bluuebunny/crossref_metadata_2025_split huggingface dataset:
Epistemological perspectives on conceptual change: Implications for educational practice
Authors: Duschl Richard A. , Gitomer Drew H. 
Published: October 2006

AbstractFrameworks that seek to understand how knowledge restructuring occurs and how to build a learning environment that facilitates this restructuring raise important philosophical, psychological and pedagogical questions and issues about how conceptual change occurs and what characteristics of knowledge growth ought to be a part of curricula and learning environments. Implicit in emphasizing the how is a shift in science educations' perspective from one that embraces “scientists' ways of knowing” as the dominant objective towards one that favors “positioning the learner for the next step.” This change in perspective and approach represents a radical and complex departure from common practice. This article advances a piecemeal model of the character and mechanism of restructuring and then describes a model of educational practice designed to facilitate this form of restructuring. We argue that a piecemeal developmental perspective of conceptual change would offer quite different criteria for deciding what to teach and how to teach. The adoption of conceptual change teaching models implies teacher empowerment of a kind we have yet to fully understand. Empowering teachers with appropriate philosophical and psychological models for the selection and the sequencing of instructional tasks would aid in their describing and prescribing effective or meaningful learning strategies. Central to this educational model is a broadened and integrated view of assessment and instruction that we are calling a portfolio culture. The essential characteristic of this culture is that it creates opportunities for teachers and students to confront and develop their scientific understanding and to equip students with the tools necessary to take increased responsibility for their own restructuring, to assess for themselves what might be the next steps.
Students' and teachers' conceptions of the nature of science: A review of the research
Authors: Lederman Norman G. 
Published: October 2006

AbstractThe development of adequate student conceptions of the nature of science has been a perennial objective of science instruction regardless of the currently advocated pedagogical or curricular emphases. Consequently, it has been an area of prolific research characterized by several parallel, but distinct, lines of investigation. Although research related to students' and teachers' conceptions of the nature of science has been conducted for approximately 40 years, a comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented. The overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts. Ultimately, recommendations related to both methodology and the focus of future research are offered.
Influencing student understanding of the nature of science: Data from a case of curriculum development
Authors: Meichtry Yvonne J. 
Published: October 2006

AbstractThe purpose of this study was to investigate the effects of the first‐year field test BSCS middle school science program on student understanding of the creative, developmental, testable, and unified nature of science. The experimental group, which was exposed to the BSCS program, and the control group, which was taught using a more traditional middle school science curriculum, were administered a pretest and posttest using the Modified Nature of Scientific Knowledge Scale (MNSKS). Analyses of the results showed that the understanding of students who experienced the BSCS science program decreased significantly in regard to the developmental and testable nature of science. The understanding of students who experienced the control‐group science program decreased significantly in regard to the creative nature of science. Analyses of covariance indicated that students in the control group possessed a significantly better understanding of the testable nature of science than did students who used the BSCS science program. Implications of these results are related to the constructivist view of learning, the development of curricula designed to facilitate scientific literacy, and future research endeavors.
Effectiveness of microcomputer simulations in stimulating environmental problem solving by community college students
Authors: Faryniarz Joseph V. , Lockwood Linda G. 
Published: October 2006

AbstractThis study examined the impact of microcomputer simulations on environmental problem solving by community college students. A subordinate question was also addressed: Was the test instrument, which was used to assess the outcome of the treatment, biased by reading ability? The quasiexperimental design used two intact groups of community college students and parallels an earlier study by Rivers and Vockell (1987). The experimental group was assigned three simulation modules that focused on lake pollution analysis, wastewater quality management, and population dynamics. The comparison group was not exposed to any simulations, and served as a quasicontrol to identify possible Hawthorne effects. Effectiveness was assessed by the Test of Integrated Process Skills (TIPS I and II). Statistical analyses were done with t tests, Pearson product‐moment correlation coefficients, and reliability coefficients. The experimental group showed a highly significant improvement in problem‐solving skills after treatment, t(33) = 4.42, p < 0.001. Subtest mean gain scores supported the hierarchical relationships among cognitive modes for transitional operational reasoners as reported by Yap and Yeany (1988). An analysis of the correlation between the TIPS I and Nelson‐Denny reading test scores indicated that the TIPS did not have a reading‐level bias for the subjects in this study. Informal and anecdotal observations described improvements in other problem‐solving skills which were not measured by the TIPS.
Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers' beliefs and practices
Authors: Glasson George E. , Lalik Rosary V. 
Published: October 2006

AbstractThe purpose of this study was to learn whether Science Curriculum Improvement Study (SCIS) or more recent interpretations of the learning cycle could be used by teachers to engage students in social constructivist learning. To accomplish this purpose, two university researchers and six science teachers planned, implemented, and reflected upon instruction based on the reciprocal use of language and action within the learning cycle framework. The study examined teachers' changing beliefs and practices as well as issues and problems that emerged. Discrepant case analysis was used to analyze the data, which included transcriptions of instruction, reflection sessions, and teacher and student interviews as well as copies of teachers' written plans and instructional materials. In this paper, we present a case study of one teacher and profiles of five others. The case is organized chronologically and describes Martha, a high school physics teacher, in terms of her instruction and concerns at the beginning, middle, and end of the school year. Analysis revealed that several of Martha's beliefs and practices gradually changed across the year. Martha initially expressed the positivistic view that the goal of science instmction was for students to arrive at scientifically acceptable conclusions. As Martha explored social constructivist teaching, she gave her students increasingly more opportunities to test and discuss their ideas during problem solving. Along with this change in practice, Martha experienced a tension between her efforts to give her students opportunities to develop their own understandings and her efforts to present scientific information. As Martha' perspective changed, she became dissatisfied with her existing grading system. Like Martha, each of the other five teachers gave their students more opportunities to explore their own ideas and each experienced tensions in the process. We interpreted these findings within a social constructivist theoretical framework to suggest changes in the learning cycle.
Teaching the design and interpretation of graphs through computer‐aided graphical data analysis
Authors: Jackson David F. , Edwards Billie Jean , Berger Carl F. 
Published: October 2006

AbstractGraphs are one of the primary means of exploration and communication in the practice of science, but students in science laboratories are customarily taught only the low‐level mechanics of constructing a single kind of graph when given a table of information. The use of a microcomputer can relieve the drudgery of plotting, allowing students to pursue higher‐level issues in the design and interpretation of graphs through repeated “thought experiments.” We introduced computer‐assisted graphical data analysis to inner‐city high school students with weak math and science backgrounds, emphasizing the dynamic manipulation of various kinds of graphs to answer specific questions. Drawing on extensive recordings and classroom observations, we describe examples of the performance of these students on open‐ended problem‐solving tasks in which graphs can be used to arrive at meaningful answers to applied data analysis problems.
The implementation of equitable teaching strategies by high school biology student teachers
Authors: Scantlebury Kate , Kahle Jane Butler 
Published: October 2006

AbstractTeachers can perpetuate stereotypic cultural beliefs regarding girls' ability in, aptitude for, and suitability for science by their teaching practices and behaviors. As teachers have a major influence on girls' career choices their equitable teaching practices in the classroom are important to encourage all students, but especially girls, to continue with science. Researchers have studied science classrooms and have defined common strategies and practices that can help create an equitable classroom environment. The purpose of this study was to determine if high school biology student teachers could transfer learned equitable teaching strategies to actual teaching and the support conditions necessary for that transfer. Two support conditions were assessed: cooperating teacher and peer group support. Seven preservice teachers were placed into three groups. One group had both support conditions, the second group had only one condition (peer support), and the third group did not have either support condition. Both qualitative and quantitative data sources were collected. Results showed that preservice teachers could transfer learned equitable teaching into actual teaching practice. However, they were more successful in achieving the transfer if they were supervised by cooperating teachers who are sensitized to the issue of gender equity in education. Being involved in a peer support group was not as crucial to using the strategies as having a supportive cooperative teacher.
Professors' and students' conceptualizations of the learning task in introductory physics courses
Authors: Donald Janet Gail 
Published: October 2006

AbstractWhat are students expected to learn in physics courses? Eight expert physics teachers and researchers, two from the University of Western Ontario in Canada, Cambridge University in the United Kingdom, Stanford University in the United States of America, and Monash University in Australia, described their perceptions of learning in their courses. Students from the courses were then interviewed for their perceptions of learning in physics courses. In their courses, professors focused on the development of intellectual skills, assuming that students had a specific physics vocabulary. Students, however, were aware of their own limitations and suggested that professors should take nothing for granted. Students considered that to be a good teacher, a professor should know the perspective of the students and should start at the students' level. The results suggested that the intellectual challenge of learning physics merits early explanation.
Constructing science teaching in the elementary school: The socialization of a science enthusiast student teacher
Authors: Abell Sandra K. , Roth Marie 
Published: October 2006

AbstractWe undertook this case study to examine the transition from university student to student teacher of an elementary science teaching enthusiast, Marie. The purpose of the study was to understand how Marie coped with constraints to her science teaching that she perceived within the school culture. We analyzed the data: (a) field notes taken during classroom observations, (b) transcripts of interviews with Marie, her cooperating teachers, students, and the principal, and (c) documents including lesson plans, handouts, tests, and methods course products, by using analytic induction to develop categories. We also generated assertions and tested their viability by triangulating the data sources. From the data we induced a number of patterns that Marie knowingly and unknowingly used to address perceived constraints such as supervisor expectations and inadequacy of equipment and curriculum. In coping with these constraints, Marie tried to saturate the curriculum with science, even finding additional time in the school week to conduct science lessons. At times she complied with perceived expectations, but typically she modified the constraining factor to produce a suitable result. Furthermore she served as a catalyst for science among her fellow teachers. Her strategies are somewhat unique for a beginner, but may be influenced by her position as science enthusiast and by the traditionally low status of science in the elementary school curriculum.
The impact of a science demonstration on children's understandings of air pressure
Authors: Shepardson Daniel P. , Moje Elizabeth B. , Kennard‐McClelland Amy M. 
Published: October 2006

AbstractConstructivist theory guided our investigation of the impact of a scientific demonstration on children's understandings of air pressure. Primary data sources included children's written and oral interview responses. For one‐third of the children, the demonstration reinforced previous understandings. These children appeared to utilize their prior knowledge and experiences to construct the purpose and meaning of the demonstration. Therefore, these children's understandings were not sufficiently challenged by observing the demonstration or the social interactions that occurred. Recommendations for using demonstrations to promote children's scientific understandings are presented herein.
Middle school classroom predictors of science persistence
Authors: Gallagher Shelagh A. 
Published: October 2006

AbstractVery little research has been conducted to determine whether instructional practices experienced by young adolescents have lasting effects that can be connected to persistence in the study of science years later. The current study examined the question of whether variables associated with middle school classroom practices and instructional emphasis would contribute to a prediction of science course placement in the 11th grade. A LISREL analysis was performed to create a model that ties middle school classroom experiences to later course placement. Variables associated with a holistic approach to science and with clarity of presentation were retained in the final model.
The reading–science learning–writing connection: Breakthroughs, barriers, and promises
Authors: Holliday William G. , Yore Larry D. , Alvermann Donna E. 
Published: October 2006

AbstractThis article establishes a broad framework from which to interpret and evaluate the reading–science learning–writing connection. The presentation of breakthroughs, barriers, and promises is intended to outline the established links between, to identify current bottlenecks in thinking about, and to highlight productive inquiries into, print‐based languages and scientific understanding. The ideas presented come from various disciplines connected to science education. The ideas are meant to be informative, provocative, integrative, supportive, and without hidden agenda.
Peer collaboration and concept development: Learning about photosynthesis
Authors: Lumpe Andrew T. , Staver John R. 
Published: October 2006

AbstractThe researchers designed the study to achieve two goals: (1) determine the affect of peer collaboration on high school biology students' acquisition of concepts related to photosynthesis and (2) examine interactions in a collaborative peer group situation to determine how these interactions relate to the developpment of concepts associated with photosynthesis. Using quantitative and qualitative data analysis techniques, the researchers concluded that students working in peer collaborative groups developed more scientifically correct conceptions of photosynthesis than did students working alone. However, not all group‐generated views were internalized by group members when assessed individually. Based on qualitative data, a functional relationship exists between prior knowledge and concept development. Two types of peer interaction, consonant and dissonant, were identified as enhancing concept development. When peer group roles are not assigned, roles fluctuate depending on group members' expertise or perceived expertise displaying a bidirectional zone of proximal development. This zone allows for enhanced concept development. Based on the above conclusions, the researchers recommend that (1) peer collaboration be used to help students overcome scientific misconceptions; (2) peer collaborative tasks be designed to engage students in consonant and dissonant interactions; and (3) cognitive group roles, as opposed to traditionl managerial cooperative group roles, be used.
Hearts and minds in the science classroom: The education of a confirmed evolutionist
Authors: Jackson David F. , Doster Elizabeth C. , Meadows Lee , Wood Teresa 
Published: October 2006

AbstractThis study traces a heuristic inquiry process from the point of view of a science educator, from a secular‐humanist background in the northern United States, attempting to better understand and appreciate a major aspect of religious‐influenced culture in the southern United States which has a major bearing on science education in the region. The intellectual and emotional viewpoints of selected scientists, science educators, science teachers, and prospective science teachers are examined regarding the relationship between their orthodox Christian religious beliefs and biological evolutionary theory. We view the prospect of teaching evolution to students with such a religious commitment as a prime example of the severe limitations of cognitively‐oriented conceptual change theory. We also view conflicts between religion and science regarding evolution as a bona fide example of a multicultural issue in education. These theoretical perspectives are inconsistent with the common tendency among science professionals to view or treat orthodox Christian students in a manner unconscionable with others—to disrespect their intellect or belittle their motivations, to offer judgments based on stereotypes and prejudices, to ignore threats to personal selfesteem, or to deny the de facto connection of some scientific conceptions to the morals, attitudes, and values of individuals with such religious commitments.
An exploration of gender participation patterns in science competitions
Authors: Greenfield Teresa Arámbula 
Published: October 2006

AbstractThis study investigated participation in a state‐level science competition over most of its 35‐year history. Issues examined included whether different gender patterns occurred with respect to entry rate, project topic (life science, physical science, earth science, and math), and project type (research or display). The study also examined to what extent the identified patterns reflected or contradicted nationwide patterns of girls' academic performance in science over roughly the same time period. It was found that although girls initially participated in the fair less frequently than boys, for the past 20 years their participation rate has been greater than that of boys. Examination of topic preferences over the years indicates that both girls and boys have traditionally favored life science; however, boys have been and continue to be more likely to prepare physical, earth, and math/computer science projects than girls. Another gender difference is that girls are generally less likely than boys to prepare projects based on experimental research as opposed to library research. The study provides some suggestions for teachers and teacher educators for addressing these disparities.
Influence of interactive videodisc instruction using simultaneous‐time analysis on kinematics graphing skills of high school physics students
Authors: Brungardt John B. , Zollman Dean 
Published: October 2006

AbstractReal‐time kinematical analysis of physical phenomenon is the graphing of displacement, velocity, and acceleration versus time data simultaneously with the motion of the object. Brasell (1987) found that students using real‐time analysis with microcomputer‐based laboratory tools significantly improved their kinematics graphing skills as compared to students using delayed‐time graphing (kinematics graphs produced after the motion of the object). However, using computer reanimation of videotaped images, Beichner (1990) found no difference in student learning between the simultaneous‐time (kinematics graphs produced simultaneously with the motion of the image of the object, such as a video‐recorded image or a computer reanimated image) and the delayed‐time treatments. This investigation considers student analysis of videodisc‐recorded images, with treatments over an extended time. Using quantitative, qualitative, and retention data, we found no significant learning difference between using simultaneous‐time and delayed‐time analysis for student understanding of kinematics graphs. However, the results imply that simultaneous‐time analysis may have advantages in some areas.
Genetic control of Hylemya antiqua III. Differences in pupation ability between two strains
Authors: Zurlini Giovanni , Robinson Alan S. 
Published: October 2006

SummarySome relevant traits of a wild (L) and a laboratory (C) strain of Hylemya antiqua (Meigen), determining differences in their pupation ability under experimental conditions have been investigated in relation to genetic control. The wild strain showed an intrinsic higher pupation ability than the laboratory strain. The minimum feeding period was 0.6 days longer for the C strain. The minimum larval dry weight was different for the two strains. With a normal feeding period C larvae pupated on average 1.63 days later than L larvae. By the shortening of the larval feeding period an acceleration of the larval development of both strains was observed: the acceleration of development was more marked for the wild strain. This result has been contrasted with published works on Drosphila. The consequences of these differences as far as the competitive ability of each strain is concerned, have been discussed in relation to genetic control.