Showing papers in "Journal of Science Education and Technology in 2004"
TL;DR: A detailed literature review of chemical bonding was carried out and the collected data was presented from past to day historically and some suggestions for teaching were made.
Abstract: Students' misconceptions before or after formal instruction have become a major concern among researchers in science education because they influence how students learn new scientific knowledge, play an essential role in subsequent learning and become a hindrance in acquiring the correct body of knowledge. In this paper some students' misconceptions on chemical bonding reported in the literature were investigated and presented. With this aim, a detailed literature review of chemical bonding was carried out and the collected data was presented from past to day historically. On the basis of the results some suggestions for teaching were made.
253 citations
TL;DR: In this paper, the authors report on research concerning student teachers' perceptions about aspects of climate change as well as about greenhouse effect and ozone layer depletion and make some suggestions for more effective teaching.
Abstract: Climate change is one of the most serious global environmental problems and for that reason there has been lately a great interest in educating pupils, the future citizens, about it. Previous research has shown that pupils of all ages and teachers hold many misconceptions and misunderstandings concerning this issue. This paper reports on research concerning student teachers' perceptions about aspects of climate change as well as about greenhouse effect and ozone layer depletion. The aim of this research is to take findings into account for teaching student teachers about these issues. An open-ended questionnaire was used in order to gain a more comprehensive understanding of their thought. From their answers it appeared that these students believe that climate change is under way and base their beliefs on their own experience. They are unaware of the proper actions to be taken for slowing down the climate change, they also hold the misconception that ozone depletion, acid rain, and pollution in general are conducive to climate change. They confuse greenhouse effect with ozone depletion as far as the mechanisms through which they occur is concerned and the causal compounds. By taking into account these research findings the possible implications for teaching are discussed and some suggestions for more effective teaching are made.
224 citations
TL;DR: In this paper, a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester was conducted to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, and on student interest in pursuing a career in science.
Abstract: Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science.
151 citations
TL;DR: Udo et al. as discussed by the authors investigated science anxiety in a cohort consisting mostly of nonscience majors taking general education science courses and found that the leading predictors of science anxiety are nonscience anxiety and gender, as they were for different cohorts in different studies.
Abstract: Earlier studies [Mallow, J. V. (1994). Gender-related science anxiety: A first binational study. Journal of Science Education and Technology 3: 227–238; Udo, M. K., Ramsey, G. P., Reynolds-Alpert, S., and Mallow, J. V. (2001). Does physics teaching affect gender-based science anxiety? Journal of Science Education and Technology 10: 237–247] of science anxiety in various student cohorts suggested that nonscience majors were highly science anxious (SA), regardless of what science courses they were taking. In this study, we investigated science anxiety in a cohort consisting mostly of nonscience majors taking general education science courses. Regression analysis shows that the leading predictors of science anxiety are (i) nonscience anxiety and (ii) gender, as they were for different cohorts in the earlier studies. We confirm earlier findings that females are more SA than males. Chi-square analysis of acute science anxiety shows an amplification of these differences. We found statistically significant levels of science anxiety in humanities and social science students of both genders, and gender differences in science anxiety, despite the fact that the students were all enrolled in general education science courses specifically designed for nonscience majors. We found acute levels of anxiety in several groups, especially education, nursing, and business majors. We describe specific interventions to alleviate science anxiety.
141 citations
TL;DR: This paper describes part of a project called Modeling Across the Curriculum which is a large-scale research study in 15 schools across the United States, based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high schools.
Abstract: This paper describes part of a project called Modeling Across the Curriculum which is a largescale research study in 15 schools across the United States. The specific data presented and discussed here in this paper is based on BioLogica, a hypermodel, interactive environment for learning genetics, which was implemented in multiple classes in eight high schools. BioLogica activities, data logging, and assessments were refined across this series of implementations. All students took a genetics content knowledge pre- and posttests. Traces of students’ actions and responses to computer-based tasks were electronically collected (via a “log file” function) and systematically analyzed. An intensive 3-day field test involving 24 middle school students served to refine methods and create narrative profiles of students’ learning experiences, outcomes, and interactions with BioLogica. We report on one high school implementation and the field test as self-contained studies to document the changes and the outcomes at different phases of development. A discussion of design changes concludes this paper.
140 citations
TL;DR: A curriculum unit for middle school Earth Science called "What's on Your Plate?" as discussed by the authors was designed with two main pedagogical principles: make thinking visible and help students learn from one another; both were derived from an inquiry-based framework.
Abstract: A curriculum unit for middle school Earth Science called “What's on Your Plate?” was designed. The unit was implemented in several middle and high school classrooms in California and Massachusetts. In the first implementation, the total number of students who participated was 1100. The unit was designed with two main pedagogical principles: make thinking visible, and help students learn from one another; both were derived from an inquiry-based framework. With these two main pedagogical principles as a larger guiding framework, we designed the curriculum to provide students with rich, iterative model-based activities for students to both learn with and provide criteria for them to critique their peers' work from the opposite coast. The goal here was to influence students' understanding of the domain as well as their understanding of the nature of models in science by engaging them in an authentic context in which they constructed and reasoned with models, as well as critiqued the models of their peers. Data from 15 classrooms is described both in terms of the gains students made of their understanding of the nature of models as measured by pencil and paper survey administered both before and after the unit. In addition, a small subset of students' data is shown to illustrate advances in students' understanding of models. Lastly, we show how students with more sophisticated epistemologies of models are better able to further their content understanding as compared to students with less sophisticated epistemologies of models.
112 citations
TL;DR: The studies indicate that middle and high schools students can acquire robust mental models of the states of matter through guided explorations of computational models of matter based on molecular dynamics.
Abstract: The studies reported in this paper are an initial effort to explore the applicability of computational models in introductory science learning. Two instructional interventions are described that use a molecular dynamics model embedded in a set of online learning activities with middle and high school students in 10 classrooms. The studies indicate that middle and high schools students can acquire robust mental models of the states of matter through guided explorations of computational models of matter based on molecular dynamics. Using this approach, students accurately recall arrangements of the different states of matter, and can reason about atomic interactions. These results are independent of gender and they hold for a number of different classroom contexts. Follow-up interviews indicate that students are able to transfer their understanding of phases of matter to new contexts.
106 citations
TL;DR: Surprisingly, there was significant improvement in responses between the first and second visualization, which shows the importance of combining both types of visualizations, but it does not indicate a preference toward a specific order.
Abstract: Different visualization techniques have been used for teaching chemistry concepts. Previous studies have shown that when molecular animations and video demonstrations are used, students seem to better correlate all three levels of representation: macroscopic, submicroscopic, and symbolic. This thinking process allows the students to improve their conceptual understanding and ability to create dynamic mental models. In this study, general chemistry students viewed three experiments involving dynamic fluid equilibrium in a graphic design, a video demonstration, and a molecular animation. The study investigated whether video demonstrations or particulate animations helped the students' conceptual understanding, and if the order of visualizations (video or animation first) produced any differences. Students showed improvement after each visualization. Surprisingly, there was significant improvement in responses between the first and second visualization. This work shows the importance of combining both types of visualizations, but it does not indicate a preference toward a specific order.
88 citations
Abstract: This paper reports on a 2-year study designed to investigate the trajectory of change in an urban 5th grade teacher as she introduces science inquiry using the Web-Based Inquiry Science Environment (WISE) Data for this study included videotapes and transcripts of classroom instruction, and audiotapes and transcripts of interviews conducted with the teacher as she was implementing the curriculum We also conducted retrospective interviews that enabled us to validate our account of the observational-based changes in the teacher's practices The results suggest that the teacher's classroom practices shifted over time, from a greater focus on logistics to more of an inquiry orientation The results further suggest that this shift can be attributed to repeated opportunities to teach a WISE curricular unit They also show that support from the curriculum and other professionals, allowed the teacher to reflect on how her practices support students' learning
71 citations
TL;DR: In this paper, the effect of conceptual change-texts-oriented instruction to seventh-grade students' understanding of ecological concepts was investigated, which revealed a statistically significant difference between the gain score means of the students in both groups with respect to ecological concepts in favor of the experimental group after the treatment.
Abstract: In this study, the effect of conceptual-change-texts-oriented instruction to seventh-grade students' understanding of ecological concepts was investigated. Using information collected through interviews and related literature, the Ecology Concept Test was developed and administered to 58 elementary students in two classes of an elementary school before and after the treatment. The experimental group received conceptual-change-texts-oriented instruction and the control group received traditional instruction. Results of independent t test analysis revealed a statistically significant difference between the gain score means of the students in both groups with respect to ecological concepts in favor of experimental group after the treatment.
64 citations
TL;DR: In this article, a computer-mediated simulations (CMS) program was designed to enhance pupils' learning outcomes in school biology in a real biology classroom setting, and the results indicated that the mean differences between the experimental group and the true control group were statistically significant in favor of the treatment group.
Abstract: Biology knowledge and understanding is important not only for the conversion of the loftiest dreams into reality for a better life of individuals but also for preparing secondary pupils for such fields as agriculture, medicine, biotechnology, and genetic engineering. But a recent study has revealed that many aspects of school science (biology included) pose problems of understanding for pupils, simply because of the teaching methods used and the lack of adequate instructional resources. Nevertheless, a program was designed to incorporate the use of computer technology innovation called the computer-mediated simulations (CMS) program to enhance pupils' learning outcomes in school biology. The study was carried out in a real biology classroom setting. It involved comparisons between the treatment and control groups. A Solomon-Three Group quasi-experimental design was employed to involve three secondary schools situated along Njoro-Mau Narok and Elburgon-Molo roads in Nakuru district that were purposively sampled on the basis of easy accessibility and the availability of IBM compatible computers. A total of 102 pupils enrolled in three intact classes were exposed to the same content on cell division for a period of 3 weeks. Three dependent measures—the Biology Achievement Test (BAT), the Biology Classroom Environment Questionnaire (BCEQ), and the Pupil Attitude Questionnaire (PAQ)—were used to assess the effectiveness of the program on the pupils' academic achievement in cell theory, their perception of the classroom environment, and attitudes towards the biology course on cell theory. The findings of the study affirmed the impact of the CMS program on the pupils' learning outcomes in that the mean gains of the participants in the treatment groups were significantly higher than that of their counterparts in the regular program. Also, the results indicated that the mean differences between the experimental group and the true control group were statistically significant in favor of the treatment group. The findings also showed no relationship between the participants' gender and their learning outcomes. The study concludes that the use of the CMS program to augment conventional biology teaching has major implications for secondary biology instruction in this area.
TL;DR: In this paper, the feasibility and educational value of probeware and associated instructional materials in middle school science education was investigated. But the feasibility of using probeware was not addressed through consideration of costs, teacher professional development, and instructional design.
Abstract: This paper reports a test on the feasibility and educational value of probeware and associated instructional materials in middle school science education. We addressed feasibility through consideration of costs, teacher professional development, and instructional design. In order to test our approach, we developed 2 middle school science curriculum units, 6 low-cost probes that interface between handheld Palm computers, and CCLabBook software for the Palms that presents the curriculum, interfaces with the probes for data collection and visualization, and supports guided exploration. The materials were tested by 30 teachers in the first year, and in a follow-up study by 8 of those teachers the second year. We found that teachers were able to conduct the investigations successfully in their classrooms, and that student learning was enhanced through the use of the probes and handhelds. Specifically, students experienced the physical correlation between phenomenon and modeling, which helped them to develop understanding and to confront misconceptions.
TL;DR: In this paper, the authors argue that mentors require pedagogical knowledge of primary science for guiding mentees with planning, timetabling, preparation, implementation, classroom management strategies, teaching strategies, science teaching knowledge, questioning skills, problem-solving strategies, assessment techniques, and developing viewpoints on science pedagogy.
Abstract: Final year preservice teachers' perceptions of their mentoring in primary science teaching were gathered through surveys from three separate studies. The three studies (n = 59, n = 331, n = 60) provided an indication of the degree of mentoring preservice teachers perceived they received with mentoring practices linked to “Pedagogical Knowledge.” This research argues that mentors require pedagogical knowledge of primary science for guiding mentees with planning, timetabling, preparation, implementation, classroom management strategies, teaching strategies, science teaching knowledge, questioning skills, problem-solving strategies, assessment techniques, and developing viewpoints on science pedagogy. The key study findings (n = 331, from nine Australian universities involved in primary teacher education) indicated that 55% or more mentees had not received “Pedagogical Knowledge” for primary science teaching in each of the associated mentoring practices (mean score range: 2.60–2.91, standard deviation range: 1.10–1.32). The study concludes that mentors require further professional development to ensure that preservice teachers (mentees) receive adequate pedagogical knowledge for teaching primary science, which will involve significant collaboration between universities and schools.
TL;DR: This study was an exploratory of the Landes initiative to supply all pupils and teachers with portable computers and Internet at school and reveals low usage of information technology in terms of teaching, with no difference between the “portable” and test groups.
Abstract: This study was an exploratory of the Landes initiative to supply all pupils and teachers with portable computers and Internet at school. These surveys involved 817 pupils and parents and produced a response rate of 98% for pupils from the first survey at the beginning of the year and 798 pupils at the end of the year. The approach, which consists of identifying any variances in individual perceptions of technology, was tested in an initial In-Tele research programme in which we were involved. The questionnaire-based survey reveals low usage of information technology in terms of teaching, with no difference between the “portable” and test groups. Moving on from the first level study, characterizing the sites and studying their viewing frequency produces the surprising outcome that the very high number of sites viewed actually conceals a much more pessimistic reality about pedagogical uses.
TL;DR: In chemistry and biochemistry, over the past 125 years, thinking has shifted from logical-mathematical to the logical-visuospatial as mentioned in this paper, and a truly international, pictorial language has evolved.
Abstract: Today's out-of-school learning is dominated by PC games, videos, and TV. These media provide children with optimal conditions for nurturing their visuospatial intelligence. In chemistry and biochemistry, over the past 125 years, thinking has shifted from the logical–mathematical to the logical–visuospatial. In chemistry visuospatial thinking has never been so dominant as today. Thus in chemistry, a truly international, pictorial language has evolved. Yet, the founding and growth of chemical education as a separate discipline has resulted, albeit unintended, in an alienation of chemistry educators from these dramatic changes in chemistry. By confining themselves in their teaching of chemistry to the logical–mathematical and the verbal, teachers and chemical educators are conveying a false and abandoned conception of chemistry in the class rooms. And, they fail to address the most important developed intelligence of our young.
TL;DR: This paper evaluated the presentation of the Thomson, Rutherford, and Bohr models of the atom in general physics textbooks based on criteria derived from history and philosophy of science, and found that most textbooks present an inductivist perspective in which experimental details are considered to be paramount.
Abstract: Recent research in science education has recognized the importance of history and philosophy of science. The objective of this study is to evaluate the presentation of the Thomson, Rutherford, and Bohr models of the atom in general physics textbooks based on criteria derived from history and philosophy of science. Forty-one general physics textbooks (all published in the United States) were evaluated on two criteria based on Thomson's work, three on Rutherford's work, and three on Bohr's work. Results obtained show that general physics textbooks do not systematically include a history and philosophy of science perspective. Most textbooks present an inductivist perspective in which experimental details are considered to be paramount. On the contrary, a historical reconstruction of the experimental details inevitably includes: the context in which an experiment is conducted, the theoretical framework that guides the scientist, and alternative interpretations of data that lead to conflicts and controversies. Examples are provided to show how historical reconstructions of atomic models can provide students an opportunity to appreciate how scientists work and science progresses. It is plausible to suggest that textbook presentations based on a history and philosophy of science perspective can perhaps arouse students' interest in the subject and hence lead to greater conceptual understanding.
TL;DR: In this paper, the authors report on the efforts of six middle school and high school science teachers in a public school district in New York City to balance innovative teaching methods and strategies with the New York State Learning Standards and Regents requirements.
Abstract: This research reports on the efforts of six middle school and high school science teachers in a public school district in New York City to balance innovative teaching methods and strategies with the New York State Learning Standards and Regents requirements. More specifically, this research examines the factors that influenced the implementation of project-based approaches to teaching and learning science. Observations of meetings and classrooms, and collection of artifacts such as curricula, project planners, demographic profiles, student work, and test results served as the primary data sources that were triangulated and related to current theory on project-based learning in science. Four teachers embraced aspects of project-based learning in science and two rejected most aspects of teaching project-based learning in science. Implications for science professional development are discussed.
TL;DR: In the special issue of JSET as mentioned in this paper, five important papers based on research at the Concord Consortium have been published, reporting new developments in strands of ongoing research and development that are among the most promising ways to realize the educational potential of information and communication technologies (ICT).
Abstract: For this special issue of JSET, we have assembled five important papers based on research at the Concord Consortium. These papers report new developments in strands of ongoing research and development that are among the most promising ways to realize the educational potential of information and communication technologies (ICT). The goal of this Introduction is to place these papers in their larger context and to indicate some of our expectations for future developments in these areas.
TL;DR: An evaluation of customized handheld data collection software, the BioKIDS Sequence, which was used during an 8-week biodiversity curriculum unit by 5th and 6th grade students in southeastern Michigan, shows students were able to see simple patterns in their data to guide the formulation of future hypotheses, questions, or conclusions.
Abstract: Despite a rise in the use of handheld computers in classrooms, meaningful learning with personal digital assistant (PDA) technology remains poorly studied. We report results from an evaluation of customized handheld data collection software, the BioKIDS Sequence, which was used during an 8-week biodiversity curriculum unit by 5th and 6th grade students in southeastern Michigan. We provide new information on design decisions and usability of our customized software; discuss learner use and preferences; and report rates of data accuracy. Most students were able to enter simple animal observations using an icon-driven, largely linear interface. The interface helped expand the types of data students were aware of, and allowed them to view and review their entries and flag them as uncertain, factors important in supporting accurate data collection. Other BioKIDS research indicates students were subsequently able to see simple patterns in their data to guide the formulation of future hypotheses, questions, or conclusions. The BioKIDS Sequence and PDA technology therefore represent a meaningful use of technology to support scientific reasoning.
TL;DR: In this article, the authors analyze the online exchange of messages in one school district that participated in a video-case-based program of teacher professional development and derive principles that will help facilitators lead grounded online interactions.
Abstract: The use of interactive video cases for teacher professional development is an emergent medium inspired by case study methods used extensively in law, management, and medicine, and by the advent of multimedia technology available to support online discussions. This paper focuses on Web-based “grounded” discussions—in which the participants base their contributions on specific events portrayed in the case—and the role facilitators play in these online interactions. This paper analyzes the online exchange of messages in one school district that participated in a video-case-based program of teacher professional development and derives principles that will help facilitators lead grounded online interactions.
TL;DR: Two protocols for web-based instruction using simulations in an introductory physics class are compared, with the Inquiry protocol allowing students to control input parameters while the Worked Example protocol did not.
Abstract: This paper compares two protocols for web-based instruction using simulations in an introductory physics class. The Inquiry protocol allowed students to control input parameters while the Worked Example protocol did not. Students in the Worked Example group performed significantly higher on a common assessment. The ramifications of this study are discussed in relation to Scientific Discovery Learning and Cognitive Load Theory.
TL;DR: This paper describes the last stage of a 3-year four-stage research in order to examine the achievements of students using the TPBL approach in comparison to those that carry out lab experiments and reveals that the experimental group gained higher scores.
Abstract: The Project-Based Learning (PBL) approach enables the student to construct knowledge in his/her own way. Piaget, the founder of constructivism, saw the development of intelligence as a process involving the relationship between brain maturity and individual experience. The technology PBL (TPBL) approach confronts the student with a personal problem taken from real life, which he/she has to solve by designing and building an artifact or instrument. It is assumed that by replacing dictated lab experimentation with project learning in an engineering course, the student will show an improvement in learning achievements. This paper describes the last stage (1 year) of a 3-year four-stage research in order to examine the achievements of students using the TPBL approach in comparison to those that carry out lab experiments. A class of 34 students studying “Digital Electronics” toward a degree of a practical engineer was randomly divided into two training groups. During one semester, the experimental group used the TPBL approach and the control group used lab experiments. The groups' achievements were monitored during 1 year. The research findings reveal that the experimental group gained higher scores.
TL;DR: In this article, a comparison of a treatment and nontreatment group during two semesters is presented for a pretest, posttest, and on semester exam questions related to molecular concepts illustrating that there was a transfer of knowledge.
Abstract: Integration of molecular modeling into General Chemistry lab encourages students to dually process molecular concepts both verbally and pictorially. When students are tested utilizing questions not previously encountered the dual processing of information can contribute to a transfer to knowledge. General Chemistry students utilized molecular modeling in lab and a comparison of a treatment and nontreatment group during two semesters is presented for a pretest, posttest, and on semester exam questions. The treatment group tested significantly higher than the nontreatment group on both the posttest and semester exam questions related to molecular concepts illustrating that there was a transfer of knowledge.
TL;DR: This paper describes the use of the ADDIE protocol to design and develop an interactive tutorial for students learning molecular symmetry operations and point groups and found that students appreciated the features, especially mouse-overs and applets that afforded the opportunity to freely rotate accurate images of molecules.
Abstract: This paper describes our use of the ADDIE protocol to design and develop an interactive tutorial for students learning molecular symmetry operations and point groups. The tutorial provides a 3-D environment where students can examine molecules, structures, and symmetry elements. Most such tutorials are connected to courses or instructors in ways that make them difficult for others to use. Our goal was to create a freely available tutorial that would be independent of course, textbook, or instructor but would scaffold student learning of these abstract concepts. A usability study was also conducted in order to assist the designers in creating or improving key features of the tutorial and to determine whether the tutorial would be viewed as valuable to students. We found that students appreciated the features, especially mouse-overs and applets that afforded the opportunity to freely rotate accurate images of molecules.
TL;DR: This article examined middle school students' attitudes towards using computers and working in groups during scientific inquiry, and found that not only are girls and boys are similar with regard to attitudes about computers and group work, but that during collaborative learning activities, girls may actually participate more actively and persistently regardless of the nature of the task.
Abstract: This study was designed to contribute to a small but growing body of knowledge on the influence of gender in technology-rich collaborative learning environments. The study examined middle school students’ attitudes towards using computers and working in groups during scientific inquiry. Students’ attitudes towards technology and group work were analyzed using questionnaires. To add depth to the findings from the survey research, the role of gender was also investigated through the analysis of student conversations in the context of two activities: exploring science information on a hypertext text and conducting hands-on investigations. The data suggest that not only are girls and boys are similar with regard to attitudes about computers and group work, but that during collaborative learning activities, girls may actually participate more actively and persistently regardless of the nature of the task.
TL;DR: In this paper, a 9-week elective class, Exploring Technologies, was developed using a three-phase model of scaffolding, which was used to teach to seventh and eighth grade students.
Abstract: The science education community has been challenged to develop curricula that offer science educators and students a variety of experiences that highlight the advances of technologies. Although many approaches have been suggested for using technologies in school, there has been little research on its use as a tool with middle school students. Students’ use of data collection technologies transitioned from novelty to a tool capable of mediating understanding of scientific phenomena. A 9 week elective class, “Exploring Technologies,” was developed using a three-phase model of scaffolding taught to seventh and eighth grade students (n = 23). The interactions of the students throughout each of the phases of instruction were recorded and analyzed through audiotape and videotape transcriptions. A socio-constructivist frame was used in interpreting the findings of the study. Analysis of students’ interactions during the three phases of instruction indicated that the use of the scaffolding model for designing instruction allows for the effective infusion of technology into the curriculum.
TL;DR: This paper explores how two teachers concurrently enacting the same technology-based inquiry unit on evolution structured activity and discourse in their classrooms to connect students' computer-based investigations to formal domain theories.
Abstract: This paper explores how two teachers concurrently enacting the same technology-based inquiry unit on evolution structured activity and discourse in their classrooms to connect students' computer-based investigations to formal domain theories. Our analyses show that the teachers' interactions with their students during inquiry were quite similar, and each teacher used whole-class discussions as a major vehicle for connecting students' understanding to formal domain theories. Each teacher, however, structured the discourse in these discussions quite differently. We interpret these differences as each teacher navigating a set of trade-offs to balance, on the one hand, opportunities for students to actively develop their own ideas, and on the other, their concerns that students develop normative understandings. We identify several dimensions of trade-offs that emerge from our data, and suggest how teachers' choices on these dimensions shape students' opportunities for learning.
TL;DR: The classroom environment created during a unit of astronomy was analyzed and five principles emerged: the sense of a project, the development of independent individuals, creation of a global community of learners, a cyclic nature of instruction emphasizing conceptual and procedural understanding, and the utilization of distributedexpertise.
Abstract: This case study of a teacher who engaged his students in inquiry within a technologically rich classroom was conducted over 5 weeks, including 15 regularly scheduled classes. Data include extensive teacher interviews, e-mail, and artifacts such as class notes, curriculum guides, and handouts. A retrospective analysis methodology was utilized to address what Barron et al. (1998), called the “major hurdles” in implementing project-based curricula: the simultaneous changes in curriculum, instruction, and assessment practices. In addition, a framework developed by the National Research Council’s “How People Learn” was employed to provide detail on the nature of knowledge, learner, assessment, and community centeredness of the project-based unit. Finally, the classroom environment created during a unit of astronomy was analyzed and five principles emerged: the sense of a project, the development of independent individuals, creation of a global community of learners, a cyclic nature of instruction emphasizing conceptual and procedural understanding, and the utilization of distributedexpertise.
TL;DR: In this article, the effect of supplementing laboratory instruction with problem solving strategy and or practical skills teaching on students' attitude toward chemistry was examined, and the results revealed that the use of enhanced laboratory instructional strategy significantly improved the attitudes of students toward chemistry.
Abstract: The study examined the effect of supplementing laboratory instruction with problem solving strategy and or practical skills teaching on students' attitude toward chemistry. A total of 286 senior secondary class II students (145 males and 141 females) drawn from four local government areas in Oyo township in Oyo state, Nigeria, took part in the study. A pretest–posttest nonrandomized control group in a quasi-experimental setting using a 4× 2× 2 factorial representation formed the design of the study. Data analysis was done by the use of analysis of covariance but Scheffe post hoc analysis was carried out in the case of significant main effect of the treatment and also in the occasion of significant interaction effect. Graphical illustrations were however used to further explain the interaction effects. The results revealed that the use of enhanced laboratory instructional strategy significantly improved the attitudes of students toward chemistry. The results underscore the need for secondary school chemistry teachers to adopt the use of enhanced laboratory instructional strategy in order to promote good attitude on the part of the students toward learning of chemistry.
TL;DR: Overall students improved after working with molecular visualization software, although students performed less well on the model-building portion of the evaluations.
Abstract: The effect of intervening use of molecular visualization software was tested on 73 first-year general chemistry students. Pretests and posttests included both traditional multiple-choice questions and model-building activities. Overall students improved after working with the software, although students performed less well on the model-building portion of the evaluations. First semester and second semester students exhibit differences in abilities consistent with their different exposure to molecular geometry.