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首页> 外文学位 >An application of constructivist theory: The effects of alternative framework diagnosis and conceptual change discussion on biology students' misconceptions, achievement, attitudes, and self-efficacy.
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An application of constructivist theory: The effects of alternative framework diagnosis and conceptual change discussion on biology students' misconceptions, achievement, attitudes, and self-efficacy.

机译：建构主义理论的一个应用：替代框架诊断和概念变化讨论对生物学专业学生的误解，成就，态度和自我效能的影响。

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摘要

The purpose of this quasi-experimental study was to examine two aspects of constructivism: (a) the diagnosis of students' prior concepts in biology; and (b) the allotment of class time strictly devoted to students' attempts to discuss and eventually construct valid biology concepts. The effects of these two aspects of the constructivist epistemology were applied and evaluated in the context of high school biology students' misconceptions and achievement in the topics of scientific method and measurement, spontaneous generation and the characteristics of life, and basic chemistry. This study also examined the effects of these aspects of constructivism on students' self-efficacy and attitudes toward science.; The study was conducted in two phases. In phase I, eight teachers completed a two-day inservice workshop during which they validated an alternative framework diagnostic biology instrument developed after work conducted by Treagust and his colleagues (Haslam & Treagust, 1987; Peterson & Treagust, 1989; Treagust, 1988). Also during this phase, teachers generated a list of strategies previously found successful for evoking conceptual conflict and discussion among biology students.; During phase II of the study, teachers administered the diagnostic instrument to their biology classes which had been randomly assigned to experimental and control groups. Analyses of this diagnostic pretest were then used by teachers to guide biology conceptual change discussion periods with their experimental students for 15-20 minutes during every other class period. Control group classes followed their conventional routine during this time. At the end of the study's eight-week treatment period all students were posttested using the same biology instrument.; This study's findings supported the constructivist position that the diagnosis of students' alternative frameworks and the budgeting of time to specifically address these frameworks, lead to better pupil understanding of science concepts. When compared to the control group (n = 254), experimental students (n = 241) showed significantly fewer biology misconceptions (df = 1,485; F = 7.39; p =.0068) and higher biology achievement (df = 1,484; F = 8.14; p =.0045). Also, the experimental protocol seemed equally effective for males and females. However, a significant gender effect in attitudes, favoring males, was also evident from this study's results (df = 1,482; F = 8.74; p =.0033); and no evidence was found to show that the treatment influenced a change in the attitudes or self-efficacy of the students who participated in this research. These data imply that the diagnosis of biology students' alternative frameworks and the allotment of time to meaningfully address these concepts are effective strategies for enhancing students' eventual conceptual understanding. These strategies are therefore recommended for inclusion in both pre- and inservice teacher training.
机译：这项准实验研究的目的是检验建构主义的两个方面：（a）诊断学生的生物学先验概念； （b）分配课堂时间严格用于学生尝试讨论并最终构建有效的生物学概念。在高中生物学学生对科学方法和测量，自发产生和生命特征以及基础化学等主题的误解和成就的背景下，运用和评估了建构主义认识论的这两个方面的影响。这项研究还考察了建构主义的这些方面对学生的自我效能感和科学态度的影响。该研究分两个阶段进行。在第一阶段，八名教师完成了为期两天的在职讲习班，在此期间，他们验证了Treagust及其同事进行的工作后开发的另一种框架诊断生物学仪器（Haslam＆Treagust，1987; Peterson＆Treagust，1989; Treagust，1988）。同样在这一阶段，教师们产生了一系列先前被认为能够成功引发生物学学生之间的概念冲突和讨论的策略。在研究的第二阶段，教师将诊断仪器管理到其生物学课程中，该生物学课程已随机分配给实验组和对照组。然后，教师使用此诊断性预测试的分析来指导他们的实验学生在每隔一堂课的课堂上进行15-20分钟的生物学概念变化讨论期。对照组在此期间遵循常规常规。在研究的八周治疗期结束时，所有学生都使用相同的生物学仪器进行了后测。这项研究的发现支持了建构主义的观点，即诊断学生的替代框架以及专门解决这些框架的时间预算，可以使学生更好地理解科学概念。与对照组（n = 254）相比，实验学生（n = 241）表现出更少的生物学误解（df = 1,485; F = 7.39; p = .0068）和更高的生物学成绩（df = 1,484; F = 8.14） ； p = .0045）。而且，实验方案对于男性和女性似乎同样有效。但是，从这项研究的结果中也可以看出，态度上的性别效应显着，有利于男性（df = 1,482； F = 8.74； p = .0033）；尚无证据表明该治疗方法会影响参与本研究的学生的态度或自我效能的变化。这些数据表明，生物学学生替代性框架的诊断以及有意义地解决这些概念的时间分配是增强学生最终概念理解的有效策略。因此，建议将这些策略包括在职前和在职教师培训中。

著录项

  • 作者

    McConney, Andrew Anthony.;

  • 作者单位

    Florida Institute of Technology.;

  • 授予单位 Florida Institute of Technology.;
  • 学科 Education Teacher Training.; Education Secondary.; Education Sciences.
  • 学位 Ph.D.
  • 年度 1992
  • 页码 199 p.
  • 总页数 199
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;中等教育;自然科学教育与普及;
  • 关键词

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