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Exploring the impact of an out-of-school science program on the science learning of upper elementary school children.

机译：探索校外科学计划对高中小学儿童科学学习的影响。

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摘要

This study sought to explore qualitatively how participation in an informal science program might affect the following aspects of upper elementary school children's scientific thinking: conceptual understanding, epistemology of science, and the formation of their identity as science learners. A purposefully selected, maximum variation sample of five upper elementary school children who had participated in an out-of-school (OST) science program was compared with five similarly selected upper elementary school children who had not participated in an OST science program. Semi-structured interviewing was the method of data collection.;Findings reveal that upper elementary children exhibit some qualitative differences with respect to their conceptual understanding, epistemology of science, and formation of identity as science learners. In general, OST participants had more advanced (sophisticated) epistemologies of science than non-OST participants; OST participants also appeared to form stronger identities as science learners than non-OST participants. With respect to conceptual understanding, OST participants demonstrated greater understanding than non-OST participants of the conservation of matter, the physical properties of matter, and the composition of matter. Neither group had a clear understanding of the concepts of the density of various liquids and density as it relates to how objects made of different materials float. The findings from this study also indicate that there are qualitative differences in the in-school science experiences of upper elementary children exposed to OST settings and those not so exposed. OST participants were more able to rapidly recall their in-school science experiences than non-OST participants. OST participants were also able to transfer their OST science knowledge to their in-school science experiences.;The theoretical perspectives employed in this study shed new light on the ways in which OST science experiences might impact children's science learning.
机译：本研究旨在定性地探索非正式科学计划的参与如何影响高中小学儿童科学思维的以下方面：概念理解，科学认识论以及他们作为科学学习者的身份的形成。故意选择了五个参加过校外（OST）科学计划的高中小学学生的最大变异样本，并与五个类似选择的未参加OST科学计划的高中小学儿童进行了比较。半结构化访谈是数据收集的方法。研究发现，高年级儿童在概念理解，科学认识论和形成科学学习者身份方面表现出质的差异。通常，与非OST参与者相比，OST参与者具有更先进的（先进的）科学认识论。与非OST参与者相比，OST参与者作为科学学习者似乎还具有更强的身份。关于概念性理解，与非OST参与者相比，OST参与者对物质的守恒，物质的物理特性和物质组成表现出更大的理解。两组都没有对各种液体的密度和密度的概念有清晰的了解，因为这与用不同材料制成的物体如何漂浮有关。这项研究的结果还表明，暴露于OST环境的高等基本儿童与未暴露于OST的高等基本儿童在学校科学经历中存在质的差异。 OST参与者比非OST参与者更有能力快速回忆他们在学校的科学经历。 OST参与者还能够将其OST科学知识转移到他们在学校的科学经验中。这项研究中使用的理论观点为OST科学经验可能影响儿童科学学习的方式提供了新的思路。

著录项

  • 作者

    Marshall, Karen Benn.;

  • 作者单位

    Morgan State University.;

  • 授予单位 Morgan State University.;
  • 学科 Education Elementary.;Education Sciences.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 191 p.
  • 总页数 191
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 初等教育;自然科学教育与普及;
  • 关键词

  • 入库时间 2022-08-17 11:37:38

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