Опубликована Окт. 10, 2009

Sociocognitive conflict has been used as a teaching strategy which may contribute to change students’ conceptions about science concepts. The present paper aims at investigating the structure of the dialogic argumentation developed by students, when they are involved in science teaching sequence that have been designed to change their conceptions through sociocognitive conflict strategy. For this purpose, teaching sequence targeted at the elaboration of students’ conceptions about floating and sinking -based on sociocognitive conflict processes- were prepared and implemented among 14 years old students. Next, the dialogues which the students had during the teaching sequence were analysed with the help …

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Опубликована Окт. 10, 2009

Determination of conceptual problems which may cause alternative conceptions in science and technology textbooks is significant to increase in success of pupils and teachers. It is a vital issue to arrange books in a way removing or decreasing these faults in order to improve a better education via textbooks. This study aims to determine conceptual problems which may cause alternative conceptions in biology topics in science and technology textbooks of primary schools. In this study, the units of each textbook were analyzed page by page according to document examination method and conceptual problems were determined. The founded conceptual problems have …

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Опубликована Окт. 10, 2009

This paper describes the design of an educational module which aims to raise awareness and change the attitudes of elementary school students about focal endangered species in protected areas. The proposed design builds on, and extends the General Teaching Model. The educational module which was developed through this approach was pilot-tested in two Greek elementary school classes, involving 29 students who provided their opinion through a questionnaire. The results verify that the educational module had a significant effect on the cognitive level and the attitudes of the students. Therefore, it is argued that the proposed design approach can form the …

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Опубликована Июль 10, 2009

The late 20th century and beginning of 21st century have witnessed unprecedented rapid economic development due to advances in technology and globalization. In response to this development, a renewed call for science literacy has become louder in the USA and many other countries. Common to all science education reforms around the world is emphasis on achieving science literacy by all children before high school graduation. This paper first reviews definitions of science literacy in the literature; it then examines the status of science literacy in the USA and other countries. Following the above, this paper then presents a new notion …

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Опубликована Июль 10, 2009

In the United States and around the world, calls for educational reform stress the need for a scientifically literate population, prepared for the twenty-first century workforce. These calls have translated into new curricula, which in isolation, are not enough? Teachers play an essential role in the development of scientifically literate citizens. Their purposes for teaching science act as filters for acceptable learning and teaching activities. This paper examines the congruence of eight private school teachers’ purposes for teaching science, and aspects of scientific literacy in the Middle Eastern country of Lebanon. Findings are discussed in light of contextual factors that …

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Опубликована Июль 10, 2009

Since the first use of ‘scientific literacy’ in the late 1950s, numerous science educators and policy makers have reconceptualised the term to such an extent that it has been described as being ‘ill-defined and diffuse’. Despite this lack of clarity, the term is the focus of curriculum standards in many countries and is at the heart of international comparisons of student attainment including the Organisation for Economic Cooperation and Development’s (OECD) Programme for International Student Assessment (PISA) study. Uncritical use of the term masks the existence of deep-seated philosophical clashes that hinder reform of science education in many countries throughout …

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Опубликована Июль 10, 2009

This paper sets out to provide an overview of scientific literacy specifically related to whether emphasis is placed on the ‘science’ or the ‘literacy’ aspect, accepting that literacy, wherever used, is wider than simply reading and writing. It does this from a general rather than a country perspective. The emphasis in giving meaning to scientific literacy is placed on the literacy component in recognition of the trend towards relating scientific literacy to skills and values appropriate for a responsible citizen. Rejected is a consideration that scientific literacy is related to an emphasis on the acquisition of content and this is …

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Опубликована Июль 10, 2009

This paper revisits the discussion about the objectives of scientific literacy-oriented chemistry teaching, its connection to the German concept of Allgemeinbildung, and the debate of science through education vs. education through science. About 10 years ago the sociocritical and problem-oriented approach to chemistry teaching was suggested using these starting points. In this paper its central assumptions and criteria for structuring lesson plans are presented as they have been refined along a series of lesson plans developed by participatory action research in recent years. The summarized teaching approach intends to more thoroughly promote reflection on scientific questions in the framework of …

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Опубликована Окт. 9, 2008

This paper draws attention to the literature in the areas of learning, specifically, constructivism, conceptual change and cognitive development. It emphasizes the contribution of such research to our understanding of the learning process. This literature provides guidelines for teachers, at all levels, in their attempt to have their students achieve learning with understanding. Research about the constructive nature of students’ learning processes, about students’ mental models, and students’ misconceptions have important implications for teachers who wish to model scientific reasoning in an effective fashion for their students. This paper aims to communicate this research to teachers, textbook authors, and college …

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Опубликована Апрель 10, 2009

The purpose of this study was to investigate Thai students’ understanding of dilution and related concepts. The literature suggests that a complete understanding of chemistry concepts such as dilution entails understanding of and the ability to integrate mental models across three levels of representation: the macroscopic, sub-microscopic and symbolic. In this work students’ understanding was probed using the interview about events (IAE) approach employing open-ended questions, and also by analysis of student descriptions, and drawings. The research findings suggest that all students were able to answer openended questions related to dilution and related concepts. Less able students presented representations at …

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