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Effects of problem-based learning with Web-anchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students.

机译：纳米技术中基于网络的教学中基于问题的学习对小学生的社会科学概念理解，科学态度以及科学知觉的影响。

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摘要

This study explored the effects of Problem-Based Leaning (PBL) with web-anchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students.;A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based nanotechnology anchor, Catching the Rays, followed. Catching the Rays navigated subjects through a nano quest on sunscreen. After the intervention, a posttest was administered for each science conceptual understanding and attitude towards science. Following, a purposeful selection of interviewees (N=6) participated in a Nano Post-Interview.;Pretest/posttest data were analyzed using a paired t test. Results of the paired t test for science conceptual understanding (post- being larger than pre-, p . 01) and attitude towards science (post- being larger than pre-, p .01) were significant at the p .05 alpha level.;Nano Post-Interview data were coded and analyzed independently by two raters for emerging themes. Two themes of "Risks and Benefits" and "Solves Problems" emerged from subjects' (N=6) responses to perception of science in society questions. The theme of "Risks and Benefits" strongly suggests that subjects have a positive perception that nanotechnology comes with risks and benefits to society. The theme of "Solves Problems" strongly suggests subjects have a positive perception that nanotechnology is governed by society's needs and is used to help solve society's problems. Findings from this study suggest that PBL with web-anchored instruction in nanotechnology had a positive effect on subjects' science conceptual understanding, attitude towards science, and perception of science in society.
机译：这项研究探索了基于网络的纳米技术网络教学的问题导向学习（PBL）对小学生对科学概念的理解，对科学的态度以及对科学的认识的影响。;采用了混合方法。受试者（N = 46）参加了研究约两个半星期。对科学概念的理解和对科学的态度进行了预测试。随后是一个基于网络的干预性纳米技术主播，《捉住射线》。捕捉射线使受试者在防晒霜上进行纳米任务。干预后，对每个科学的概念理解和对科学的态度进行一次后测。接下来，有目的的受访者选择（N = 6）参加了一次纳米后期访谈。；使用配对t检验分析了前测/后测数据。科学概念理解的配对t检验（后大于前，p <.01）和对科学态度（后大于前，p <.01）的配对检验的结果在p <.05时显着alpha级别。纳米级采访后数据由两个评估人员针对新兴主题进行了编码和独立分析。受试者（N = 6）对社会问题中科学感的反应产生了“风险与收益”和“解决问题”两个主题。 “风险和收益”主题强烈表明，受试者对纳米技术具有社会风险和收益具有积极的认识。 “解决问题”的主题强烈表明，受试者对纳米技术受社会需求支配并用于帮助解决社会问题具有积极的认识。这项研究的发现表明，纳米技术中带有网络锚定指导的PBL对受试者对科学的概念理解，对科学的态度以及对社会科学的认识有积极的影响。

著录项

  • 作者

    Yurick, Karla Anne.;

  • 作者单位

    Florida Atlantic University.;

  • 授予单位 Florida Atlantic University.;
  • 学科 Education Instructional Design.;Education Technology of.;Education Sciences.
  • 学位 Ed.D.
  • 年度 2011
  • 页码 124 p.
  • 总页数 124
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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