bluuebunny/crossref_metadata_2025_split huggingface dataset:
The effects of prior knowledge and instruction on understanding image formation
Authors: Galili Igal , Bendall Sharon , Goldberg Fred 
Published: October 2006

AbstractThis paper reports on a study that was designed to investigate the knowledge about image formation exhibited by students following instruction in geometrical optics in an activity‐based college physics course for prospective elementary teachers. Students were interviewed individually, using several tasks involving simple apparatus (plane and curved mirrors, lenses, and prisms). The diagrams drawn by the students and the verbal comments they made provide evidence that their knowledge can be described as an intermediate state, a hybridization of preinstruction knowledge (which is dominated by a holistic conceptualization) and formal physics knowledge. We infer from our data the core concepts and main ideas of the postinstruction students' hybrid knowledge. Finally, by comparing preinstruction and formal physics conceptualizations of image formation we argue that a strong type of knowledge restructuring (in the sense of Carey, S., 1986: American Psychologist, 41, 1123‐1130; Vosianou, S., & Brewer, W.F., 1987: Review of Educational Research, 57, 51‐67) is required for students to acquire the latter.
Promoting skilled problem‐solving behavior among beginning physics students
Authors: Mestre Jose P. , Dufresne Robert J. , Gerace William J. , Hardiman Pamela T. , Touger Jerold S. 
Published: October 2006

AbstractBeginning physics students were constrained to analyze mechanics problems according to a hierarchical scheme that integrated concepts, principles, and procedures. After five 1‐hour sessions students increased their reliance on the use of principles in categorizing problems according to similarity of solution and in writing qualitative explanations of physical situations. In contrast, no consistent shift toward these expert‐like competencies was observed using control treatments in which subjects spent the same amount of time solving problems using traditional approaches. In addition, when successful at performing the qualitative analyses, novices showed significant improvements in problem‐solving performance in comparison to novices who directed their own problem‐solving activities. The implications of this research are discussed in terms of instructional strategies aimed at promoting a deeper understanding of physics.
A content analysis of the presentation of the mole concept in chemistry textbooks
Authors: Staver John R. , Lumpe Andrew T. 
Published: October 2006

AbstractThe goal of this study was to examine the means used by textbook authors to introduce, define, and explain the mole concept in high school and introductory college chemistry textbooks. The analysis was framed by four questions:

How is the mole defined?
What concepts about the atom are introduced prior to the mole?
Is Avogadro's constant presented as an experimentally determined value?
What is the context for introducing the mole?
Twenty‐nine high school and introductory college level chemistry texts were examined. After independent reading of appropriate sections of each text, discussion of differences, second or third readings of texts, and subsequent discussions, both authors reach 100% agreement concerning the results. Major conclusions were

Two ways of defining the mole dominate the texts. One way defines the mole as Avogadro's number (6.02 × 1023) particles; the other method defines the mole in terms of carbon‐12.
All texts that present a definition in terms of C‐12 introduce and define concepts about the atom prior to introducing the mole.
Most texts at all levels point out that the value 6.02 × 1023 is an experimentally determined quantity.
Nearly all texts discuss the mole in relation to die problem of finding a way to count particles that are too small to be directly weighed. Most texts also use a familiar counting unit, such as the dozen, to introduce the mole by analogy.

Four issues were discussed: (a) the defining attributes of the mole concept itself and the cognitive requirements for comprehending the two most frequently used definitions; (b) the connection between the definition of the mole presented in the text and the concepts about atoms that are introduced before the mole concept is developed; (c) the experimental nature of Avogadro's number; and (d) the context or setting for developing the mole concept.
The inclusion of STS material in the most frequently used secondary science textbooks in the U.S.
Authors: Chiang‐Soong Betty , Yager Robert E. 
Published: October 2006

AbstractScience‐technology‐society (STS) has been identified by the National Science Teachers Association (NSTA), the Departments of Education in a variety of states, and a variety of commissions and panels concerned with reform in science education as a new direction and goal for science education. Because most teachers are dependent upon textbooks for determining their curricula and teaching approaches, an investigation of 11 of the most frequently used secondary science textbooks in the U.S. were reviewed to determine the attention given to STS topics. The framework established by the Project Synthesis research team for STS was used to define STS topics. The 11 textbooks were examined in their entirety to determine space devoted to STS. Minimum interrater reliability was established at 0.80; any deviation resulted in further analysis. Comparisons were made of STS coverage by science disciplines and across the 7‐12 grade levels. Results revealed that less than 7% of the narrative space is devoted to STS topics, with a range of 11.5% to 0.5%. Further, the coverage of STS topics decreases as grade level increases. A great discrepancy, therefore, exists between goals for science education (an STS emphasis) to actual coverage in the most frequently used textbooks.
Differences in the problem solving of stronger and weaker novices in physics: Knowledge, strategies, or knowledge structure?
Authors: Zajchowski Richard , Martin Jack 
Published: October 2006

AbstractThis study investigates the extent to which differences in the problem‐solving performance of stronger and weaker novices in physics arise from: (a) differences in amount of domain knowledge, (b) differences in how domain knowledge is organized, and (c) differences in the strategic application of domain knowledge. Ten first‐year university physics students attempted to solve one easy and one difficult problem involving Newton's second law. Clear differences in the protocols of stronger and weaker students for the difficult problem, combined with successful performance by all students on the easy problem, were interpreted as evidence for differences in the organization of relevant knowledge held by more versus less successful first‐year physics students. Some differences in procedural knowledge were also observed, but all students used the working forward strategy that had been presented to them in lectures.
Children's skill in making predictions and their understanding of what predicting means: A developmental study
Authors: McNay Margaret , Melville Kathleen W. 
Published: October 2006

AbstractThe purpose of this study was to describe the development of elementary students' skill in making predictions and of their understanding of what predicting means. The study involved observing and assessing the performance of 167 children on the Physical Manipulation Test (PMT), a test involving the manipulation of science materials and equipment. Children were interviewed about what they understandpredictingto mean, how they use it at school and at home, and why they think it is important. For each of the seven topics tested, even the youngest children were able to offer predictions. Accuracy varied with the topic, increasing between Grades 1 and 4 and leveling off after that. The increase in skill involved children's growing ability to attend to patterns discerned through their own observations. Four levels in the development of predicting skill, as it relates to particular topics, are described. Children's understanding of predicting showed steady improvement through Grade 6. Children's awareness of their use of predicting at school and at home, and their ability to explain the importance of predicting, also increased through Grades 1 to 6, with a spurt at Grade 4. Children understood predicting to be an internal process in which one uses knowledge to anticipate a future event; they regarded predicting as an important way of being intellectually involved with the world.
Exploratory learning with a computer simulation for control theory: Learning processes and instructional support
Authors: Njoo Melanie , De Jong Ton 
Published: October 2006

AbstractComputer simulations create a context that is well fitted for exploratory or discovery learning. The aim of the present two studies was to gain deeper insight into what constitutes exploratory learning and to assess the effects of a number of instructional support measures. The domain involved was control theory at the university level. In the first study we made an inventory of exploratory learning processes by observing 17 students working with a computer simulation and analyzing students' thinking‐aloud protocols. Subjects received a structured assignment with hints as an instructional support measure. In the second study, 91 students received an open‐ended assignment with instructional support that consisted of an information sheet and a set of fill‐in forms. On both sheets and forms, six cells were presented. A cell was given for each of the following six learning processes: identifying variables and parameters, generating hypotheses, designing an experiment, predicting, interpreting data, and drawing of conclusions. Information sheets were either of a domain specific or of a general nature. The set of fill‐in forms were either free or had the cell HYPOTHESIS already filled in. The statements of the students on the fill‐in forms were analyzed in a stepwise order. Twenty‐two detailed learning processes were identified and classified. Two of the main classes of processes are transformative and regulative. Both studies showed that students were reluctant to apply learning processes that are considered characteristic for exploratory learning. Furthermore, students had problems with the exploratory learning processes, especially with the processes of generating hypotheses, interpreting data, and drawing conclusions. Effects of the instructional support measures were not conclusive. Hints did not result in significant improvements of the study process. Supporting learning processes with information sheets appeared to help students in performing learning processes, but no different effects of domain specific and general information could be found. Students who were provided with hypotheses showed a higher global activity level and higher scores in domain correctness of their learning processes.
The role of hypothetico‐deductive reasoning and physical analogues of molecular interactions in conceptual change
Authors: Lawson Anton E. , Baker William P. , Didonato Lisa , Verdi Michael P. , Johnson Margaret A. 
Published: October 2006

AbstractTwo hypotheses about theoretical concept acquisition, application, and change were tested. College biology students classified as intuitive, transitional, or reflective (hypothetico‐deductive) reasoners were first taught two theoretical concepts (molecular polarity and bonding) to explain the mixing of dye with water, but not with oil, when all three were shaken in a container. The students were then tested in a context in which they misapplied the concepts in an attempt to explain the gradual spread of blue dye in standing water. Next students were taught another theoretical concept (diffusion), with and without the use of physical analogues. They were retested to see which students acquired the concept of diffusion and which students changed from use of the incorrect polarity and bonding concepts (i.e., the misconceptions) to use of the diffusion concept to correctly explain the dye's gradual spread. As predicted, the experimental/analogy group scored significantly higher than the control group on a posttest question that required the definition of diffusion. Also as predicted, hypothetico‐deductive reasoning skill was significantly related to correct application of the diffusion concept and to a change from the misapplication of the polarity and bonding concepts to the correct application of the diffusion concept to explain the gradual spread of the blue dye. Thus, the results support the hypotheses that physical analogues are helpful in theoretical concept acquisition and that hypothetico‐deductive reasoning is needed for successful concept application and change. Educational implications are drawn.
A protocol analysis of the influence of technology on students' actions, verbal commentary, and thought processes during the performance of acid‐base titrations
Authors: Nakhleh Mary B. , Krajcik Joseph S. 
Published: October 2006

AbstractWe investigated students' initial and final understanding of acid‐base concepts and their concurrent thought processes and actions during the process of acid‐base titrations. Here we report students' actions and thought processes while titrating. Different levels of information were presented by three technologies: chemical indicators, pH meters, and microcomputer‐based laboratories. We speculated that the level of information would influence students' actions and thought processes, as expressed in verbal commentary. Data were collected from 14 secondary chemistry students. Each student used one technology to titrate a strong acid, a weak acid, and a polyprotic acid with a strong base. They verbalized their thoughts while titrating. Students then graphed pH versus volume of base and discussed the titration with the investigator. Verbal commentaries were coded and analyzed for patterns in actions and for frequency of statement categories. Drawings were analyzed for shape, scale, and direction; discussions were analyzed for understanding of acid‐base neutralization. We found that the technology's level of information affected the focus of students' observations. The microcomputer group focused primarily on the graph; other groups exhibited multiple foci. We speculate the screen display functions as an auxiliary short‐term memory. The discussion data also reveal that students held three main ideas about how acids and bases behave when mixed. Implications for instruction are discussed.
When analogy is perceived as such
Authors: Stavy Ruth , Tirosh Dina 
Published: October 2006

AbstractAnalogies play a significant role in the development and acquisition of scientific concepts and ideas. A critical question is: What causes people to perceive situations as analogical? In an attempt to refer to this central issue, we chose to examine situations that are not considered analogical from the scientific point of view, but have similar perceptual properties and might thus be perceived as analogical by students. Students in the 7th–12th grades were presented with problems related to (a) successive division of physical and geometrical objects, and (b) comparison problems related to physical and geometrical objects. Our data suggest that salient external features of the problems (e.g., similar structure, similar process, and figural similarity), as well as factors related to the solver (e.g., age and instruction) largely influence students' responses to the problems. The theoretical framework, however, is not the most influential factor in determining students' responses to the problems.
Using bridging analogies and anchoring intuitions to deal with students' preconceptions in physics
Authors: Clement John 
Published: October 2006

AbstractLessons were designed to deal with students' alternative conceptions in three areas of mechanics: static normal forces, frictional forces, and Newton's third law for moving objects. Instructional techniques such as class discussions of the validity of an analogy between a target problem and an intuitive anchoring example, and forming a structured chain of intermediate bridging analogies were used. There were large differences in pre–posttest gains in favor of the experimental group. In formulating a model of learning processes that can explain these results, it is argued that (a) the lessons have a more complex structure than a simple model of analogy use; (b) rational methods using analogy and other plausible reasoning processes that are neither proof based nor directly empirical can play a very important role in science instruction; (c) much more effort than is usually allocated should be focused on helping students to make sense of an analogy; and (d) researchers and curriculum developers should be focusing at least as much attention on students' useful prior knowledge as they are on students' alternative conceptions.
Refocusing core intuitions: A concretizing role for analogy in conceptual change
Authors: Brown David E. 
Published: October 2006

AbstractThis article outlines a theoretical framework for viewing students' conceptions and the effect of analogies on students' conceptions. There are several points involved in this perspective: (a) Components of students' conceptions can be considered to be at various levels—verbal‐symbolic knowledge, conscious models, implicit models, and core intuitions. (b) Components at the deeper, less articulated levels (especially core intuitions) are particularly entrenched. (c) Conceptual change in cases involving core intuitions can be considered to be the adjustment of attributive clusters for a class of situations. (d) In order to change the attributive cluster for a target situation, the target must be enriched with new concrete entities or features, providing nuclei for the reattribution of agency. (e) Analogies can help with this reattribution or refocusing by helping the student enrich his or her representation of the target situation.
The construction and analogical transfer of symbolic visualizations
Authors: Schwartz Daniel L. 
Published: October 2006

AbstractTwo studies explored whether adolescents can and will construct abstract visualizations to structure complex information. Experiment 1 showed that students can structure novel information with visualizations. Seventh‐, 9th‐, and 10th‐grade students were directed to construct visualizations of complex transmission problems in biology (e.g., epidemiology). Two‐thirds of the resulting visualizations at each grade level captured the structure of the problems. The 9th/10th graders primarily constructed path diagrams (i.e., directed graphs), and the 7th graders constructed more original visualizations. Experiment 2 showed that students will analogically transfer specific visualizations and will transfer the strategy of visualizing. On pre‐ and posttests 7th graders solved transmission problems without cues to visualize. During an intervention, students in two treatments constructed and learned visualizations for three problem types. In the Path treatment, one problem type involved path diagrams. In the No‐Path treatment an alternate problem type was used as a filler visualization task. Overall, 50% more students used visualizations on the posttest compared to the pretest. Students in the Path treatment analogically transferred the path diagram to the posttest, whereas students in the No‐Path treatment spontaneously constructed alternative visualizations. These findings suggest that instruction in visualizing may develop a strategy that students can and will use to understand the structure in complex and novel information.
The ability to understand and use conceptual change pedagogy as a function of prior content learning experience
Authors: Stofflett René T. , Stoddart Trish 
Published: October 2006

AbstractThis research examined the relationship between content instruction and the development of elementary teacher candidates' understanding of conceptual change pedagogy. Undergraduate students (n = 27) enrolled in two sections of a science methods course received content instruction through either traditional or conceptual change methods, followed by instruction about conceptual change pedagogy. Candidates were interviewed pre‐ and postinstruction about their content and pedagogical knowledge and also wrote conceptual change lessons. Twelve of the 27 subjects were videotaped teaching in the field. Results indicate that prior to instruction, most candidates had weak content knowledge and held traditional pedagogical conceptions. After instruction, students in the conceptual change group had significantly larger gains in their content knowledge than those in the traditional group, gave qualitatively stronger pedagogical responses, and used conceptual change strategies more consistently in practice. These results indicate that personal experience of learning science content through conceptual change methods facilitated the development of understanding and use of conceptual change pedagogy in teaching practice. Thus if conceptual change methods are to be incorporated into teacher candidates' repertoire, science content courses that students take prior to teacher education should be taught using conceptual change pedagogy. In addition, courses in science education should use pedagogy more in line with that taught in methods courses.
The concept map as a research and evaluation tool: Further evidence of validity
Authors: Markham Kimberly M. , Mintzes Joel J. , Jones M. Gail 
Published: October 2006

AbstractThis study sought further evidence of the concurrent validity of concept mapping as a research and evaluation tool in science education. Specifically, the study examined the extent to which differences exist in the concept maps of advanced college biology majors (N = 25) and beginning nonmajors (N = 25) in the domain of mammals. Furthermore, it explored whether these differences are reflected in the way subjects assign class membership as revealed in a card sorting task. The results indicate that concept maps of biology majors are structurally more complex than those of nonmajors and that differences in the structural complexity and organizational patterns depicted in concept maps are reflected in the underlying dimensions used to assign class membership. Together, these findings suggest that the concept map provides a theoretically powerful and psychometrically sound tool for assessing conceptual change in experimental and classroom settings.
The nature and development of preservice science teachers' conceptions of subject matter and pedagogy
Authors: Lederman Norman G. , Gess‐Newsome Julie , Latz Mark S. 
Published: October 2006

AbstractThe purpose of this study was to assess the development and changes in preservice science teachers' subject matter and pedagogy knowledge structures as they proceeded through a professional teacher education program. Twelve secondary preservice science teachers were asked to create representations of their subject matter and pedagogy knowledge structures periodically (four times spanning the entirety of their subject‐specific teacher education program) and participate in a videotaped interview concerning the eight knowledge structure representations immediately following student teaching. Qualitative analyses of knowledge structure representations and transcribed interviews within and between subjects were performed by one of the researchers and “blindly” corroborated by the other two researchers. Initial knowledge structure representations were typically linear and lacked coherence. Both types of knowledge structure representations were highly susceptible to change as a consequence of the act of teaching. Although there was some overlap between subject matter and pedagogy knowledge structures, they were reported to exert separate influences on classroom practice, with the pedagogy knowledge structure having primary influence on instructional decisions. Furthermore, the complexity of one's subject matter structure appeared to be a critical factor in determining whether the structure directly influences classroom practice.