1992, J RES SCI TEACH, V29, P687, DOI 10.1002-tea.3660290706; CAVALLO A, 1998, COMMUNICATION; CAVALLO A, 1991, THESIS SYRACUSE U NY; CAVALLO AML, 1994, J RES SCI TEACH, V31, P393, DOI 10.1002-tea.3660310408; Cavallo AML, 1996, J RES SCI TEACH, V33, P625, DOI 10.1002-(SICI)1098-2736(199608)33:6625::AID-TEA33.0.CO;2-Q; Entwistle N., 1983, UNDERSTANDING STUDEN; ENTWISTLE N, 1988, BRIT J EDUC PSYCHOL, V58, P258; Gage N., 1991, ED PSYCHOL; GIULIANO F, 1992, THESIS SYRACUSE U NY; Heyworth RM, 1999, INT J SCI EDUC, V21, P195, DOI 10.1080-095006999290787; LAWSON AE, 1983, J RES SCI TEACH, V20, P117, DOI 10.1002-tea.3660200204; Mason DS, 1997, J RES SCI TEACH, V34, P905, DOI 10.1002-(SICI)1098-2736(199711)34:9905::AID-TEA53.0.CO;2-Y; Nakhleh MB, 1996, J CHEM EDUC, V73, P758; NAKHLEH MB, 1993, J CHEM EDUC, V70, P52; NAKHLEH MB, 1992, J CHEM EDUC, V69, P191; NAKHLEH MB, 1993, J CHEM EDUC, V70, P190; NIAZ M, 1989, J RES SCI TEACH, V26, P785, DOI 10.1002-tea.3660260904; NIAZ M, 1989, J RES SCI TEACH, V26, P221, DOI 10.1002-tea.3660260304; NIAZ M, 1995, SCI EDUC, V79, P19, DOI 10.1002-sce.3730790103; NIAZ M, 1988, J RES SCI TEACH, V25, P643, DOI 10.1002-tea.3660250804; NIAZ M, 1993, ANN M NAT ASS RES SC; NIAZ M, 1987, J CHEM EDUC, V64, P502; NIAZ M, 1991, ANN M NAT ASS RES SC; NIAZ M, 1989, INT J SCI EDUC, V11, P93, DOI 10.1080-0950069890110109; NIAZ M, 1985, J RES SCI TEACH, V22, P41, DOI 10.1002-tea.3660220104; NIAZ M, 1988, INT J SCI EDUC, V10, P231, DOI 10.1080-0950069880100211; NIAZ M, 1992, J RES SCI TEACH, V29, P211, DOI 10.1002-tea.3660290303; NIAZ M, 1995, INT J SCI EDUC, V17, P343, DOI 10.1080-0950069950170306; Noh T, 1997, J RES SCI TEACH, V34, P199, DOI 10.1002-(SICI)1098-2736(199702)34:2199::AID-TEA63.0.CO;2-O; PICKERING M, 1990, J CHEM EDUC, V67, P254; RAMSDEN P, 1995, LEARNING TEACH HIGHE; RAMSDEN P, 1989, BRIT J EDUC PSYCHOL, V59, P129; Rop CJ, 1999, J RES SCI TEACH, V36, P221, DOI 10.1002-(SICI)1098-2736(199902)36:2221::AID-TEA73.0.CO;2-C; SAWREY BA, 1990, J CHEM EDUC, V67, P253; Tobin K., 1981, EDUC PSYCHOL MEAS, V41, P1330222
A Macro-Micro-Symbolic Teaching to Promote Relational Understanding of Chemical Reactions
No full textThe purpose of this research is threefold: (1) to identify the difficulties that Grade 10 students in a Lebanese school have that hinder their conceptual understanding at the micro-macro-symbolic interface in chemistry, (2) to investigate the effect of a macro-micro-symbolic teaching approach on students' relational understanding of chemical reactions, and (3) to characterize students' conceptual profiles regarding their understanding of chemical reactions in terms of macro, micro, symbolic levels and the relations among them, at the end of the teaching sequence. Forty six 10th graders from two sections participated in the study. A student-centered approach was followed in both sections based on constructivist pedagogy. Hence the teacher played the role of a facilitator who guided students in a meaning making inductive learning process, through questioning, monitoring, validating, and clarifying ideas. Instruction in the experimental group was characterized by macro-micro-symbolic teaching that focuses on the interplay between the levels, integrates various representations, and engages students in an epistemic discourse about the nature of knowing in chemistry. Data sources for the study included a pre-test and two post-intervention tasks: a post-test and a concept map task, in addition to interviews with selected students from both sections. Findings indicated that macro-micro-symbolic teaching enhanced students' conceptual understanding and relational learning of chemical reactions. Besides, four assertions related to students' conceptual and epistemological thinking in response to the different teaching approaches are presented. Implications for instruction and for teacher education programs, as well as recommendations for further research, are discussed in light of these findings. © 2012 Copyright Taylor and Francis Group, LLC.Ahtee M, 1998, INT J SCI EDUC, V20, P305, DOI 10.1080-0950069980200304; Andersson B. R., 1990, RELATING MACROSCOPIC, P12; Ben-Zvi R., 1990, RELATING MACROSCOPIC, P183; Bodner G. M., 2000, U CHEM ED, V4, P24; Brosnan T., 1990, RELATING MACROSCOPIC, P198; Brosnan T., 2001, RES SCI TECHNOLOGICA, V19, P69; Cakmakci G, 2006, INT J SCI EDUC, V28, P1795, DOI 10.1080-09500690600823490; Chi M., 1992, COGNITIVE MODELS SCI, P129; Chi MTH, 2005, J LEARN SCI, V14, P161, DOI 10.1207-s15327809jls1402_1; Cokelez A., 2007, INT J SCI ED, V30, P806; Dori J. Y., 2003, J RES SCI TEACH, V40, P278; Duit R., 2006, BIBLIO STCSE TEACHER; Gabel D., 1998, INT HDB SCI ED, P233; Georgiadou A., 2000, CHEM EDUC RES PRACT, V1, P217; Crespo MAG, 2004, INT J SCI EDUC, V26, P1325, DOI 10.1080-0950069042000205350; Hinton M. E., 1999, CHEM ED, V4, P158, DOI 10.1007-s00897990325a; Hofstein A., 2004, CHEM EDUC RES PRACT, V5, P301; Horton C, 2001, STUDENT PRECONCEPTIO; Johnson P, 2002, INT J SCI EDUC, V24, P1037, DOI 10.1080-09500690110095339; Johnstone A. H., 2000, CHEM EDUC RES PRACT, V1, P9; JOHNSTONE A. H., 1982, SCH SCI REV, V64, P377; Johnstone A. H., 1991, Journal of Computer Assisted Learning, V7, DOI 10.1111-j.1365-2729.1991.tb00230.x; Justi R., 2002, CHEM ED RES BASED PR, P47; Kind V, 2004, APPEARANCE STUDENTS; Kozma RB, 1997, J RES SCI TEACH, V34, P949, DOI 10.1002-(SICI)1098-2736(199711)34:9949::AID-TEA73.0.CO;2-U; Laugier A., 2000, CHEM EDUC RES PRACT, V2, P57; Mulford R. D., 1996, INVENTORY MEASURING; NAKHLEH MB, 1992, J CHEM EDUC, V69, P191; Novak J. D., 1984, LEARNING LEARN; Paradis J., 2007, EXPLORATIONS CONCEPT; RuizPrimo MA, 1996, J RES SCI TEACH, V33, P569, DOI 10.1002-(SICI)1098-2736(199608)33:6569::AID-TEA13.0.CO;2-M; Russell JW, 1997, J CHEM EDUC, V74, P330; Salloum S. L., 2000, THESIS AM U BEIRUT B; Sequeira M., 1990, RELATING MACROSCOPIC, P220; Stavridou H, 1998, INT J SCI EDUC, V20, P205, DOI 10.1080-0950069980200206; Taber K., 2002, CHEM MISCONCEPTIONS, V2; Taber K., 2002, CHEM MISCONCEPTIONS; Treagust DF, 2003, INT J SCI EDUC, V25, P1353, DOI 10.1080-0950069032000070306; Tsaparlis G. R., 2000, CHEM EDUC RES PRACT, V1, P161, DOI [10.1039-A9RP90017A, DOI 10.1039-A9RP90017A]38
The effect of reflective discussions following inquiry-based laboratory activities on students' views of nature of science
No full textThis research investigated the effect of reflective discussions following inquiry-based laboratory activities on students' views of the tentative, empirical, subjective, and social aspects of nature of science (NOS). Thirty-eight grade six students from a Lebanese school participated in the study. The study used a pretest-posttest control-group design and focused on collecting mainly qualitative data. During each laboratory session, students worked in groups of two. Later, experimental group students answered open-ended questions about NOS then engaged in reflective discussions about NOS. Control group students answered open-ended questions about the content of the laboratory activities then participated in discussions of results of these activities. Data sources included an open-ended questionnaire used as pre- and posttest, answers to the open-ended questions that experimental group students answered individually during every session, transcribed videotapes of the reflective discussions of the experimental group, and semi-structured interviews. Results indicated that explicit and reflective discussions following inquiry-based laboratory activities enhanced students' views of the target NOS aspects more than implicit inquiry-based instruction. Moreover, implicit inquiry-based instruction did not substantially enhance the students' target NOS views. This study also identified five major challenges that students faced in their attempts to change their NOS views. Copyright © 2010 Wiley Periodicals, Inc.Abd-El-Khalick F, 2004, SCI EDUC, V88, P785, DOI 10.1002-sce.10143; Abd-El-Khalick F., 2001, P 2001 ANN INT C ASS, P212; Abd-El-Khalick F., 2002, ANN M NAT ASS RES SC; AIKENHEAD GS, 1992, SCI EDUC, V76, P477, DOI 10.1002-sce.3730760503; Akerson VL, 2007, J RES SCI TEACH, V44, P653, DOI 10.1002-tea.20159; American Association for the Advancement of Science (AAAS), 1989, SCI ALL AM PROJ 2061; BAIRD J, 1998, INT HDB SCI ED 1, P153; Barry M., 1993, SCH SCI MATH, V93, P35; Bell RL, 2003, J RES SCI TEACH, V40, P487, DOI 10.1002-tea.10086; Blosser P., 1983, SCH SCI MATH, V83, P165; BOUJAOUDE SB, 1991, J RES SCI TEACH, V28, P689, DOI 10.1002-tea.3660280806; Bybee R. W., 1994, HDB RES SCI TEACHING, P357; CAREY S, 1992, MINN STUD PHILOS SCI, V15, P89; CAREY S, 1989, INT J SCI EDUC, V11, P514, DOI 10.1080-0950069890110504; Eggen P. D., 1996, STRATEGIES TEACHERS; Gage N. L., 1998, ED PSYCHOL; Germann PJ, 1996, J RES SCI TEACH, V33, P475; Giere R. N., 1988, EXPLAINING SCI COGNI; Gunstone R. F., 1990, STUDENT LAB SCI CURR, P159; Hanuscin DL, 2006, SCI EDUC, V90, P912, DOI 10.1002-sce.20149; HERRON MD, 1971, SCHOOL REV, V79, P171, DOI 10.1086-442968; Hodson D., 1993, STUDIES SCI ED, V22, P85, DOI DOI 10.1080-03057269308560022; Hofstein A, 2004, SCI EDUC, V88, P28, DOI 10.1002-sce.10106; HSU P, 2009, INT J SCI ED; Jenkins EW, 1996, J CURRICULUM STUD, V28, P137, DOI 10.1080-0022027980280202; Khishfe R, 2008, J RES SCI TEACH, V45, P470, DOI 10.1002-tea.20230; Khishfe R, 2002, J RES SCI TEACH, V39, P551, DOI 10.1002-tea.10036; Kuhn D, 2000, J COGN DEV, V1, P113, DOI 10.1207-S15327647JCD0101N_11; Kuhn T., 1970, STRUCTURE SCI REVOLU; Abd-El-Khalick F, 1998, SCI EDUC, V82, P417, DOI 10.1002-(SICI)1098-237X(199807)82:4417::AID-SCE13.0.CO;2-E; Lederman N. G., 2004, SCI INQUIRY NATURE S, P301; Lederman NG, 1999, J RES SCI TEACH, V36, P916, DOI 10.1002-(SICI)1098-2736(199910)36:8916::AID-TEA23.0.CO;2-A; LEDERMAN NG, 1990, SCI EDUC, V74, P225, DOI 10.1002-sce.3730740207; HOFSTEIN A, 1982, REV EDUC RES, V52, P201, DOI 10.3102-00346543052002201; McComas W., 1998, NATURE SCI SCI ED RA, P331; MEICHTRY YJ, 1992, SCH SCI MATH, V92, P437; PINTRICH PR, 1993, REV EDUC RES, V63, P167, DOI 10.3102-00346543063002167; Posner G. J., 1982, SCI EDUC, V66, P211, DOI DOI 10.1002-SCE.3730660207; Rudolph JL, 2000, J CURRICULUM STUD, V32, P403, DOI 10.1080-002202700182628; Sandoval WA, 2003, J RES SCI TEACH, V40, P369, DOI 10.1002-tea.10081; Shepardon D. P., 1997, SCH SCI MATH, V97, P37; Shulman L. S., 1973, 2 HDB RES TEACHING, P1098; Strike K., 1992, PHILOS SCI COGNITIVE, P147; Sutton C., 1998, INT HDB SCI ED, P27; Tamir P, 1981, SCI EDUC, V65, P477, DOI 10.1002-sce.3730650503; Tobin K. G., 1990, SCH SCI MATH, V90, P403, DOI DOI 10.1111-J.1949-8594.1990.TB17229.X13161
Influence of teachers' conceptions of the nature of science on classroom practice
No full textWhether teachers' conceptions of NOS are reflected in their instructional planning and classroom practice remains an important research question. Consequently, this study investigated teachers' NOS views and their relationship to their classroom practice and delineated the factors that facilitate or impede this relationship. To achieve this, seven high school biology teachers with teaching credentials were selected to participate in this study. These teachers filled out an open-ended questionnaire entitled Views of the Nature of Science Questionnaire, participated in semi-structured interviews, were videotaped, and their lesson plans were collected. Results showed that most teachers do not possess appropriate NOS views, lesson plans lacked any planning for teaching NOS, and teachers' practices lacked any explicit reference to the aspects of NOS. © 2014 by iSER.
College students' perceptions of the theory of evolution
No full textAlthough a well-corroborated scientific theory, the theory of evolution has continued to cause dilemmas for some individuals who have not easily been able to accommodate the concepts of this theory within their cognitive culture. The reason lies in the overlap of some ideas that the theory advocates with other social, epistemological, and religious beliefs. This study describes how 11 college biology students who completed a course on the theory of evolution perceive the relationship among their epistemological beliefs about science, their beliefs about religion, and their perception of nature and causality and their position regarding the theory of evolution. It also compares the different positions of the students to that of the course instructor. Questionnaires and semistructured interviews were used to collect data. Qualitative methods were used to analyze the data and identify the various positions of the students and course instructor. The students' positions ranged from complete acceptance to complete rejection of the theory of evolution. The results suggest that students' personal beliefs should not be dismissed or underestimated when teaching the theory of evolution. © 2008 Wiley Periodicals, Inc.AIKENHEAD G, 1999, 9 S INT ORG SCI TECH; Aikenhead GS, 1999, J RES SCI TEACH, V36, P269, DOI 10.1002-(SICI)1098-2736(199903)36:3269::AID-TEA33.0.CO;2-T; Banet E, 2003, INT J SCI EDUC, V25, P373, DOI 10.1080-09500690210145716; BISHOP BA, 1990, J RES SCI TEACH, V27, P415, DOI 10.1002-tea.3660270503; BIZZO NMV, 1994, J RES SCI TEACH, V31, P537; Bogdan R. C., 1992, QUALITATIVE RES ED I; COBERN W, 1997, ELECT J SCI ED, V1; Cobern W. W., 1991, NARST MONOGRAPH; COBERN WW, 1993, J RES SCI TEACH, V30, P935, DOI 10.1002-tea.3660300810; Cobern WW, 1996, SCI EDUC, V80, P579, DOI 10.1002-(SICI)1098-237X(199609)80:5579::AID-SCE53.0.CO;2-8; Cobern W. W., 2000, SCI EDUC, V9, P219, DOI DOI 10.1023-A:1008747309880; COBERN WW, 1994, J RES SCI TEACH, V31, P583; Cobern WW, 1999, J RES SCI TEACH, V36, P541, DOI 10.1002-(SICI)1098-2736(199905)36:5541::AID-TEA33.3.CO;2-T; COBERN WW, 1995, SCI EDUC, V4, P287, DOI 10.1007-BF00486625; Cobern W.W., 1998, INT HDB SCI ED, P39; COLL R, 2004, NAT ASS RES SCI TEAC; Dagher ZR, 2004, INT J SCI EDUC, V26, P735, DOI 10.1080-0950069032000138806; Dagher ZR, 1997, J RES SCI TEACH, V34, P429, DOI 10.1002-(SICI)1098-2736(199705)34:5429::AID-TEA23.0.CO;2-S; Dagher ZR, 2005, SCI EDUC, V89, P378, DOI 10.1002-sce.20054; Darwin C., 1859, ORIGIN SPECIES; DECHARDIN PT, 1960, PHENOMENON MAN; DOBZHANSKY T, 1973, AM BIOL TEACH, V62, P102; Downie JR, 2000, J BIOL EDUC, V34, P139, DOI 10.1080-00219266.2000.9655704; Ferrari M, 1998, INT J SCI EDUC, V20, P1231, DOI 10.1080-0950069980201005; FRANCIS LJ, 2001, RES SCI TECHNOLOGICA, V19, P39; Fysh R., 1998, AUSTR SCI TEACHERS J, V44, P61; DEMASTES SS, 1995, SCI EDUC, V79, P637, DOI 10.1002-sce.3730790605; Griffith JA, 2004, J RES SCI TEACH, V41, P791, DOI 10.1002-tea.20027; JACKSON DF, 1995, J RES SCI TEACH, V32, P585, DOI 10.1002-tea.3660320606; Jensen MS, 1996, J RES SCI TEACH, V33, P879, DOI 10.1002-(SICI)1098-2736(199610)33:8879::AID-TEA43.0.CO;2-T; JENSEN MS, 1995, SCI EDUC, V79, P147, DOI 10.1002-sce.3730790203; JIMENEZALEIXANDRE MP, 1992, INT J SCI EDUC, V14, P51, DOI 10.1080-0950069920140106; Kearney Michael, 1984, WORLDVIEW; Kuhn T., 1970, STRUCTURES SCI REVOL; LAWSON AE, 1992, J RES SCI TEACH, V29, P143, DOI 10.1002-tea.3660290205; LAWSON AE, 1990, J RES SCI TEACH, V27, P589, DOI 10.1002-tea.3660270608; Lederman NG, 2002, J RES SCI TEACH, V39, P497, DOI 10.1002-tea.10034; Mayr E., 2000, SCI AM, V283, P79; MILLAR R, 1998, BEYOND 2000 SCI ED F; Nehm R., 2004, NAT ASS RES SCI TEAC; Passmore C, 2002, J RES SCI TEACH, V39, P185, DOI 10.1002-tea.10020; Roth WM, 1997, INT J SCI EDUC, V19, P125, DOI 10.1080-0950069970190201; Rutledge M. L., 1999, SCH SCI MATH, V99, P13; Samarapungavan A, 1997, COGNITIVE SCI, V21, P147; SETTLAGE J, 1994, J RES SCI TEACH, V31, P449; Sharmann L. C., 1992, J RES SCI TEACH, V29, P375; Shipman HL, 2002, SCI EDUC, V86, P526, DOI 10.1002-sce.10029; SINATRA G, 2004, NAT ASS RES SCI TEAC; Smith M. U., 2004, SCI EDUC, V13, P553, DOI 10.1023-B:SCED.0000042848.14208.bf.; SMITH MU, 1994, J RES SCI TEACH, V31, P591; Southerland SA, 2001, EDUC PSYCHOL REV, V13, P325, DOI 10.1023-A:1011913813847; Strickberger M W, 2000, EVOLUTION; Trani R, 2004, AM BIOL TEACH, V66, P419, DOI 10.1662-0002-7685(2004)066[0419:IWTIAM]2.0.CO;234343
The effect of using concept maps as study tools on achievement in chemistry
No full textThe purposes of this study were to: (1) examine whether or not the construction of concept maps by students improves their achievement and ability to solve higher order questions in chemistry, (2) investigate the differential effect of the treatment by gender and achievement level, and (3) explore the relationships between performance on concept maps and chemistry achievement. Participants were 60 tenth-grade students randomly divided into two groups. The study spanned six weeks in a class that met five times a week. The material covered was acid-base titration and equilibrium in weak acids. The students were pre- and post-tested using a teacher-constructed chemistry test. Results showed that while there were no significant differences on the achievement total score, there were significant differences favoring the experimental group for scores on the knowledge level questions. Moreover, there were sex-achievement interactions at the knowledge and comprehension level questions favoring females and achievement level - achievement interactions favoring low achievers. Finally, there were significant correlations between students' scores on high level questions and the convergence and total concept map scores. Copyright © 2008 by EURASIA.1
EPISTEMOLOGICAL BELIEFS IN SCIENCE: AN EXPLORATORY STUDY OF LEBANESE UNIVERSITY STUDENTS' EPISTEMOLOGIES
No full textBeliefs about the nature of knowledge and knowing have been investigated extensively in educational and developmental psychology research. Hofer's framework on personal epistemology is adopted in the present study for assessing Lebanese university students' epistemologies of science. Participants were 213 students in their first year of science-related studies at a private university in Beirut. Two instruments were used for data collection: The science-focused epistemological beliefs questionnaire (Hofer, 2000) and an 8-item instrument adapted from the modified version of the Views on Science-Technology-Society (Dogan and Abd-El-Khalick, 2008), and an additional item developed by the authors. Thirty students were purposively selected for completing the second instrument followed by a semi-structured interview. Data analysis yielded the following assertions regarding students' epistemologies of science: (1) Scientific knowledge is liable to change; (2) the source of scientists' knowledge is inherent to human's construction, whereas the source of personal knowledge is independent from human subjectivity and based on external authority; (3) scientific knowledge is proven and validated through the concerted effort of scientists; and (4) absolute truth cannot be attained because of the lack of means to access knowledge. Findings highlighted the need to foster an academic culture that promotes students' epistemologies and explicitly addresses the nature and processes of science in curricula and instruction. © 2011 National Science Council, Taiwan.AIKENHEAD GS, 1992, SCI EDUC, V76, P477, DOI 10.1002-sce.3730760503; Al-Salhi A. S., 2001, EPISTEMOLOGICAL BELI; BouJaoude S, 1996, ANN M NAT ASS RES SC; Chan K., 2000, ASIA PACIFIC J TEACH, V28, P225, DOI 10.1080-713650691; Conley AM, 2004, CONTEMP EDUC PSYCHOL, V29, P186, DOI 10.1016-j.cedpsych.2004.01.004; Dagher ZR, 1997, J RES SCI TEACH, V34, P429, DOI 10.1002-(SICI)1098-2736(199705)34:5429::AID-TEA23.0.CO;2-S; Dogan N, 2008, J RES SCI TEACH, V45, P1083, DOI 10.1002-tea.20243; Faour MA, 2007, MIDDLE EASTERN STUD, V43, P909, DOI 10.1080-00263200701568279; Frayha N., 2003, STUDIES COMP ED; Gauvain M., 2010, HDB CULTURAL DEV SCI, P239; Haidar A. H., 1999, ANN M NAT ASS RES SC; Haider AH, 2002, INT J SCI EDUC, V24, P611, DOI 10.1080-09500690110074053; Hofer BK, 2000, CONTEMP EDUC PSYCHOL, V25, P378, DOI 10.1006-ceps.1999.1026; Hofer BK, 2001, EDUC PSYCHOL REV, V13, P353, DOI 10.1023-A:1011965830686; Hofer BK, 1997, REV EDUC RES, V67, P88, DOI 10.3102-00346543067001088; Hogan K, 2001, J RES SCI TEACH, V38, P663, DOI 10.1002-tea.1025; Karabenick S. A., 2005, SOC PSYCHOL EDUC, V8, P375, DOI DOI 10.1007-S11218-005-1826-3; Kawagley AO, 1998, J RES SCI TEACH, V35, P133, DOI 10.1002-(SICI)1098-2736(199802)35:2133::AID-TEA43.0.CO;2-T; Kuhn D., 1991, SKILLS ARGUMENT; Lave Jean, 2002, DISTRIBUTED LEARNING, P56; Muis K. R., 2008, KNOWING KNOWLEDGE BE, P137, DOI 10.1007-978-1-4020-6596-5_6; Perry W. G., 1970, INTELLECTUAL ETHICAL; SCHOMMER M, 1990, J EDUC PSYCHOL, V82, P498, DOI 10.1037-0022-0663.82.3.498; Sutherland D, 2002, INT J SCI EDUC, V24, P1, DOI 10.1080-09500690110067011; Wenger E., 1998, COMMUNITIES PRACTICE, P3; Yore LD, 2004, READ RES QUART, V39, P347, DOI 10.1598-RRQ.39.3.8; Yore LD, 2006, INT J SCI EDUC, V28, P291, DOI 10.1080-0950069050033697312
Biology professors' and teachers' positions regarding biological evolution and evolution education in a middle eastern society
No full textThis study investigated three questions: (1) What are Lebanese secondary school (Grade 9-12) biology teachers' and university biology professors' positions regarding biological evolution?, (2) How do participants' religious affiliations relate to their positions about evolutionary science?, and (3) What are participants' positions regarding evolution education? Participants were 20 secondary school biology teachers and seven university biology professors. Seventy percent of the teachers and 60percent of the professors were Muslim. Data came from semi-structured interviews with participants. Results showed that nine (Christian or Muslim Druze) teachers accepted the theory, five (four Muslim) rejected it because it contradicted religious beliefs, and three (Muslim) reinterpreted it because evolution did not include humans. Teachers who rejected or reinterpreted the evolutionary theory said that it should not be taught (three), evolution and creationism should be given equal time (two), or students should be allowed to take their own stand. Two professors indicated that they taught evolution explicitly and five said that they integrated it in other biology content. One Muslim professor said that she stressed 'the role of God in creation during instruction on evolution'. It seems that years of studying and teaching biology have not had a transformative effect on how a number of teachers and professors think about evolution. © 2011 Taylor and Francis.Academy of Science of the Royal Society of Canada, 1985, GEOTIMES NOV, P21; Alters BJ, 2002, EVOLUTION, V56, P1891; Asghar A., 2007, P NAT ASS RES SCI TE; Asghar A., 2009, MCGILL S ISL EV MONT; Asghar A., 2007, MCGILL J ED, V42, P189; Asghar A., 2007, INT J DIVERSITY ORG, V6, P81; Berkman MB, 2008, PLOS BIOL, V6, P920, DOI [10.1371-journal.pbio.0060124, 10.1371-journal.pbio.0060124.g001]; BouJaoude S., 2009, MCGILL S ISL EV MONT; Branch G., 2008, DARWIN BIBLE CULTURA, P137; Clement P., 2008, NAT SCI SOC, V6, P154, DOI 10.1051-nss:2008039; Clement P., 2008, 13 IOSTE S IZM TURK; Cobern W. W., 2000, SCI EDUC, V9, P219, DOI DOI 10.1023-A:1008747309880; Council of Europe, 2007, 11375 PARL ASS COUNC; Dagher ZR, 1997, J RES SCI TEACH, V34, P429, DOI 10.1002-(SICI)1098-2736(199705)34:5429::AID-TEA23.0.CO;2-S; Dagher ZR, 2005, SCI EDUC, V89, P378, DOI 10.1002-sce.20054; Deniz H, 2008, J RES SCI TEACH, V45, P420, DOI 10.1002-tea.20223; Ellis W. E, 1983, T SOCIAL SCI MODERN, P126; Glaser Barney, 1967, DISCOVERY GROUNDED T; Graebsch A, 2006, NATURE, V444, P406, DOI 10.1038-444406a; Hameed S, 2008, SCIENCE, V322, P1637, DOI 10.1126-science.1163672; Hasan M, 2010, NEW STATESMAN, V139, P31; Hokayem H, 2008, J RES SCI TEACH, V45, P395, DOI 10.1002-tea.20233; IAP (Inter-Academy Panel), 2006, INT PAN STAT TEACH E; Ingram EL, 2006, J RES SCI TEACH, V43, P7, DOI 10.1002-tea.20093; Lincoln Y. S., 1985, NATURALISTIC INQUIRY; Makarem Sami Nasib, 1974, DRUZE FAITH; Mayr E., 2000, SCI AM, V283, P79; McKeachie WJ, 2002, AM BIOL TEACH, V64, P189, DOI 10.1662-0002-7685(2002)064[0189:CVEBEO]2.0.CO;2; Moore R., 2007, MCGILL J ED, V42, P177; National Academy of Sciences, 1999, SCI CREAT VIEW NAT A; Osif B, 1997, AM BIOL TEACH, V59, P9552; Quessada M.-P., 2007, AREF C INT ACT RECH; Rutledge ML, 2002, AM BIOL TEACH, V64, P21, DOI 10.1662-0002-7685(2002)064[0021:HSBTKS]2.0.CO;2; Sager C., 2006, VOICES EVOLUTION, P83; Sager Carrie, 2008, VOICES EVOLUTION; Scott Eugenie C., 2009, EVOLUTION VS CREATIO; Strauss A. L., 1987, QUALITATIVE ANAL SOC; Trani R, 2004, AM BIOL TEACH, V66, P419, DOI 10.1662-0002-7685(2004)066[0419:IWTIAM]2.0.CO;28101
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