Catálogo de publicaciones - libros

This study analyses how adult visitors understood three different types of analogy-based exhibits in an interactive science museum and the factors affecting that understanding. 84 visitors were observed during their interaction and interviewed immediately afterwards. Results suggest that few visitors understood a target domain at a scientifically accepted level. The exhibit that “only shows similarities between relationships” was the most difficult to understand. Understanding occurred by triggering prior knowledge, by text comprehension, and by analogical reasoning. Analogical reasoning often failed because a source domain was unfamiliar, source and target were superficially dissimilar, some elements of the source were emphasised in relation to others in the exhibit design, or misconceptions about the target were retrieved. Finally, suggestions for the design of analogy-based exhibits are provided

The PUPPETS Project uses puppets as a stimulus for children to engage in conversations involving reasoning in primary science lessons. Data were gathered using a variety of methods, including audio and video recording, and analysed using an open coding approach based on grounded theory. The data indicate that puppets are engaging and motivating for children; that they promote talk involving reasoning; that they can be particularly effective with reluctant speakers; that they appear to be effective across the whole primary age range; and that they promote significant changes in teachers’ professional practice

In this research study, two groups of chemistry students were compared: A group of students who participated in an inquiry-type laboratory program implemented in the context of high school chemistry, with a group of students who were involved in a more traditional-type laboratory method. Three subjects were assessed: (1) the students’ abilities to ask questions while conducting a chemistry experiment, (2) the students’ perception of their classroom laboratory learning environment, and (3) the students’ attitude toward the chemistry laboratory. In order to assess the development of inquiry skills, a practical test was administered. For the purpose of assessing the students’ perceptions of the chemistry laboratory learning environment and attitude towards laboratory work, the Hebrew version of the (SLEI) and, the questionnaires were administered respectively. In general, it was found that the inquiry group outperformed the control in these variables. In addition it was found that the students who conduct inquiry-type activities in the chemistry laboratory developed the ability to ask more and better inquiry-type questions

The chapter describes a theory-driven study, inspired and informed by the constructivist view of learning, science literacy theory, views on the NOS, and cognitive and social theories of writing. Relying on the epistemological effect of writing, it explores the effects that non-traditional forms of writing such as story, diary, and debate, have on students’ views on the nature of science when used in combination with reflective writing on the writing process. Using a pre-post research design with intervention and comparative groups totaling 97 eighth graders from a homogenous, middle-class background, in a city in central Israel, the study demonstrates that the combined use of diversified types of nontraditional writing tasks and reflection on the writing process can enhance students’ views on the nature of science, in a direction aligned with the type of scientific literacy sought in science education today. When structured as cognitively and attitudinally challenging assignments concerning scientific and societal issues, such writing genres can encourage students to perceive science as a more subjective, temporary, speculative, and interpretative endeavor that helps to solve problems and social issues. In contrast, no changes in views on the NOS were found for students in the comparative group

Teaching the use of models in scientific research requires a description, in general terms, of how scientists actually use models in their research activities. This paper aims to arrive at defining common characteristics of models that are used in present-day scientific research. Initially, a list of common features of models and modelling, based on the literature was compiled. Next, a questionnaire was developed, which consisted of ten statements with which the common features of models were probed. A sample of 77 research papers from ‘hard science’ journals was drawn. The questionnaire was sent to the first author of the selected articles. The useful response was 24 (31%). From an analysis of the results, it was concluded that although the respondents more or less agreed with all the common features of models, some characteristics were perceived differently, or formulated in different terms. This has led us to revise some of the features in our list, and suggest recommendations for the use of models in science curricula and science text books. In particular, more attention should be paid to modern uses of models and to aspects related to the nature of models

We report on a study in which we designed and implemented an activity sequence within the context of ecosystems aimed at fostering scientific modelling skills and enhancing conceptual understanding among fifth graders through the use of Stagecast Creator. We describe how activities supported students to improve and expand their models by adding new information collected from observations and personal knowledge about real-life ecosystems. Paper-and-pencil tests were used both before and after the study to evaluate students’ modelling skills and understanding of concepts related to ecosystems. The data analysis followed both qualitative and quantitative methods. The results indicated the importance of the synergy of the study’s goals: to learn about marine ecosystems and develop modelling skills. We found significant differences between students’ pre- and post-test scores, suggesting that our approach facilitated the development of both modelling skills and enhanced conceptual understanding of marine ecosystems of fifth graders

This longitudinal study was conducted to determine the durability of pre-service physics teachers’ scientific understanding of the Moon and some lunar events over an extended period after the model-based teaching. This research was a continuation of the previous study (Ogan-Bekiroglu, 2007) including determination of pre-service physics teachers’ existing conceptions and their reasoning of the Moon and some lunar events, and examination of the changes in their conceptions after the model-based teaching. Participants of the previous study were given delayed post-questionnaire six months after their model presentations. Results of the previous study showed that nearly all participants developed conceptions consistent with the scientifically accepted perspective of many moon-related events after the model-based teaching. This study indicated that while a majority of the pre-service physics teachers continued to hold scientific conceptions, some of them had conceptual decay in their understanding of some lunar events

This paper is a report on educational design research concerning learning and teaching contemporary ecology. To be able to understand ecosystem behaviour as derived from a complex and dynamic view, learning and teaching systems thinking and modelling skills is essential. To accomplish context-based ecology education, a cultural-historical approach was chosen, using three authentic social practices in which ecology is involved. A sequence of learning and teaching activities was thought out, elaborated and tested in classrooms. Throughout the field test the learning and teaching process was monitored in detail using various data sources. The results show that the students acquired basic systems thinking; they were able to articulate similarities and differences between the levels of biological organization (individual, population, and ecosystem). In addition, they understood which factors are crucial in an ecosystem and how they work, in particular how they impact quantitatively on each other. Most students were able to explore the required computer models. However, for most of them it remained problematic to build models themselves

Within the last years a consensus about the importance of argumentation in school science has developed. Students should not only be able to follow and judge scientific debates in public, it is also assumed that argumentation contributes directly to science learning. However, detailed studies on the interrelationship between argumentation and the development of science knowledge are rare in research on students’ learning. In the study reported in this paper, Junior High School students’ processes of argumentation and their cognitive development occurring in science lessons based on argument were investigated. Using video and audio documents of small group and classroom discussions, students’ performance of argumentation was analysed using a schema based on the work of Toulmin (1958). In parallel, students’ development and usage of scientific knowledge was investigated drawing on a schema for determining the content and area of abstraction of students’ meaning making. Results show that when engaging in argumentation students draw on their prior experiences and knowledge. Activities based on argumentation enabled students to consolidate and elaborate their existing knowledge but did mainly not result in new (conceptual) understanding. However, students were able to develop high level arguments with relatively little knowledge and vice verca.

Socio-scientific issues in class have been proposed in an effort to democratise science in society. They offer opportunities to develop students’ argumentation skills. We have explored how students elaborate arguments in the context of small group discussions on a socio-scientific controversy about mobile phones. The analysis of the discursive practices allowed to identify various argumentation processes within students’ group discussions. Students’ arguments were elaborated from scientific data, common ideas and epistemological and strategic considerations. Students’ social interactions influenced the patterns of argumentation elaborated within the group discussions. Implications of this study for the teaching of socio-scientific issues in class are discussed