...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Frontiers in Psychology >The Influence of Teaching Approach on Studentsa?? Conceptual Learning in Physics
【24h】

The Influence of Teaching Approach on Studentsa?? Conceptual Learning in Physics

机译：教学方式对学生的影响？物理概念学习

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Physics is fundamental to secure future needs for scientific and technological competence (Angell et al., 2004), but many countries experience a drop in students’ performances in international assessments (Organisation for Economic Co-operation Development [OECD], 2018), as well as in rates of enrolment in undergraduate programs in scientific disciplines (STEM). Socio-constructivist theories have produced a reforming movement in several educational systems, in particular in the area of sciences, but teacher often consider them an idealistic view of education and do not consider themselves metacognitively competent enough to foster thinking in the classroom. In this study, we investigated the efficacy of different teaching methods on high-school students’ conceptual knowledge of physics, after the effect of science-related beliefs and critical thinking skills was controlled. We adopted a mixed-method with sequential design, in which quantitative and qualitative data flow are inter-mixed. In specific, we interviewed four high school physics teachers to identify teaching approaches (qualitative approach) and compared them in terms of efficacy on students’ performances (quantitative approach). Four teachers and 77 10th grade students participated. Teachers were interviewed during the school years and asked questions about their teaching experience, their teaching approach (Kang and Wallace, 2005) and their epistemic beliefs (Tsai, 2002). Students performances in Science-related beliefs (Conley et al., 2004), critical thinking (Cornell Critical Thinking Test Level X, Millman et al., 2005), and conceptual knowledge in physics (The Force and Motion Conceptual Evaluation, Ramlo, 2002) were evaluated twice, at the beginning and at the end of the school year. The independent-sample t-tests on pre-test variables did not reveal any statistically significant difference between groups. Results from the complex samples GLM revealed statistically significant differences on post-test scores in conceptual knowledge in physics, after the effect of covariates was controlled. Overall, the study contributes to our understanding on current teaching practices in school, and their effect on students’ conceptual understanding of physics concepts.
机译：物理是满足未来对科学和技术能力需求的基础（Angell等，2004），但是许多国家的学生在国际评估中的表现有所下降（经济合作发展组织[OECD]，2018），以及科学学科本科课程的入学率（STEM）。社会建构主义理论在几种教育体系中产生了改革运动，特别是在科学领域，但是教师常常认为它们是一种理想的教育观，并且没有认为自己具有足够的元认知能力来促进课堂思维。在这项研究中，我们研究了在控制了与科学有关的信念和批判性思维技能的影响之后，不同的教学方法对高中学生的物理概念知识的有效性。我们采用顺序设计的混合方法，其中定量和定性的数据流相互混合。具体来说，我们采访了四名高中物理老师，以确定教学方法（定性方法），并根据对学生表现的效能（定量方法）进行了比较。有4名老师和77位10年级学生参加了会议。在学年期间，对老师进行了采访，并询问了有关他们的教学经验，他们的教学方法（Kang和Wallace，2005）以及他们的认知信念（Tsai，2002）。学生表现出与科学有关的信念（Conley等，2004），批判性思维（Cornell批判性思维测试X级，Millman等，2005）和物理概念知识（力与运动概念评估，Ramlo，2002） ）在学年开始和结束时进行了两次评估。关于预测试变量的独立样本t检验未显示各组之间的任何统计学显着差异。复杂变量GLM的结果显示，在控制了协变量的影响之后，物理概念知识的测试后分数具有统计学上的显着差异。总的来说，这项研究有助于我们了解学校当前的教学实践，以及它们对学生对物理概念的概念理解的影响。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号