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1
Knight, Amanda Margaret. « Students' abilities to critique scientific evidence when reading and writing scientific arguments ». Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104146.
Texte intégralRésumé :
Thesis advisor: Katherine L. McNeillScientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for comprehensive, effective, and scalable assessments. This dissertation used assessments that measure students' abilities to critique scientific evidence, which is measured in terms of the form of justification and the support of empirical evidence, when reading and writing scientific arguments. Cognitive interviews were then conducted with a subset of the students to explore the criteria they used to critique scientific evidence. Specifically, the research investigated what characteristics of scientific evidence the students preferred, how they critiqued both forms of justification and empirical evidence, and whether the four constructs represented four separate abilities. Findings suggest that students' prioritized the type of empirical evidence to the form of justification, and most often selected relevant-supporting justifications. When writing scientific arguments, most students constructed a justified claim, but struggled to justify their claims with empirical evidence. In comparison, when reading scientific arguments, students had trouble locating a justification when it was not empirical data. Additionally, it was more difficult for students to critique than identify or locate empirical evidence, and it was more difficult for students to identify than locate empirical evidence. Findings from the cognitive interviews suggest that students with more specific criteria tended to have more knowledge of the construct. Lastly, dimensional analyses suggest that these may not be four distinct constructs, which has important implications for curriculum development and instructional practice. Namely, teachers should attend to the critique of scientific evidence separately when reading and writing scientific arguments
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
2
Colbourne, Peter Francis. « Beyond paradigms in the processes of scientific inquiry ». Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/1600.
Texte intégral
3
Fabby, Carol. « Reforming the introductory laboratory to impact scientific reasoning abilities ». University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1342103347.
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4
Colbourne, Peter Francis. « Beyond paradigms in the processes of scientific inquiry ». Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16461.
Texte intégral
5
Scallon, Jane Metty. « Comparative study of authentic scientific research versus guided inquiry in affecting middle school students' abilities to know and do genetics ». Texas A&M University, 2005. http://hdl.handle.net/1969.1/3808.
Texte intégralRésumé :
This exploratory mixed methods study addressed the types of gains students made
when engaged in one of two forms of inquiry. Gains were measured on three levels:
conceptual understanding, the process of scientific investigation, and use of practical
reasoning skills. One hundred-thirty 8th grade students from a rural public school in East
Texas participated in this study. Classes of students were randomly assigned to one of
two treatment groups: guided inquiry or authentic student research learning. Non
parametric statistical analysis and constant comparative qualitative analysis were used to
triangulate pre-tests and post-tests, student journals, and student drawings to address the
research questions. Findings support greater gains in conceptual understanding of
domain specific content in a highly scaffolded guided inquiry. Further authentic
scientific research learning was more effective for developing understanding of scientific
investigation as a process and application of knowledge through practical reasoning
skills.
6
Bachhuber, April Christine Moeller [Verfasser], et Beate [Akademischer Betreuer] Sodian. « Scientific reasoning in preschool : The development, correlates, and promotion of control of variables strategy abilities / April Christine Moeller Bachhuber ; Betreuer : Beate Sodian ». München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2020. http://d-nb.info/1226660665/34.
Texte intégral
7
Depieri, Adriana Anunciatto. « A engenharia sob a ótica dos pré-universitários e o impacto das feiras de ciências ». Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/3/3142/tde-25032015-165603/.
Texte intégralRésumé :
Um mundo em mudanças, com necessidades crescentes de soluções globais de ciência e tecnologia para seus problemas, faz da demanda por cientistas e engenheiros uma questão importante para a competitividade e o desenvolvimento econômico e social de qualquer país. Jovens devem ser cada vez mais motivados e preparados na educação básica para proporcionar à sociedade não só mais, mas melhores estudantes universitários e profissionais de engenharia. Assim, conhecer as atitudes, pensamentos, opiniões e percepções dos pré-universitários em relação à engenharia é de fundamental importância para atuar no aumento do contingente de futuros engenheiros e para predizer sua persistência na área. Por ser no ensino médio que os jovens fazem as primeiras escolhas sobre suas carreiras, a participação no desenvolvimento de projetos investigativos e na apresentação em feiras de ciências parece desempenhar importante papel não só nessa decisão, mas no desenvolvimento de habilidades e competências indispensáveis ao sucesso em qualquer carreira profissional, principalmente para a engenharia. Para conhecer e analisar o universo dos estudantes do ensino médio, neste contexto, foram aplicados questionários em cinco situações de pesquisa, cujo público alvo eram jovens pré-universitários, envolvidos ou não com atividades de feiras de ciências, e, em uma sexta situação, aos professores. Com base nos dados deste trabalho, os jovens, de forma geral, apresentaram atitudes e percepções positivas em relação à engenharia e aos engenheiros, independente do gênero, da idade, do tipo de escola e do tipo de ensino médio que frequentam. No entanto, os estudantes envolvidos com o desenvolvimento de projetos investigativos e participação em feiras de ciências revelaram atitudes mais positivas e mais autoconfiança do que os não envolvidos. A intenção de cursar engenharia se mostrou em alta para todas as situações de pesquisa, principalmente nas áreas de civil e elétrica. Além disso, tanto os jovens como os professores reconheceram nas atividades de desenvolvimento de projetos investigativos e de participação de feiras de ciências, oportunidades para o aperfeiçoamento de habilidades e competências necessárias para o sucesso profissional no mundo globalizado. Esta pesquisa foi conduzida para conhecer e analisar esse universo do ensino médio em relação à engenharia com a intenção de fornecer subsídios para atuar no aumento do contingente de futuros engenheiros e para predizer sua persistência na área. Além disso, espera-se que os resultados dessa pesquisa possam, ainda, contribuir e subsidiar a elaboração de programas e propostas para mudanças no ensino médio, a fim de atender às necessidades de despertar, desenvolver e aperfeiçoar as novas habilidades e competências impostas pelo século XXI.A changing world, with increasing needs of global science and technology solutions, makes the demand for scientists and engineers a major issue for competitiveness and economic and social development of any country. Young people should be increasingly motivated and prepared in K-12 education in order to provide society with not only more, but better undergraduate students and engineering professionals. Thus, the knowledge of attitudes, thoughts, opinions and perceptions of preuniversity students regarding engineering is crucial to act on increasing the number of future engineers and to predict their persistence in the area. Because it is in high school that young people make their first choices about careers, participating in the development of science research projects and presentation at science fairs may play an important role not only in this decision, but in the development of essential skills and competencies to succeed in any career, especially in engineering. To understand and analyze the universe of high school students, in this context, questionnaires were applied in five research situations, whose target audience were young pre-university students, involved or not in science fair activities, and in another situation with teachers. Based on this research data, , young people had positive attitudes and perceptions towards engineering and engineers, regardless of gender, age, type of school and type of high school course attended. However, students involved with the development of research projects and participation in science fairs showed more positive attitudes and more self-confidence than those not involved. The intention of studying engineering was high in all research situations, particularly in the areas of civil and electrical engineering. Furthermore, both youth and teachers recognized in the activities related to the development of research projects and participation in science fair, opportunities to develop skills and competencies necessary for professional success in a globalized world. This research was conducted to understand and analyze the universe of secondary education students related to engineering and engineers with the intention to support future actions on increasing the number of future engineers and to predict their persistence in the area. Moreover, it is expected that results of this research may also contribute to and support the development of governmental programs and proposals for high school curricula changes in in order to meet the needs of awakening, developing and enhancing new XXI century skills and competencies.
8
Gomes, Ana Cristina Jacinto da Silva. « O fortalecimento do Sistema Científico e Tecnológico através da formação de recursos humanos. A formação de recursos humanos na área das tecnologias da informação e telecomunicações no Programa CIÊNCIA ». Master's thesis, Instituto Superior de Economia e Gestão, 1997. http://hdl.handle.net/10400.5/3940.
Texte intégralRésumé :
Mestrado em Economia e Gestão de Ciência e TecnologiaA Ciência e a Tecnologia assumem hoje em dia um papel preponderante, surgindo como alternativa estratégica de elevado potencial para o desenvolvimento das economias. Esta relação entre Ciência e Tecnologia induz o fortalecimento continuado das relações entre a Universidade e o tecido empresarial, as quais assumem um papel determinante na geração da inovação tecnológica. Inovação, que pela sua reconhecida importância, é parte integrante das estratégias de competitividade protagonizados tanto pelas empresas, como pelos países que se querem afirmar num ambiente crescente da globalização das economias e mundialização dos mercados. A grande diferença que marca a revolução tecnológica actual face às anteriores prende-se com o facto de aquela ter como matriz científica-tecnológica mais que um domínio do saber, ocorrência que empresta um carácter inédito ao nosso tempo e à própria mudança, que por aquele facto exibe acrescidos níveis de complexidade. Ao longo do trabalho, onde foi caracterizado o perfil dos bolseiros na área das Tecnologias da Informação e das Telecomunicações (TIT), demonstrou-se, de forma clara, o carácter crucial da formação de recursos humanos para enfrentar os desvios decorrentes da revolução tecnológica em curso onde seguramente as TIT assumem e continuarão a assumir posição preponderante, embora se reconheça o facto de existirem outros domínios do saber (biotecnologia e dos novos materiais por exemplo) cuja participação em tal processo é também relevante. Em Portugal, a formação de recursos humanos na área das TIT, ganhou dimensão estratégica com a entrada do país na CEE (UE), por razões ligadas à própria postura da Comunidade a qual influenciou directamente o perfil e conteúdo , do programa CIÊNCIA, apontando este claramente para um eixo de actuações orientado para a criação de economias externas. A análise empreendida parte do pressuposto de que, cabe à política científica e tecnológica um papel essencial naqueles domínios, cujo sucesso muito depende de uma capacidade de fixação de objectivos estratégicos coerentes num quadro crescente de globalização dos mercados; mundialização da economia; mutação do emprego e do trabalho onde o saber e a sua manipulação induzem uma crescente tecnologização da sociedade
It is assumed that Science and Technology play an important role in the context that we live, emerging as a strategic alternative to the development of the economies. This relationship between science and Technology contributes to the enforcement between the university and the companies tissue, that assumes a determinant role on the generation of the technological innovation. For its importance, innovation is one of the integrated strategies of competitiveness used by companies and countries that want to affirm themselves in the growing economy's globalisation and market's mundialisation. The big difference that marks the actual technological revolution in comparison with the anterior is that the scientific-technological matrix is developed in more than one scientific dominion, which is a single character of our time and change , because it causes growing levels of complexity. It is demonstrated, during this work, where the profile of the scholarship were characterized, that there is a clear, crucial character on the human resources training to face the challenges that occur from the technological revolution , where the TIT assume an important role, although we recognize that there are others dominions of knowing (biotechnology and new materials for example). In Portugal, the training of human resources in the area of TIT has achieved strategic dimension after join in the EEC (EU), for reasons linked with the position of the community itself, which as influenced directly the profile and contain , of CIENCIA, which points out to the creation of external economies , that are going to be used as a human potential to the reinforcement of the National Scientific and Technological System. It competes to the scientific and technological policy an essential role on this dominions, which success depends on the fixation ability of strategic goals coherence in a growing environment of market globalisation and economies mundialisation, employment changes, mutation of the employment and the work that conducted to the technologization of the society.
9
Hsu, Wei-Hsiu, et 許瑋琇. « The effect of scaffolded scientific inquiry curriculum on students' scientific inquiry abilities ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/47300526841661067014.
Texte intégralRésumé :
碩士國立臺灣師範大學
地球科學系
98
This study aimed to understand how scaffolded scientific inquiry curriculum design (Explicit version, Implicit version and Fading version) improved students’ scientific conceptions, scientific inquiry abilities and understanding about inquiry. The participants included 93 tenth graders from three classes at a senior high school in Taipei County. The researchers collected data from open-end questions, half structural interviews, and video clips of the focus group. The main results indicated that all the students had significant differences on scientific conceptions (t=12.26, p<0.001), scientific inquiry abilities (t=10.76, p<0.001) and understanding about inquiry (Z=2.17, p<0.05) through comparing their performances before and after the curriculum. Also, the fading version had better understanding about inquiry than the other two versions. However, no significant differences were found among the three versions（F=2.877, p>0.05）on students’ scientific conceptions and scientific inquiry abilities. From the analysis of focus groups’ video clips, we found that students in the Fading version performed better scientific inquiry abilities than the other two versions in no scaffolding lesson, Dam Lesson.
10
Wu, Jia-Zon, et 吳佳蓉. « Explore Students’ Decision-making Abilities from Socio-scientific Issues in CWISE ». Thesis, 2015. http://ndltd.ncl.edu.tw/handle/37032077764379184283.
Texte intégralRésumé :
碩士國立臺灣師範大學
科學教育研究所
103
This study is to explore the changes of students’ decision-making abilities and conceptual understanding of water resources from a socio-scientific issues course “location selection for a water reservoir” in Collaborative Web-based Inquiry Science Environment (CWISE). The valid sample of this study was 131 students from five junior high schools in Taiwan. Related measurements included a water-resource conceptual test, a decision-making ability test, and worksheets. Students' pre- and posttest scores were analyzed for their learning effects of the course. Results showed that student’s decision-making abilities (data interpretation, data analysis, evidence uses, decision making, and defect identification) and conceptual understanding of water resources improved significantly from the course. Moreover, high-score students in water-resource conceptual test had better decision-making abilities than low-score students. Students also trended to consider ecological-based criteria in environmental-related socio-scientific issues and use rationalistic reason to consider more criteria when making decisions. Based on these findings, suggestions are offered for designing courses of socio-scientific issues and decision-making in CWISE.
11
Chiang, Sui-hui, et 蔣淑慧. « The comparison of students’ thinking styles and their scientific thinking abilities ». Thesis, 2007. http://ndltd.ncl.edu.tw/handle/21767227544962766388.
Texte intégralRésumé :
碩士國立臺北教育大學
自然科學教育學系碩士班
95
The purpose of this research is to compare students’ scientific thinking abilities and their differences in terms of their creative, critical and reasoning thinking styles. Objectives of this study including: 1) To present an overall understanding of students’ performances in thinking style, creative thinking, critical thinking and reasoning thinking, 2) To explore the relationships among creative, critical and reasoning thinking, 3) To analyze their diverse performances in creative, critical and reasoning thinking when the students of different thinking styles are taken into account, and 4) To provide suggestions based on research findings. Samples are consisted of 347 6 th graders in Taipei county. Instruments used in the study include: "The Elementary Schoolchild Thinking Style Inventory", "The Raven’s Progressive Matrices Manual", "The Science and Technology Creativity Test", and "The Critical Thinking Test". Descriptive statistics, independent T-Test, ANCOVA, and Pearson correlation are used. Research findings include: 1. The 6 th graders favor the Legislative style. Girls did better than boys in the Critical Test. Both gender do not have the distinctive difference in terms of reasoning thinking. 2. There are significant correlation among creative, critical and reasoning thinking. Moreover, each two of them have some low-degree positive correlation. It also reveals that the three thinking styles did have some kind of overlapping yet independent characteristics among them. 3. The students of the Legislative and the Judicial thinking styles did better than those of the Executive thinking style in the creative thinking performance. However, the students of the Judicial style were the best of all in the critical thinking performance. . Finally, some suggestions are proposed based on research findings.
12
Huang, Hui-Yu, et 黃惠鈺. « Integrating scientific explanation writing strategies with inquiry-based teaching : A case study of the fifth grade students’ scientific explanation abilities ». Thesis, 2009. http://ndltd.ncl.edu.tw/handle/z59uvx.
Texte intégral
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Hou, Chun-Ya, et 侯春雅. « A Study of Design and Making Abilities of Scientific Toys for the 5th Graders ». Thesis, 2009. http://ndltd.ncl.edu.tw/handle/19957570595177664210.
Texte intégralRésumé :
碩士臺北市立教育大學
自然科學系碩士班
97
This study aimed to investigate the abilities of design and making scientific toys and the impact of scientific attitudes for the 5th graders through the self design experimental courses. The design of this research used qualitative and quantitative methods. The subjects of this study were 30, 5th graders who study in a primary school in the Da-an District of Taipei City. Qualitative analysis employed the works of students, teacher’ s notes, teaching activities videotapes, the one-to-one semi-structured interview records, design drawings of scientific toys. Quantitative data was gained from the “Scientific Attitudes Questionnaire” and the “Design and Making Abilities of Scientific Toys Questionnaire” before and after teaching. The research obtains the following conclusion: 1.After teaching, from the results of the “Design and Making Abilities of Scientific Toys Questionnaire” we can know that post-teaching, there was increase in material understanding and toys modeling. Therefore the experimental courses can moderately increase the students’ design and making abilities of the scientific toys. 2.After teaching, from student works and one-to-one semi-structured interview records we can ascertain that the experimental courses can effectively stimulate students’ creative expression in design and making of scientific toys. 3.After teaching, from the results of the “Scientific Attitudes Questionnaire” and the “Design and Making Abilities of Scientific Toys Questionnaire” we can ascertain that students’ attitudes toward science and design and making of scientific toys, even though not showing obvious progress, a positive attitude is still maintained.
14
Hsu, Chun, et 許均. « Study on Instruction of Cultivating Young Children's Scientific Abilities with Kinmen's Place-Based Curriculum ». Thesis, 2014. http://ndltd.ncl.edu.tw/handle/55854398797110178624.
Texte intégralRésumé :
碩士國立臺東大學
幼兒教育學系碩士班
102
The study aimed to research into the effects of STS (science-technology-society) teaching mode to elevate young children's scientific abilities after they received a scientific curriculum with the themes of “Kinmen's salt” and “Kinmen's tunnels.” Through the learning process of young children, the instructional process of teachers and interaction between teachers and students, an appropriate curriculum was developed to improve the learning effectiveness of young children's scientific process skills and scientific attitudes and to enhance the professional growth of teachers. The study conducted an eight-week instructional activity, and the subjects of the study were 26 preschoolers of a certain public kindergarten in Kinmen County. The study adopted quasi-experimental one-group pretest and posttest design to test, observe and evaluate the scientific process skills and scientific attitudes of the young children in the early stage and later stage of the curriculum. Data obtained from the evaluation were analyzed with dependent-sample T-test, and the application of scientific process skills and scientific attitudes and the acquisition of scientific concepts of the young children were reviewed with observation records, conversations and interviews with the young children and their learning portfolios. The study found that: 1. Through the method of theme integration, unit activities that were suitable for young children were developed. Hands-on experience and exploration could help young children have better understanding of the cultural features of Kinmen and elevate their interest in scientific activities. 2. Young children's active observation, exploration and thinking abilities could be seen from their learning process. Young children had positive performance in the application of scientific abilities. From the aspect of learning effectiveness, the scientific process abilities and scientific attitudes of young children reached significant differences, which showed that their two scientific abilities were improved. 3. Through STS teaching mode, teachers integrated local cultural resources to develop scientific activities, and the mode helped improve the confidence of instructors in designing scientific activities and improve their professional knowledge of science. Through teaching activities, their self-efficacy was enhanced, which showed that the study was beneficial to the professional growth of teachers.
15
Chen, Wei-Yu, et 陳威宇. « Implementing 5E Differentiated Inquiry Teaching to Improve Sixth-Grade Students’ Abilities of Scientific Explanation ». Thesis, 2018. http://ndltd.ncl.edu.tw/handle/rrkxey.
Texte intégralRésumé :
碩士國立嘉義大學
數理教育研究所
107
The case study is to implement 5E differentiated inquiry teaching to enhance students' scientific explanation ability. Scientific explanation abilities involve three elements: making a claim, using data as evidence, and describing a reasoning process. The 5E differentiated inquiry teaching includes five stages: engagement, exploration, explanation, elaboration and evaluation. The teacher gives different levels of guidance according to the students' scientific explanation ability and prior knowledge. The topics of teaching activities were the "Weather Changes" and "Heat and Our Life". The participants were 10 sixth students. The data were gathered, by interviews, scientific explanation ability questionnaire and classroom observations. It was found that after the 5E differentiated inquiry teaching, most students had abilities to make correct claims. They described the details instead of simple words. About half of the students used appropriate data as evidence. The others did not mention any evidence in the post-test. But some of them used evidence to explain the phenomenon in the classes. Most students were able to use life experience and scientific principles to make a reason, and linked appropriate claims and evidence as.
16
Tsai, Hsing-Ju, et 蔡幸如. « Exploring The "POE & ; Scientific Interpretation with Text Scaffolding" Teaching Method for Graduate Students to Design Experiment, Teaching and Scientific Inquiry Abilities ». Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6e59jw.
Texte intégralRésumé :
碩士國立臺北教育大學
自然科學教育學系
107
In present study, 14 graduate students who took the course of "Advanced Entomology" in one University of Education, were selected as subjects, and case-based teaching was conducted to train them to design experiments and teaching by using the teaching method "POE & Scientific Interpretation Text scaffolding". First, the course design is divided into three phases, including: teaching the general theory of entomology and the "POE & scientific interpretation of the text scaffolding" pedagogy theory to acknowledge them a concept of entomology; furthermore, and pre-testing the ability of scientific inquiry before the course, and then using the focus group method along with a discussion among various groups of subjects, to imitate experiments of design and micro-teaching; and finally, each group will source materials for experiments of design and micro-teaching, and then carry out post-testing of scientific inquiry capabilities. Under micro-teaching, each group are assessed by the "POE & Scientific Interpretation Text Scaffolding, and Design Experimental Teaching Evaluation （TAPS）. Next, each group who finished studying sheet after each experiment, will perform an assessment of "POE & Science Interpretation Text Scaffolding" The Learning Sheet” （TALPS). The results indicated that: 1. Among 7 groups of imitation on design experiments and micro-teaching, 5 groups achieved the goal of teaching method on "POE & scientific interpretation of the text scaffolding"; however, the rest 2 ones were not affective; and the main reasons are due to the design of over-forecasting questions, or teaching of leading experimental was not well performed. 2. The self-designed experiments onto 7 groups with micro-teaching are more advanced than imitation design ones, is mainly because of the complete design of the learning list, along with effective guiding for students to observe. 3. A total of 7 groups of graduate students writing self-experimental study books are more advanced than imitating experiments, mainly because the scientific interpretation of the text scaffold has made the most progress, and the evidence and reasoning have also improved.4. The SICT assessment achieves a high degree of experimental effect, showing that the "POE & Scientific Interpretation Text Scaffolding Method" contributes to the improvement of scientific inquiry capabilities, including: questions definition, design planning, implementation verification, analysis and interpretation, and communication argumentation.
17
Sung, Mei-Ling, et 宋美伶. « The Impact of Inquiry Teaching Module on Third Graders ’ Problem Solving Abilities and Scientific Attitudes ». Thesis, 2011. http://ndltd.ncl.edu.tw/handle/wkdcza.
Texte intégralRésumé :
碩士中原大學
教育研究所
99
The purpose of this study is to explore the effectiveness of inquiry teaching module on third graders’ problem solving abilities and scientific attitudes. Two classes of third–grade students in TaoYuan County were selected to be the research samples, which were divided into the experimental group (n=30) and the control group (n=30). Inquiry teaching was used to be instruction model for the experimental group while the control group received regular lecture instruction. The teaching lasted 6 weeks and 18 class sessions were included. Two research instruments –“problem solving test”, and “scientific attitudes scale", were employed before and after teaching for two groups of students. The data was analyzed by using one-way ANCOVA. The results are as follows: 1. The experimental group performed better than the control group in “problem solving test”. There were significant differences observed between the experimental group and the control group in the scores for “the ability to perceive problems”, “the ability to request information demands” , “the ability to guess reasons”,“the ability to consider possible solutions” and “the ability to choose the most appropriate solution”. However, there were no significant differences in the scores for “the ability to identify factors related to the problem” and “the ability to plan formulation”. 2. The experimental group performed better than the control group in “scientific attitudes scale". There were significant differences observed between the experimental group and the control group in the scores for “inquiry joy”, and “discovery joy”. However, there were no significant differences in the scores for “curiosity” and “accurate proof”. Finally, based on conclusions from the results and the findings, the researcher makes suggestions for future teaching and further researches.
18
Wang, Zen-Lan, et 王梓倫. « Study of Senior Elementary Students’ Argumentation Abilities and Conceptual Understanding with Scientific Writing Integrated Argumentation ». Thesis, 2011. http://ndltd.ncl.edu.tw/handle/52483602105544186985.
Texte intégralRésumé :
碩士國立臺中教育大學
科學應用與推廣學系科學教育碩士班
100
The purpose of this study was to explore the argumentation ability and conceptual understanding of 25 upper graders in a northern elementary school. With Argumentation Integrated Scientific Writing about the contents of the science picture book, magic school bus gets a bright Idea with “path of light” as the scientific issue. This research was a qualitative study. The written argumentation process comprised four activities: in the picture book, during peer and science inquiry, and in science writing heuristic, respectively, with two 80-minute classes taught per week for 12 weeks in total. The concept assessment tool that was used for test before and after the written argumentation activities. Collected data included the students’ writing contents in the picture book, during peer and science inquiry and in science writing heuristic, question and answer combinations of the concept assessment tool, and verbatim transcripts of interviews. Data analysis comprised two parts. The argumentation ability was determined through the Toulmin Argumentation System (TAS) that analyzed argumentation elements and the argumentation classification criteria developed in this study with reference to Osborne, Erduran, and Simon (2004) and Venille and Dawson (2010) classification criteria. For determining the accuracy of information and to clarify the type of comparison done by the students on the searched information and their ideas, the researcher classify the collected data into seven types. On the other hand, Hogan and FisherKeller (1996) compare students’ descriptions to expert proposition statements table was modified and used to determine the students' conceptual understanding. The researcher and a master in science education with experience in argumentation checked the consistency of the element analysis and the ability analysis. The consistency was 92.6% for the total of 876 segments in the argumentation element analysis. It was 92.9% for the total of 422 segments in the conceptual understanding analysis. Results of the study: Generally speaking, as far as the argumentation elements are concerned, the second written argumentation of the students toward contents of the Science Picture Book mainly featured claims and data. The element “Warrant” ranked third in the two activities, the second written argumentation toward contents of the Science Picture Book and science writing heuristic. However, for written argumentation against peer arguments and during the science inquiry, “Rebuttal” ranked third. In terms of data elaboration, it was higher in the written argumentation against peer arguments than in other activities. It is found that the students proposed more data to support their arguments during their written argumentation against peer arguments. On the part of warrant elaboration, the second science inquiry had the most elaboration. The element “Backing” was more likely to be identified and used to support the students’ claims during science inquiry. As a whole, there were more claims and data and fewer backing and qualifiers. Therefore, the performance of the students in their argumentations during the aforementioned four activities falls in the category of claims and data-backed rebuttal elaboration. Ratios of rebuttals and warrants only showed an increase only during science inquiry. For the argumentation ability, Levels 1 and 2, Level 3, and Level 5 had higher ratios in the first, third, and fourth written argumentations against peer arguments, respectively, while Level 4 had a higher ratio in the written argumentation during the second science inquiry. Levels 1 and 2 mainly had higher ratios in the first written argumentation against peer arguments. Level 4 had a higher ratio in the written argumentation during the second exploratory activity while Level 5 had a higher ratio in the third written argumentation against peer arguments. As far as determination over information accuracy isconcerned, the students believed that data on the Internet conflicted with their ideas and those in the book fell in line with their ideas. In addition, in the comparison of information and their personal ideas, most of the students mentioned the difference between the information and their personal ideas but did not explain why. In terms of conceptual understanding, the students focused on three core concepts, reflection of light, path of light, and rhythmic reflection of light. For "path of light”, the students tended to develop conceptual understanding of “promotion.” For "reflection of light,” they tended to develop conceptual understanding of “not promoted" and “unchanged.” Suggestions for teaching practice and future studies: In teaching practice, practice on argumentation elements should be enhanced by properly arraning and designing student’s writing sheets with addition of guiding blanks or small hints; Students’ argumentation ability should be promoted by combining peer activities, science inquiry, and the Science Picture Book in written argumentation; In terms of conceptual understanding, peer interactive argumentations should be adopted to promote students’ understanding of scientific concepts. Future studies should focus on how students apply backing and qualifiers, among other elements to refine their elaborations to boost their written argumentation ability or the design of a framework that guides students through application of backing and qualifiers, among other elements in their argumentation. For conceptual understanding, future studies should focus on concepts not explored in this study. As far as information search and accuracy determination is concerned, future studies should apply more diversified media to boost students’ ability to search for information and determine the accuracy of the information. Keyword: Scientific writing, argumentation ability, conceptual understanding
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Chern, Mei-Shiang, et 陳梅香. « Explore the impact of scaffolding on web-based identifying scientific issue learning content on 6th grade students’ abilities of identifying scientific issue and inquiry ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/18196359924435353496.
Texte intégralRésumé :
碩士國立交通大學
教育研究所
98
This study was to explore the difference between scaffolding and non-scaffolding web-based learning on students’ concept construction, scientific reasoning, scientific inquiry ability and competencies in identifying scientific issues. A total of 123 6th graders recruited from four average-achievement classes of a middle school in Taiwan participated in this study. Sixty three of them received scaffolding web-based learning for three units, and the other sixty students received non-scaffolding web-based learning for three units as well. In addition to the learning from web-based environment, they also did inquiry activity at laboratory according to the question, hypotheses, variables, and design they formulate at web-based learning. They return to the web-based learning environment to provide their scientific explanations received from their inquiry activity. The content dependent conception Test (CDCT), Scientific Reasoning Test (SRT) and content dependent PISA Test (CDPISA) were administered to all students before, directly after and after the eighth week of learning. The results indicated that scaffolding group’s students’ outperform than non-scaffolding group on CDCT, SRT and CDPISA and reach statistical significant difference level except SRT. For students’ web learning results, the following dimensions were analyzed: identifying scientific issues, identifying variables, formulate hypothesis and scientific explanation. All of these together were the measure for students’ inquiry ability performance. The result indicated that scaffolding group outperform than no-scaffolding group regardless identifying scientific issues, identifying variables, formulate hypothesis and scientific explanation. The qualitative analyses of identifying scientific issues and scientific explanation all indicated that scaffolding group performed more higher levels of identifying scientific issues and scientific explanations than to the non-scaffolding group.
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Jhang, Wun-Sin, et 張文馨. « How metacognitive guiding strategies might influence students’ conceptual development about seasons and their scientific inquiry abilities ». Thesis, 2010. http://ndltd.ncl.edu.tw/handle/11714203772658052477.
Texte intégralRésumé :
碩士國立臺灣師範大學
地球科學系
98
The main purpose of this study is to explore how metacognitive guiding strategies might influence students’ conceptual development about seasons and their scientific inquiry abilities. The participants were 51 9th graders from two classes. An inquiry-based curriculum with metacognitive guiding strategies was taught in one class (the experimental group), and a regular inquiry-based curriculum without such strategies in the other (the control group). During the courses, the researcher collected questionnaires, assessment sheets, work sheets, and so on. With the data, the researcher analyzed students’ performances on scientific inquiry ability, conception about seasons, and metacognition. The results revealed that the students in experimental group had a better progress than the ones in control group (F=12.92, p<0.04). Through analyzing the responses of students’ work sheets, we also found that students were more able to recognize the patterns of data, understand the correlations between the data and research questions, and interpret the data by activating relevant prior knowledge. Overall speaking, students in both groups had significant improvements while developing their conceptions about four seasons (the experimental group：t=4.44，p<0.05；the control group：t=3.67，p<0.04). However, the students in the experimental group had much fewer alternative conceptions about seasons than those in the control group after the intervention. As for the perspectives regarding metacognition, all the students from both groups did not show significant progress (F=0.02，p>0.04). After further examining the effect of metacognition on students’ inquiry performances, metacognitive guiding strategies could effectively decrease the learning gaps between higher metacognition students and lower metacognition ones in the acquisition of scientific inquiry. In other words, the study found that metacognitive guiding strategies could assist lower metacognitive students performed more like higher metacognitive students on scientific inquiry.
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Huang, Yin-Cheng, et 黃胤政. « The Impact of Applying Problem-based Learning to Scientific Contest on the Sixth Graders’ Problem-solving Abilities ». Thesis, 2011. http://ndltd.ncl.edu.tw/handle/42468800423279209816.
Texte intégralRésumé :
碩士國立臺北教育大學
自然科學教育學系碩士班
99
The purpose of the study was to investigate the influence of Problem-Based Learning (PBL) and general group instruction on the sixth graders’ problem-solving abilities. The participants consisted of two groups of students, while one group was the experimental group (N=60) using the Problem-based learning instruction, and the other was the control group (N=60) using general group instruction. The Students’ learning process and outcomes in terms of problem solving abilities and creative thinking abilities were discussed. The main findings were as follows: 1.The instruction of PBL strengthened students’ problem solving abilities. Withthe instruction of PBL activities, students from the experimental group conducted significant differences than students from the control group in Reorganization Problem Solving Test (RPST). 2.Students from the experimental group were superior to students from the control group in the section of fluency, originality and openness in the In Torrance Tests of Creative Thinking (TTCT), but inferior in the section of title and elaboration. 3.Students from the experimental group expressed more active and energetic attitudes and higher interests in science lessons than students from the control group. With inspiration of paying games, students were more willing to participate and explore scientific activities. The application of PBL instruction to scientific contests in elementary school level facilitates students’ problems solving abilities. The results of the study can also be used a reference for schools intend to hold scientific contests in the future.
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Chen, Ching-Mei, et 陳靜美. « A study of scientific inquiry instruction integrated picture books as media on the effects of scientific abilities and interests in learning science for elementary low graders ». Thesis, 2014. http://ndltd.ncl.edu.tw/handle/58846453433442776819.
Texte intégralRésumé :
碩士國立屏東教育大學
數理教育研究所
102
This study adopted a qusi-experimental design. It aimed to investigate the impact of inquiry teaching supported by picture books as media and greral science teaching on scientific inquiry abilities and interests in learning science for second grade students of the elementary school. The experiment group adopted inquiry teaching combined with picture books, whereas the control group adopted general science teaching. The study findings are as follows: 1. In terms of scientific inquiry abilities: The scientific inquiry abilities of the experimental group were better than students in the control group. So the inquiry teaching could significantly improve students’ scientific inquiry abilities. 2. In terms of interests in science: The interests in learning science of the experimental group were not better than students in the control group. So the inquiry teaching could not significantly raise students’ interests in science.
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CHEN, YU-HSIANG, et 陳鈺翔. « The Development of a Scientific Argumentation Scale and It’s Application on Measuring 4th, 5th and 6th Graders’ Abilities ». Thesis, 2016. http://ndltd.ncl.edu.tw/handle/66841649149617575182.
Texte intégralRésumé :
碩士國立臺北教育大學
自然科學教育學系
104
This study aims to build a scientific argumentation scale on 4th, 5th and 6th graders. Moreover, this study investigates students’ learning environment differentiation, grade difference, and gender difference on scientific argument ability scale so that this study can be applied to the future study. One thousand ,five hundred and fifty-six students included 4th, 5th and 6th graders from thirty elementary schools participated in this study. The result indicated not only the adaptation and procedure of designing the science argument questionnaire but also the students’ current performance on scientific argumentation scale. The researcher investigated the testing data according to the students’ learning environment differentiation (northern , central, southern Taiwan), grade difference (4th, 5th, 6th) and gender difference (male, female) on their scientific argumentation scale, trying to understand whether there is a significant difference among these three variables. The researcher also analyzed their performance on the scientific argumentation questionnaire in this study, and the researcher is eager to figure out if there is a significant difference among graders. The results are listed as follows: 1. Scientific argumentation scale has been proved that it has excellent validity, reliability, and degree of difficulty after taking the reliability, validity, degree of difficulty and degree of discrimination analysis. 2. Performance overview of 4th , 5th , and 6th graders on scientific argumentation scale. (1) 4th graders only perform well on claims while other aspects are not good. (2) 6th and 5th graders’ performance on correction response rate of claim, data, backings are much better than their performance on rebuttals and warrants. (3) Results of three-way ANOVA with interaction analysis on scientific argumentation scale. ?? The result of scientific argumentation scale indicated that there is no significant correlation among different learning environment, graders, and genders after taking three-way ANOVA with interaction analysis. ?? Result of simple main effect on scientific argumentation scale including learning environment differentiation, grade difference, and gender difference. Moreover, There is a significant difference on students’ learning environment : Based on 4th 5th and 6th graders’ average score after taking the experiment. The results indicate that students in northern Taiwan perform better than students in central Taiwan. Students in central Taiwan perform better than students in southern Taiwan, and there is no significant difference among different graders and genders.
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Wang, Shiou-fen, et 王秀芬. « An Investigation of the Problem-Solving Processes and Types of Thinking on Different Scientific Inquiry Abilities for Fifth-Grade Students ». Thesis, 2012. http://ndltd.ncl.edu.tw/handle/23499891136889808268.
Texte intégralRésumé :
碩士國立屏東教育大學
數理教育研究所
100
The purpose of this study was to investigate the problem-solving processes and types of thinking for the fifth-grade students’ high and low inquiry abilities. Twenty four fifth-grade students of an elementary school in Kaohsiung City participated in this study. A questionnaire for scientific inquiry developed by Kao (2009) was adopted as our primary research tool. Experimental data included students’ responses when solving the problem of the questions as well as the original interview. The result showed that the students with higher test scores in the performance of problem-solving would be able to focus on development plan and implementation. In a general problem-solving process, they found out the key points, understood problem statement, figured out the given conditions, applied them to the specific scenario, thought step by step, and examined carefully. On the other hand, the students with lower grades did not have an organized thinking. Moreover, types of thinking for those students with higher grades could be summarized into four types, including inductive reasoning, experience oriented thinking, intuitive recognition, and analytical reasoning. On the contrast, those children with worse test results had seven unique characteristics, including superficial understanding, lack of awareness, distorted assimilation, stubborn thinking, experience oriented thinking, intuitive cognition and the others. Finally, this study further discusses the experimental data and proposes suggestion for science teaching and research.
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Cho, Yen-Yu, et 卓宴榆. « An Action Research Using Science Readinga and Writing Instruction to Improve Metacognitive and Scientific Explanation Abilities of 7th-Grade Students ». Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ypx8f8.
Texte intégralRésumé :
碩士國立彰化師範大學
科學教育研究所
106
This study aims to investigate how science reading and writing improved junior high school students’ metacognitive ability and scientific explanation ability through the study sheets braided by the researcher. The lessons used the OK4R reading strategy and group discussions, and students had to complete the study sheets. This action research involved 28 seventh graders, and lasted for ten weeks with two action cycles. The research involved both qualitative and quantitative methods. On the one hand, Metacognition Awareness Inventory was used as a quantitative tool to examine students’ metacognition improvement before, during, and after science reading instruction. To examine this development, the researcher used data from the questionnaire to process SPSS t-tests and repeated measures analysis. For analyzing scientific explanation ability which was based on students’ writing, the researcher score the students’ performance including the claim part, evidence part, and conclusion part. Each part was scored 0 to 2 points, with a maximum of 6 points. The items were further divided into high, medium and low difficulty items. Repeated measures analyses were conducted to understand the students’ scientific explanation ability across items of different difficulty. On the other hand, this research collected qualitative materials such as research group discussion records, classroom observation videos, study sheets, teacher’s reflection journals, and interviews. These qualitative data further assisted to explain the quantitative evidence. The results showed that after science reading and writing instruction, students’ ability of metacognition was significantly improved. (i.e. ability to narrate, to organize information and to evaluate their learning process). Besides, their ability to construct scientific explanations was enhanced as well, especially in eliciting evidence and proposing conclusions. Results from repeated measures analysis revealed that students improved remarkably on proposing evidence and conclusion in lower difficulty items, while they perform relatively stable when confronting medium and high difficulty items. At last, this research provided suggestions on research, teaching, and activity designs for researchers and educators who may be interested in this topic.
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Chen, Tzu-Chin, et 陳姿津. « Research of “Scientific Analogical Reasoning” within Web-based Interactive Learning : Promoting Middle School Students’ Reasoning Abilities and Concept Construction Involving Electricity ». Thesis, 2007. http://ndltd.ncl.edu.tw/handle/30298726958519139233.
Texte intégralRésumé :
碩士國立交通大學
教育研究所
95
Web-based interactive lessons for electricity unit were developed for this study. The design of the lessons was based on Dual Situated Learning Model (DSLM) and the reasoning as well as analogical reasoning learning approaches. The purpose of this study was to investigate the impact of web-based interactive lessons on students’ conceptual constructions, reconstructions, and their scientific reasoning abilities. This study adapted a quasi-experimental design. Six ninth-grade classes were recruited. Three classes (a total of 97 students) served as the experimental group, and the other three classes (a total of 97 students) served as the control group. The experimental group received the web-based interactive lessons of electricity unit for a month, while the control group received the same content in a conventional instructional context for the same period of time. The learning outcomes being compared include the cognitive electricity achievement test and the two-tier electricity reasoning test. In addition, the conceptual changes and the levels of scientific reasoning of both groups from the data collected in the pre-, post-, and retention interviews were analyzed and compared. The web-learning processes were analyzed in two perspecificies: level of scientific reasoning and scientific concept categorization. In all the tests, the results showed that experimental group students outperformed their control group counterparts in many aspects. First, the scores of the cognitive achievement test and the two-tier test reasoning test showed that there was not only a better immediate effect but also a superior retaining effect on the levels of academic achievement in science (high, middle, and low achievers) as well as on the scientific reasoning stages (transitional or concrete). The results of student interviews were transcribed and then analyzed by a flow map method. According to the analysis of their pre-, post-, and retention flow maps, the scores of correct conception showed that experimental group was better than the control. Even in retention interviews, experimental group students still outperformed in nine out of eleven conceptions. With regard to the levels of scientific reasoning, the experimental group students in the post- and retention interviews tended to use high level of scientific reasoning such as “Justification” or “Explanation”. In contrast, the control group students tended to use low level of scientific reasoning like “Generativity”. In the pre-post or post-retention interviews, most of the experimental group students’ conceptions made progression. However, the control group students’ conception maintained as incorrect or retrogressive. The results revealed that after experiencing the web-based interactive learning for electricity, the students were generally more successful conceptual change than the other ones, and the level of their reasoning abilities also increased. Only experimental group students’ received the web-based course. The design of the learning events in the web-based interactive lessons included the formats of open-ended. Except learning event 4-4 and 4-5, the analysis of the open-ended formats showed that students could provide with the reason they learnt in web-based interactive events. They made more considerate and well-constructed reasons, while lowering their intuitive reasons. The finding of this analysis showed that students had more correct and well-constructed conceptions in electricity. In addition, students used more higher level of scientific reasoning (eg. Justification, Explanation) than lower level of scientific reasoning (eg. Generativity) after learning from the web course. The finding of those analyses showed that students were not only able to have and sustain a successful conceptual construction but also conceptual change. And they also improved their scientific reasoning abilities immediately or after a period of time.
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Chun, Hsueh Ping, et 薛秉鈞. « Study on impacts of teaching modules of cooperative learning in scientific texts reading on reading comprehensive abilities of junior high school students ». Thesis, 2006. http://ndltd.ncl.edu.tw/handle/14467612684051216628.
Texte intégralRésumé :
碩士國立高雄師範大學
化學系
94
Abstract The purpose of this research was to investigate the influence of teaching modules of cooperative learning in scientific texts reading on reading comprehensive abilities of junior high school students, and students’ reactions on such a teaching method. The research used the pretest-posttest nonequivalent group design. The research subjects were 65 seventh grade students in 2 classes from a junior high school in Tainan, and one class was the experimental group and the other class was the control group. The experimental group received 9 lessons on science topics and used cooperative learning strategy. Each lesson was 90 minutes and a total of 810 minutes for 9 units. The control group was not taught with cooperative learning but read the same materials and did the same practices themselves. The experiment was conducted over a period of 9 weeks. In addition, before and after the experiment, the subjects will take the pretest and the posttest of reading proficiency respectively. A questionnaire was conducted to find out about the subjects’ perceptions about this reading instruction. The main results of this research are as follows: 1. The experimental group scored significantly higher on textually explicit questions on reading comprehension after than before instructions. 2. The experimental group scored significantly higher on total science texts reading comprehension than the control group did. 3. The experimental group scored significantly higher on strategies in science texts reading. 4. Feedback from the questionnaire indicated that the experimental group recognized and favored this reading instruction. The majority of students indicated that the cooperative learning reading strategy helped them to better understand and memorize science texts. Finally, results from the experiment and the questionnaire suggested that besides the assigned textbooks, teachers should select suitable science texts along with the application of proper cooperative learning activities to help students achieve reading proficiency. Keyword: cooperative learning, reading comprehension, science texts.
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何宗穎. « Using Mediated Learning Experience Theory to Investigate the Mediation Role of the Teacher and the Effects of Inquiry Abilities of the Students in Junior High School Scientific Inquiry Activity ». Thesis, 2013. http://ndltd.ncl.edu.tw/handle/90549751641398355803.
Texte intégralRésumé :
博士國立高雄師範大學
科學教育研究所
101
Scientific inquiry teaching is an important instructional method used in science education. The importance of this method is that it develops learners’ scientific competency and knowledge of how to use scientific inquiry . The teachers’ role in this development is to help learners develop their competence and knowledge of science by using of inquiry as it applies in their real-life situations. An analysis of literature has shown that activities which are used during science teaching and laboratory activities, such as activity intentions and mediated learning experiences, are viewed differently by teachers and students. It is this gap between teachers’ and students’ understanding regarding the use of scientific inquiry activities which is central to this study. The underlying theory of this study is the Mediated Learning Experience (MLE) theory. The MLE theory emphasizes the importance on teachers’ mediating use of activities during students’ use of inquiry. Teachers design specific stimulations to meet learners’ needs and give assistance to learners’ thinking processes during problem solving. Teachers also guide learners as they reflect on the meanings of their experiences during these activities and work on psychological tools which can solve students’ problems during inquiry activities by means of students’ MLE interaction. Therefore, this case study focuses on the intention underlying teachers use of learners’ interactions during MLE; adjustments made to dialogues between the teacher and learners during MLE, and the development of "variable control“ abilities for MLE experimental designs. This case study will assess learners’ task performance of variable control abilities and analyze the process of their development through teacher-student dialogues. This study will also investigate how learners built their variable control abilities and conclude by assessing the experimental designs of interactive dialogues of MLE. The teachers in this case study also made dynamic adjustments to the dialogues according to the objectives of inquiry activities. These adjustments involved the awareness of the language, concept, and skills to solve problems. The applications of dialogues in scientific inquiry teaching activities included dialogue intentions, assessment, and psychological tools in different stages. This study presents learners’ developing process of inquiry abilities in science inquiry teaching; interactions of MLE; and helps learners internalize psychological tools of scientific inquiry and develop scientific inquiry abilities. The use of MLE was found to produce good interaction and created the suitable situation for individual dialogues and habits. Those who follow the theory of planned behaviors(TPB) may help learners obtain perceive behavior control and actual behavior control. As a result, the gap between intentions and behaviors will hopefully be decreased.