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  • Artikel  (31)
  • science education  (31)
  • Springer  (31)
  • MDPI Publishing
  • Allgemeine Naturwissenschaft  (31)
  • 1
    Digitale Medien
    Digitale Medien
    Ninth graders' attitudes towards selected uses of technology (1994)
    Springer
    Journal of science education and technology 3 (1994), S. 239-247 
    Details
    ISSN: 1573-1839
    Schlagwort(e): Attitudes ; rating scale ; science education ; teacher training ; physical science ; computer probeware
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Allgemeine Naturwissenschaft , Technik allgemein
    Notizen: Abstract Technology has become affordable and available for science teachers of all grade levels. This study presents the results of collecting attitudinal data from over 240 ninth grade physical science students prior to the integration of technology into their science curriculum. The data were evaluated utilizing a probabilistic model, which corrects for the nonlinearity of rating scale responses. Results indicate that surveyed students, on average, were supportive of the integration of a wide range of technology into their classroom. Although students were generally positive, they were statistically more supportive of activities that involved the sending of electronic messages to other students when a comparison was made to their attitudes toward the collecting of data with computer probes. The results suggest that physical science teachers may want to initiate the integration of technology into classes by first requiring students to use electronic mail to share data collected without the aid of a computer. This activity could, in turn, be followed by labs that require the collecting of data with computer probes and subsequent sharing of that data with other students through electronic mail.
    Materialart: Digitale Medien
    URL: http://dx.doi.org/10.1007/BF01575899
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  • 2
    Digitale Medien
    Digitale Medien
    Developing a Student-Scientist Partnership: Boreal Forest Watch (1998)
    Springer
    Journal of science education and technology 7 (1998), S. 31-43 
    Details
    ISSN: 1573-1839
    Schlagwort(e): Outreach education ; student-scientist partnership ; teacher enhancement ; experiential learning ; inquiry ; boreal forests ; BOREAS ; science education
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Allgemeine Naturwissenschaft , Technik allgemein
    Notizen: Abstract A student-scientist partnership outreach program was funded by the U.S. National Aeronautics and Space Administration's Boreal Ecosystem-Atmosphere Study (BOREAS) to involve students and teachers in scientific investigations pertinent to global change research occurring within the boreal region of Canada. Boreal Forest Watch was planned, designed and piloted by an interdisciplinary group of education and science professionals from the University of New Hampshire, the Prince Albert National Park, and several schools in central Saskatchewan, Canada. A two goal approach was adopted to 1) ensure the educational significance of the program and 2) introduce scientifically valid methods for collection of research data pertinent to global change scientists. Professional educators and school administrators from Saskatchewan were recruited to assist in project planning to ensure that the proposed activities fit within the existing curriculum framework. This process was essential for successful adoption of the program by participating teachers. The process and approach of initiating Boreal Forest Watch are presented in this paper. This program became fully functional in September, 1996 with the training of several participating teachers. Perspectives of the program and its future are provided by members of the design team. Boreal Forest Watch is a unique opportunity for both Canadian students and their teachers to explore their natural environment, learn scientific methods and principles, and contribute data to the global change research community.
    Materialart: Digitale Medien
    URL: http://dx.doi.org/10.1023/A:1022532131864
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  • 3
    Digitale Medien
    Digitale Medien
    Melding Authentic Science, Technology, and Inquiry-Based Teaching: Experiences of the GLOBE Program (1998)
    Springer
    Journal of science education and technology 7 (1998), S. 97-105 
    Details
    ISSN: 1573-1839
    Schlagwort(e): Evaluation ; science education ; GLOBE Program
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Allgemeine Naturwissenschaft , Technik allgemein
    Notizen: Abstract Initial findings from the evaluation of the GLOBE Program are used to shed light on three issues concerning student-scientist partnerships: (1) Can students and scientists both derive genuine benefits from such partnerships? (2) What does technology add to efforts to bring authentic science into schools? (3) What is the relationship between student-scientist partnership programs and education reform efforts? Tensions between the goals of science and those of education are discussed and strategies for balancing conflicting requirements described. Both pragmatic and motivational benefits of technology use are cited. Although the evaluation of GLOBE's first year did not find evidence that student-scientist partnerships are sparking a transformation in teaching approaches, such programs provide a supportive context within which teachers seeking to align their practice with education reform principles may do so.
    Materialart: Digitale Medien
    URL: http://dx.doi.org/10.1023/A:1022592317752
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  • 4
    Digitale Medien
    Digitale Medien
    Thinking in Levels: A Dynamic Systems Approach to Making Sense of the World (1999)
    Springer
    Journal of science education and technology 8 (1999), S. 3-19 
    Details
    ISSN: 1573-1839
    Schlagwort(e): levels ; complexity ; simulation ; modeling ; science education ; mathematics education ; dynamic systems ; systems thinking
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Allgemeine Naturwissenschaft , Technik allgemein
    Notizen: Abstract The concept of emergent "levels" (i.e., levels that arise from interactions of objects at lower levels) is fundamental to scientific theory. In this paper, we argue for an expanded role for this concept of levels in science education. We show confusion of levels (and "slippage" between levels) as the source of many of people's deep misunderstandings about patterns and phenomena in the world. These misunderstandings are evidenced not only in students' difficulties in the formal study of science but also in their misconceptions about experiences in their everyday lives. The StarLogo modeling language is designed as a medium for students to build models of multi-leveled phenomena and through these constructions explore the concept of levels. We describe several case studies of students working in StarLogo. The cases illustrate students' difficulties with the concept of levels, and how they can begin to develop richer understandings.
    Materialart: Digitale Medien
    URL: http://dx.doi.org/10.1023/A:1009421303064
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  • 5
    Digitale Medien
    Digitale Medien
    What makes science hard? A Karplus lecture (1993)
    Springer
    Journal of science education and technology 2 (1993), S. 297-304 
    Details
    ISSN: 1573-1839
    Schlagwort(e): science ; science education ; Karplus ; NSTA
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Allgemeine Naturwissenschaft , Technik allgemein
    Notizen: Abstract Many able students are deterred from science because of the way science courses are packaged. To find out what makes science hard for otherwise intelligent students, the author employed nonscience faculty and graduate students as surrogate students in science. Their responses to the sequence of units, demonstrations, homework assignments, examinations, and the pace and structure of the courses constitute an internal criticism of science education that cannot be ignored.
    Materialart: Digitale Medien
    URL: http://dx.doi.org/10.1007/BF00694593
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  • 6
    Digitale Medien
    Digitale Medien
    Conceptually enhanced simulations: A computer tool for science teaching (1993)
    Springer
    Journal of science education and technology 2 (1993), S. 373-388 
    Details
    ISSN: 1573-1839
    Schlagwort(e): Simulations ; conceptual change ; computers ; science education ; flotation ; density
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Allgemeine Naturwissenschaft , Technik allgemein
    Notizen: Abstract In this paper, we consider a way computer simulations can be used to address the problem of teaching for conceptual change and understanding. After identifying three levels of understanding of a natural phenomenon (concrete, conceptual, and metaconceptual) that need to be addressed in school science, and classifying computer model systems and simulations more generally in terms of the design choices facing the programmer, we argue that there are ways to design computer simulations that can make them more powerful than laboratory models. In particular, computer simulations that provide an explicit representation for a set of interrelated concepts allow students to perceive what cannot be directly observed in laboratory experiments: representations for the concepts and ideas used for interpreting the experiment. Further, by embedding the relevant physical laws directly into the program code, these simulations allow for genuine discoveries. We describe how we applied these ideas in developing a computer simulation for a particular set of purposes: to help students grasp the distinction between mass and density and to understand the phenomenon of flotation in terms of these concepts. Finally, we reflect on the kinds of activities such conceptually enhanced simulations allow that may be important in bringing about the desired conceptual change.
    Materialart: Digitale Medien
    URL: http://dx.doi.org/10.1007/BF00694526
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  • 7
    Digitale Medien
    Digitale Medien
    The impact of scienceware and foundations on students' attitudes towards science and science classes (1996)
    Springer
    Journal of science education and technology 5 (1996), S. 59-67 
    Details
    ISSN: 1573-1839
    Schlagwort(e): Attitudes ; science education ; project-based science ; technology
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Allgemeine Naturwissenschaft , Technik allgemein
    Notizen: Abstract In this paper, we describe changes in students' ideas about science classes, attitudes about science, and motivations for studying science, in a classroom designed to support projectbased science learing. Using a survey designed to provide a measure of students' attitudes towards science classes and science, we have compared students enrolled in a traditional high school biology course, with students enrolled in an integrated, project-based science course called Foundations I. Survey responses were analyzed to look at differences between and within two groups of students over the course of one school year. In general, the results of this study suggest that providing students with opportunities to collect and analyze their own data in science classes results in a change in students' ideas about science classrooms. Foundations I students' increased tendency to agree with statements about ‘using information,’ ‘drawing conclusions,’ and ‘thinking about problems,’ implies a change in their understanding of what it means to do science in school. These students, in contrast to students in the traditional Biology course, no longer describe their science experience as one of memorization, textbook reading, and test taking. Instead they see science class as a place in which they can collect data, draw conclusions, and formulate and solve problems.
    Materialart: Digitale Medien
    URL: http://dx.doi.org/10.1007/BF01575471
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  • 8
    Digitale Medien
    Digitale Medien
    In-class examinations in college-level science: New theory, new practice (1996)
    Springer
    Journal of science education and technology 5 (1996), S. 311-320 
    Details
    ISSN: 1573-1839
    Schlagwort(e): Testing ; assessment ; science education
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Allgemeine Naturwissenschaft , Technik allgemein
    Notizen: Abstract Every faculty member knows that exams drive student behavior. Testing and grading are part of every course, but generally of lesser importance to faculty members than course content itself. Recently, instructional methods and pedagogy. But as issues of grade inflation, student attrition, accountability, and authentic assessment grow in importance, we see some interesting innovations in testing methods and some interesting innovations. The authors are publishing a collection of some of these as described in their own words, by faculty themselves. Two questions underlie the study: 1) why is it so difficult to change tests and testing traditions in college-level science and 2) will the enormous efforts underway to reform pedagogy and curriculum in these disciplines have any lasting effect if testing does not have a prominent place on the reform agenda?
    Materialart: Digitale Medien
    URL: http://dx.doi.org/10.1007/BF01677127
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  • 9
    Digitale Medien
    Digitale Medien
    Productive Discussion in Science: Gender Equity Through Electronic Discourse (1997)
    Springer
    Journal of science education and technology 6 (1997), S. 23-36 
    Details
    ISSN: 1573-1839
    Schlagwort(e): Gender ; collaborative learning ; science education ; computer-mediated communication
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Allgemeine Naturwissenschaft , Technik allgemein
    Notizen: Abstract Electronic discussion tools can have several advantages over classroom discussion to support productive learning conversations in science. This paper describes how an electronic collaborative discussion tool called the Multimedia Forum Kiosk (MFK) enabled equitable learning opportunities in scientific discourse: generating explanations, revising ideas of others, and asking questions. Studies compared gender differences in participation between class discussion and MFK discussion, as well as examined three different formats for electronic discussion: anonymous, attributed, and attributed with authority participation. Results indicate that in all discussions, 78% of the students contributed in electronic discussion compared to only 15.3% participation in class discussion. Females participated more than males in electronic discussion, and less than males in classroom discussion. Girls report feeling less stifled when participating in an electronic medium where anonymity is an option. All electronic discussions were characterized by high levels of scientific conceptual content, elaborations, and question-asking. Students generated a repertoire of models for phenomena, asked content-focusing questions, and provided causal explanations using MFK. Implications for future research and design of electronic discussion tools are discussed.
    Materialart: Digitale Medien
    URL: http://dx.doi.org/10.1023/A:1022564817713
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  • 10
    Digitale Medien
    Digitale Medien
    Educational Television: “Let's Explore Science” (2000)
    Springer
    Journal of science education and technology 9 (2000), S. 227-246 
    Details
    ISSN: 1573-1839
    Schlagwort(e): instructional television ; science education ; scientific literacy ; history of education
    Quelle: Springer Online Journal Archives 1860-2000
    Thema: Allgemeine Naturwissenschaft , Technik allgemein
    Notizen: Abstract This study provides a historical overview of the development of the instructional television as a tool within the context of science education. The technology was traced from its beginning as experiments in public service broadcasting by universities and television networks, though closed circuit, cable, and commercially produced science-related programming. The use of the technology as a teaching tool is examined in terms of the concept of scientific literacy and the means by which instructional television helped to accomplish the goals of scientific literacy.
    Materialart: Digitale Medien
    URL: http://dx.doi.org/10.1023/A:1009443617295
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