Showing papers in "Science Education in 1988"

The Problem of Terminology in the Study of Student Conceptions in Science.

Abstract: This paper revisits the problem of terminology in the study of student conceptions in science. Progress on the resolution of the problem is reviewed first. Then, an analysis is performed on the knowledge of science subdividing it into components such as disciplinary, curricular, experiential, and personal knowledge. An attempt is then made to analyze how these four components of knowledge might interact in research settings to produce different contexts. Based on these analyses, it is suggested that the appropriateness of a particular term as a descriptor of science knowledge might be dependent on specific research contexts that science education researchers need to make more explicit. It seems misconceptions, alternative conceptions, and knowledge can coexist within each research context. How they might do this, and researchers’ inferences about them, including underlying thought processes need to be documented. Remediation strategies would then vary with each type of conceptions and with each context. K e y w o r d s : p h i l o s o p h y , C o n c e p t formation,,epistemology,scientific concepts,cognitive structures,misconceptions,constructivism,learning processes General School Subject: biological sciences Specific School Subject: biology Students: secondary school Macintosh File Name: Abimbola Terminology Release Date: 12-15-1993 C, 11-4-1994 I Publisher: Misconceptions Trust Publisher Location: Ithaca, NY Volume Name: The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics Publication Year: 1993 Conference Date: August 1-4, 1993 Contact Information (correct as of 12-23-2010): Web: www.mlrg.org Email: info@mlrg.org A Correct Reference Format: Author, Paper Title in The Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Misconceptions Trust: Ithaca, NY (1993). Note Bene: This paper is part of a collection that pioneered the electronic distribution of conference proceedings. Academic livelihood depends upon each person extending integrity beyond self-interest. If you pass

Alternative perspectives of effective science teaching

Abstract: “Hoskin Named Teacher of the Year by Science Group”. So read the headline of the local newspaper. The members of our research team were attracted to the banner headline and the photograph of a teacher in a familiar pose, his right hand poised at the blackboard as he explained some aspect of science to one of his five science classes at Rural County High. We were pleased at the recognition that had been given to a hard working teacher we had come to know and respect over a period of six weeks of intensive observation and interviews. At the same time we were perplexed. What we had seen in Mr. Hoskin’s class was not always what you would associate with exemplary teaching. As we scanned the columns of the newspaper, we read that Mr. Hoskin was a popular choice for the award, and had been the recipient of similar awards during the past six years. Convincing evidence was provided to support his claims to the award; his teaching was held in the highest regard by his students, his colleagues and professional educators throughout the state. This “discrepant event” induced a state of conflict in the minds of the research team. Why would one set of educators regard Mr. Hoskin’s teaching as exemplary, and another set of educators have serious concerns about the quality of science education in his classes? Was it that our research team had been too long in the “ivory tower” and had lost touch with the practical realities of classroom life? Many would claim this to be the case, yet each member of the research team had extensive high school science teaching experience, and two had been classroom teachers within the past two years.