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首页> 外文学位 >The impact of an authentic science module on high school chemistry students' perceptions and mental models of laboratory work in school science and professional science.
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The impact of an authentic science module on high school chemistry students' perceptions and mental models of laboratory work in school science and professional science.

机译：真实的科学模块对高中化学学生对学校科学和专业科学中实验室工作的看法和思维模式的影响。

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摘要

The laboratory has long been a mainstay of high school science education. The goals of the laboratory, however, are often not clearly defined, nor is it clear how those goals are to be achieved. In a pilot and full study, a laboratory curriculum approach that attempts to better represent the work of professional scientists than traditional laboratory experiences at the high school level was implemented. Through this curriculum, students engaged in carrying out authentic research tasks as part of the scientific research of a practicing scientist. Students who experienced the research-based curriculum were more likely to perceive their work in the school science laboratory as purposeful. Students in the comparison group, taught with traditional laboratory curricula, were more likely to talk about their experiments as having a well-characterized, anticipated outcome. Participants from the treatment group were more likely to perceive themselves as working autonomously in the laboratory, whereas participants in the control group perceive their teacher to be in control of the laboratory. Based on these results, two possible mental models of school science and professional science are suggested: the separation and embedded models. In the separation model, students view school science as distinct from professional science, whereas in the embedded model, students view school science as a subset of professional science. The results suggest that research-based curricula can positively influence students' views of their work in the school science laboratory.
机译：长期以来，实验室一直是高中科学教育的支柱。但是，实验室的目标通常没有明确定义，也不清楚如何实现这些目标。在一项试点和全面研究中，实施了一种实验室课程方法，该方法试图更好地代表专业科学家的工作，而不是传统的高中实验室经验。通过该课程，学生将从事真正的研究任务，这是一名在职科学家的科学研究的一部分。经历过基于研究的课程的学生更有可能将他们在学校科学实验室中的工作视为有目的的。比较组的学生在传统实验室课程的指导下，更有可能谈论他们的实验，因为它们具有很好的预期结果。来自治疗组的参与者更有可能认为自己是在实验室中自主工作，而对照组的参与者则认为他们的老师在实验室中控制。根据这些结果，提出了学校科学和专业科学的两种可能的心理模型：分离模型和嵌入模型。在分离模型中，学生将学校科学与专业科学区分开，而在嵌入式模型中，学生将学校科学视为专业科学的子集。结果表明，基于研究的课程可以对学生在学校科学实验室中的工作看法产生积极影响。

著录项

  • 作者

    Nikstad, Laura Jane.;

  • 作者单位

    Purdue University.;

  • 授予单位 Purdue University.;
  • 学科 Chemistry General.;Education Sciences.;Education Secondary.
  • 学位 M.S.
  • 年度 2009
  • 页码 231 p.
  • 总页数 231
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:38:24

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