자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

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Qualitative research for education: An introduction to theories and methods

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

In this review, we discuss (1) how the notion of conceptual change has developed over the past three decades, (2) giving rise to alternative approaches for analysing conceptual change, (3) leading towards a multiperspective view of science learning and instruction that (4) can be used to examine scientific literacy and (5) lead to a powerful framework for improving science teaching and learning

/pdf/conceptual-change-a-powerful-framework-for-improving-science-1ttefwgzj7.pdf

Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning

There is now a large body of research which examines students’ misconceptions in a variety of science subject areas. A problem exists, however, in applying the findings of this research to the classroom. One means of improving the application of misconceptions research is by the use of diagnostic tests which incorporate the findings of this research. A methodology for developing these diagnostic tests and the use of two such tests ‐‐ in chemistry (covalent bonding and structure) and in biology (photosynthesis and respiration in plants)‐are described. Analysis of the results of the tests given to class groups illustrate the ease of identification of misconceptions which can be subsequently addressed by the teacher.

Development and use of diagnostic tests to evaluate students’ misconceptions in science

This paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an in- structional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The symposium contributors were charged with providing perspectives from

https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.10118

Inquiry in science education: International perspectives

Modelling is the essence of thinking and working scientifically. But how do secondary students view science models? Usually as toys or miniatures of real-life objects with few students actually understanding why scientists use multiple models to explain concepts. A conceptual typology of models is presented and explained to help teachers select models that are appropriate to the conceptual ability of their students. The article concludes by recommending that teachers model scientific modelling to their students, encourage the use of multiple models in science lessons, progressively introduce sophisticated models, systematically present in-class models using the Focus, Action and Reflection (FAR) guide and socially negotiate all model meanings.

A typology of school science models

http://link.springer.com/content/pdf/10.1007/978-94-011-4940-2_1.pdf

David F. Treagust

Papers

Conceptual Change: A Powerful Framework for Improving Science Teaching and Learning

Development and use of diagnostic tests to evaluate students’ misconceptions in science

Inquiry in science education: International perspectives

A typology of school science models

Learning in Science — From Behaviourism Towards Social Constructivism and Beyond