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首页> 外文期刊>Journal of Geoscience Education >Utilizing xenarthra (Tree sloth, anteater, armadillo, ground sloth, glyptodont, and pampathere) cranial material to evaluate students' understanding of this thing called science
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Utilizing xenarthra (Tree sloth, anteater, armadillo, ground sloth, glyptodont, and pampathere) cranial material to evaluate students' understanding of this thing called science

机译：利用xenarthra（树懒，食蚁兽，犰狳，地面树懒，草鱼和p虫）的颅骨材料来评估学生对这种称为科学的事物的理解

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摘要

Two-thirds of U.S. citizens do not understand the scientific process. There is a clear misunderstanding about what science is-and is not-both in our society and in the classroom. Furthermore, students below basic proficiency are locked into an achievement gap. In response, the No Child Left Behind Act was passed in 2001. Since then, there has been some progress in decreasing the achievement gap. However, according to The Nation's Report Card, 34% of fourth grade and 43% of eighth grade students sampled by the National Assessment for Educational Progress still fall below a basic level of proficiency in science. To evaluate what is misunderstood about the scientific process, third through eighth graders were guided to discern science from pseudoscience, and form testable questions by using 45 animal skulls and design experiments, and to then collect and analyze data to answer their questions based on the graphs they developed. They were given a pre-assessment at the beginning and a postassessment the end of a 12-h unit to determine changes in learning. These data were analyzed by a paired Student's t-test. The results show that students gained significantly in memorizing facts and making objective observations about xenarthrans. Students were not able, however, to transfer the skills gained to make objective observations about dinosaurs. In addition, they had difficulty differentiating between scientific questions (objectively testable) from nonscience questions.
机译：三分之二的美国公民不了解科学过程。在我们的社会和课堂上，关于什么是科学和什么不是科学有一个明显的误解。此外，低于基本能力的学生会陷入成就差距。作为回应，2001年通过了《不让任何一个孩子落后法案》。此后，在缩小成就差距方面取得了一些进展。但是，根据《国家报告卡》，《国家教育进步评估》抽样的34％的四年级学生和43％的八年级学生仍低于科学的基本水平。为了评估对科学过程的误解，指导三年级至八年级学生从假科学中辨别科学，并通过使用45个动物头骨和设计实验来形成可测试的问题，然后收集和分析数据以基于图形回答他们的问题。他们发展了。他们在12小时单元开始时进行了预评估，在结束时进行了后评估，以确定学习的变化。这些数据通过配对的学生t检验进行了分析。结果表明，学生在记忆事实和对雪草炭疽病进行客观观察方面获得了显着进步。但是，学生无法转移所获得的对恐龙进行客观观察的技能。此外，他们很难区分科学问题（可客观测试）和非科学问题。

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