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CHINESE PRE-SERVICE SCIENCE TEACHERS’ VIEWS OF THE SOCIAL RESPONSIBILITY OF SCIENTISTS AND ENGINEERS 我国科技教师对科技人员社会责任的认识
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-06-20 DOI: 10.33225/jbse/23.22.538
Shen Zhang
Scientific and technological research is important to everyone because their results affect humanity worldwide. Although science and technology bring many benefits to humanity, individuals and societies can face the negative consequences of science and technology. To prevent and solve the negative consequences of research in these fields, it is important to educate scientists and engineers to have social responsibility. However, no research has addressed pre-service science teachers’ views of social responsibility in literature. Therefore, this study aimed to explore Chinese pre-service science teachers' views on the social responsibility of scientists and engineers. The research participants were 194 pre-service science teachers. A social responsibility instrument was administered for data collection. The results showed that participants had high mean scores in five areas of social responsibility and a good awareness of the role of scientists and engineers in addressing problems and risks related to human, environmental, and societal impacts. However, they had lower mean scores in three areas requiring action or involvement. In addition, the results did not show statistical differences by gender or grade level. In light of our findings, we conclude pedagogical and practical implications for teachers and researchers in teaching social responsibility.Keywords: pre-service science teachers, science education, social responsibility, social responsibility of scientists and engineers, quantitative research
科学技术研究对每个人都很重要,因为它们的成果影响着全世界的人类。尽管科学技术给人类带来了许多好处,但个人和社会也可能面临科学技术的负面后果。为了防止和解决这些领域研究的负面后果,重要的是教育科学家和工程师承担社会责任。然而,文献中没有研究涉及职前科学教师的社会责任观。因此,本研究旨在探讨中国职前科学教师对科学家和工程师社会责任的看法。研究参与者是194名职前科学教师。为收集数据管理了一项社会责任文书。结果显示,参与者在五个社会责任领域的平均得分很高,并且对科学家和工程师在解决与人类、环境和社会影响相关的问题和风险方面的作用有着良好的认识。然而,他们在三个需要行动或参与的领域的平均得分较低。此外,研究结果没有显示性别或年级的统计差异。根据我们的研究结果,我们总结了教师和研究人员在教授社会责任方面的教学和实践意义。关键词:职前科学教师、科学教育、社会责任、科学家和工程师的社会责任、定量研究
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引用次数: 2
VIEWS ON NATURE OF SCIENCE AND ATTITUDES TOWARD TEACHING NATURE OF SCIENCE AMONG CHEMISTRY STUDENTS IN SAUDI UNIVERSITIES 沙特大学化学专业学生对科学本质的看法和对科学本质教学的态度
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.33225/jbse/23.22.204
Norah A. Algarni, N. Alahmad
Understanding nature of science (NOS) is a fundamental goal in science education standards. Due to the role of specialised and educational teachers' preparation programmes in developing their NOS concepts, this study aims to identify views on NOS and attitudes toward teaching NOS among Saudi undergraduate chemistry students and the differences between them according to their academic level and university affiliation. Views on science and education questionnaire were distributed among chemistry students in eight universities. Results found inaccurate views regarding the differences between theories and laws, and that pertaining to well-trained scientists as being detached from personal, social, and cultural values. Half of the sample disagreed on inventing theories and laws and the diversity of Scientists' methods and also rejected teaching a variety of methods and the influence of personal beliefs on Scientists' observations. No significant differences among students' views by academic level or universities were found, except that second-level students have more informed views than fifth-level students, and the UHB and JU students' views were more informed than IMSIU students. The authors recommend developing those NOS concepts which students had shortcomings in the sequential teachers' preparation programmes and suggest recognising chemistry department faculty members' attitudes to developing students' NOS concepts.Keywords: attitudes toward teaching NOS, nature of science, university chemistry students, views on science and education (VOSE).
理解科学本质是科学教育标准的一个基本目标。由于专业教师和教育教师的准备课程在发展NOS概念方面的作用,本研究旨在确定沙特本科化学学生对NOS的看法和对NOS教学的态度,以及他们之间根据学术水平和大学隶属关系的差异。对8所高校的化学专业学生进行了科学教育问卷调查。结果发现,人们对理论和定律之间差异的看法不准确,认为受过良好训练的科学家脱离了个人、社会和文化价值观。一半的样本不同意发明理论和定律以及科学家方法的多样性,也反对教授各种方法以及个人信仰对科学家观察的影响。学生的观点在学术水平和大学之间没有显著差异,但二级学生的观点比五级学生更知情,大学和大学学生的观点比IMSIU学生更知情。作者建议发展学生在连续教师准备课程中有缺陷的NOS概念,并建议认识到化学系教师对培养学生NOS概念的态度。关键词:NOS教学态度、科学本质、大学化学学生、科教观
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引用次数: 0
USING COMICS FOR CLIMATE CHANGE IN SCIENCE EDUCATION: STUDENTS' SOLUTIONS AND AESTHETIC SUBTLETIES 在科学教育中使用气候变化漫画:学生的解决方案和美学的微妙之处
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.33225/jbse/23.22.215
Gamze Alp, Berna Coskun Onan
To constitute awareness of climate change, hearing the solutions of students in their words and seeing visual products by creating experiences in schools is vital. This case study was limited to sequential implementations of climate change in the natural sciences teaching process in 5th grade. After an education process on using Pixton, 12 students transformed their learning into digital comics. This research aimed to reveal the problems created by students through digital stories about climate change, solutions they suggested for climate problems, and aesthetic subtleties they applied to express themselves. Digital comics created by students, researcher notes, observations, and students’ view forms were used as data collection tools. Finally, vital solutions to problems such as global climate change, pollution, destruction of the natural environment, and extinction of living creatures were created by students during this case. Important solutions consisting of preventing global warming, making peace with nature, vital measures and efforts to protect the soil were suggested. Besides, interesting aesthetic subtleties such as storification, positioning of the characters, place preferences, expression of emotions, and time depiction were applied. Teachers can use comics to see students’ tendencies, raise awareness, encourage them, and help them develop solutions for current socio-scientific problems.Keywords: case study, digital comics, digital story, digital storytelling, secondary school students
为了提高对气候变化的认识,从学生的话语中听到解决方案,并通过在学校创造体验来观看视觉产品,这一点至关重要。本案例研究仅限于五年级自然科学教学过程中气候变化的顺序实施。经过使用皮克顿的教育过程,12名学生将他们的学习转化为数字漫画。这项研究旨在揭示学生们通过有关气候变化的数字故事所产生的问题,他们为气候问题提出的解决方案,以及他们用来表达自己的美学微妙之处。学生创作的数字漫画、研究人员笔记、观察结果和学生的观点表格被用作数据收集工具。最后,学生们在这个案例中创造了解决全球气候变化、污染、自然环境破坏和生物灭绝等问题的重要方案。提出了包括防止全球变暖、与自然和平相处、保护土壤的重要措施和努力在内的重要解决方案。此外,还运用了有趣的美学微妙之处,如故事化、人物定位、地点偏好、情感表达和时间描绘。教师可以使用漫画来观察学生的倾向,提高认识,鼓励他们,并帮助他们为当前的社会科学问题制定解决方案。关键词:案例研究,数字漫画,数字故事,数字讲故事,中学生
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引用次数: 1
THE EFFECT OF ONLINE ARGUMENTATION AND REFLECTIVE THINKING-BASED SCIENCE TEACHING ON SIXTH GRADERS’ COGNITIVE ABILITIES 网络论辩与反思性科学教学对六年级学生认知能力的影响
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.33225/jbse/23.22.192
Ömer Acar, Zeynep Azaklı
The effect of online argumentation and reflective thinking-based science teaching on sixth-grade students’ epistemic cognition, metacognition, and logical thinking was explored in this study. The research was carried out in the 2020-2021 academic year when all teaching was online due to Covid-19. Students in the study sample were mostly from middle-class families. Students were divided into two groups for one semester; one received online argumentation and reflective thinking-based science teaching (experimental group) whereas the other received only online science teaching (control group). The exploratory factor analyses yielded two factors for epistemic cognition and metacognition questionnaires whereas the logical thinking test was found to be unidimensional. According to the results, experimental group students scored higher than control group students in post-test regulation of cognition and logical thinking. In addition, the experimental group developed knowledge of cognition, regulation of cognition, and logical thinking during the intervention. Although the experimental group scored higher than the control group on the set of post-test epistemic cognition factors, this significance did not appear amongst individual factors. As for the implications of this study, elements of distance learning that may have contributed to the development of students’ cognitive abilities were discussed. Keywords: argumentation-based teaching, distance learning, epistemic cognition, logical thinking, reflective thinking
本研究探讨了基于网络论证和反思思维的科学教学对六年级学生认知、元认知和逻辑思维的影响。这项研究是在2020-2021学年进行的,当时由于新冠肺炎,所有教学都是在线的。研究样本中的学生大多来自中产阶级家庭。学生被分为两组,为期一个学期;一组接受基于网络论证和反思思维的科学教学(实验组),另一组仅接受网络科学教学(对照组)。探索性因素分析得出了认知认知和元认知问卷的两个因素,而逻辑思维测试则是一维的。结果表明,实验组学生在认知和逻辑思维的测试后调节方面得分高于对照组学生。此外,实验组在干预过程中发展了认知知识、认知调节和逻辑思维。尽管实验组在测试后的认知认知因素方面得分高于对照组,但这种显著性在个体因素中并不出现。至于这项研究的意义,讨论了远程学习中可能有助于学生认知能力发展的因素。关键词:论证教学、远程学习、认识认知、逻辑思维、反思思维
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引用次数: 1
CLIMATE CHANGE ATTITUDES, RELATIONSHIP TO NATURE AND PRO-ENVIRONMENTAL BEHAVIOUR OF STUDENTS FROM THREE EUROPEAN COUNTRIES 三个欧洲国家学生对气候变化的态度、与自然的关系以及亲环境行为
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.33225/jbse/23.22.309
Climate change is not a future problem, it is a significant variation of weather conditions becoming warmer, wetter or drier. It is the longer-term trend that differentiates climate change from natural weather variability. The aim of this research was to determine primary school students’ knowledge and attitudes related to climate change among primary school students (n = 473) in the Czech Republic, the United Kingdom and Portugal using a questionnaire survey. The dimensions of climate change knowledge, environmental attitudes and values, pro-environmental behaviour, and climate change attitudes were measured and analysed. The results showed gender differences in favour of girls in all the dimensions studied, except for climate change knowledge, where the results of boys and girls were comparable. In an international comparison, UK children scored higher on climate change knowledge and climate change attitudes dimensions. A multiple regression analysis showed the dimensions of nature preservation and appreciation of nature as the strongest positive predictors of pro-environmental behaviour and the dimensions of climate change knowledge and nature preservation as the strongest predictors of climate change belief. The results suggest the importance and implications of the wider societal debate on climate-related personal dimensions. The interconnectedness of environmental and climate-related topics at the primary school level is also evident.Keywords: climate change attitudes, climate change education, climate change knowledge, environmental attitudes, pro-environmental behaviour, primary school
气候变化不是未来的问题,它是天气条件变得更暖、更湿或更干燥的显著变化。将气候变化与自然天气变率区分开来的是长期趋势。本研究的目的是采用问卷调查的方式,确定捷克共和国、英国和葡萄牙的小学生(n = 473)对气候变化的相关知识和态度。测量和分析了气候变化知识、环境态度和价值观、亲环境行为和气候变化态度的维度。结果显示,除了气候变化知识之外,性别差异在所有被研究的方面都有利于女孩,在气候变化知识方面,男孩和女孩的结果是可比较的。在国际比较中,英国儿童在气候变化知识和气候变化态度方面得分更高。多元回归分析显示,自然保护和自然欣赏维度是亲环境行为的最强正向预测因子,气候变化知识和自然保护维度是气候变化信念的最强正向预测因子。研究结果表明,在与气候相关的个人层面上进行更广泛的社会辩论的重要性和影响。在小学阶段,环境和气候相关主题的相互关联性也很明显。关键词:气候变化态度、气候变化教育、气候变化知识、环境态度、亲环境行为、小学
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引用次数: 2
THE CHAIN MEDIATING ROLE OF PERCEIVED FAMILY SUPPORT FOR FORMAL AND INFORMAL SCIENCE LEARNING IN THE ASSOCIATION BETWEEN FAMILY SOCIOECONOMIC STATUS AND INFORMAL SCIENCE LEARNING EXPERIENCES 家庭对正式和非正式科学学习的支持在家庭社会经济地位与非正式科学学习体验之间的连锁中介作用
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.33225/jbse/23.22.232
Xiang-xiang He, Yi-ping Deng, Jian-hua Liu, Guang-yu Sun, Jianwen Xiong, Yang Xiao
Students’ informal science learning experiences are believed to strongly influence their attitudes toward science and their abilities in the subject. Factors associated with students’ informal science learning experiences include family socioeconomic status and perceived family support. However, little is known about whether perceived family support for children’s formal and informal science learning differs significantly. The present study filled this gap by exploring how students’ perceived family support for formal/informal science learning affected the link between their socioeconomic status and their experiences of informal science learning. Survey data were collected from 486 Chinese grade 4-6 primary school students. Structural equation modeling demonstrated that the students’ socioeconomic status and their informal science learning experiences were significantly and positively correlated. This association was chain-mediated through two categories of perceived family support. Specifically, students’ socioeconomic status affected their informal science learning experiences through the separate mediating role of family support for formal science learning and the sequential mediation of perceived family support for formal and informal science learning. These results uncover the role that family support plays in students’ science education; accordingly, parents are encouraged to help their children learn science both formally and informally.Keywords: primary school students, mainland China, informal science learning experiences, family support, socioeconomic status
学生的非正式科学学习经历被认为会强烈影响他们对科学的态度和学科能力。与学生非正式科学学习经历相关的因素包括家庭社会经济地位和感知到的家庭支持。然而,人们对家庭对儿童正式和非正式科学学习的支持是否存在显著差异知之甚少。本研究通过探索学生对正式/非正式科学学习的家庭支持如何影响他们的社会经济地位和非正式科学学习经历之间的联系,填补了这一空白。调查数据来自486名中国4-6年级小学生。结构方程模型显示,学生的社会经济地位与他们的非正规科学学习经历显著正相关。这种关联是通过两类感知到的家庭支持来连锁中介的。具体而言,学生的社会经济地位通过家庭支持对正式科学学习的单独中介作用和感知家庭支持对正规和非正式科学学习的顺序中介作用影响了他们的非正式科学学习体验。这些结果揭示了家庭支持在学生科学教育中的作用;因此,鼓励父母帮助孩子正式和非正式地学习科学。关键词:小学生,中国大陆,非正规科学学习经历,家庭支持,社会经济地位
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引用次数: 0
EFFECTS OF METACOGNITIVE SKILLS ON PHYSICS PROBLEM -SOLVING SKILLS AMONG FORM FOUR SECONDARY SCHOOL STUDENTS 元认知技能对中四学生物理问题解决能力的影响
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.33225/jbse/23.22.257
A number of studies have demonstrated a connection between metacognition and the ability to solve problems. Therefore, this study aimed to examine the effect of metacognitive skills on Physics problem-solving skills among Form Four secondary school students in Sabah, Malaysia. This study included 248 students from 13 secondary schools in the Kota Kinabalu district. Physics Problem Solving Skills Test and the Metacognitive Skills Questionnaire were used as research instruments. The research found that Form Four students have high monitoring, regulation, and evaluation as measured aspects of metacognitive skills. Meanwhile, students' Physics problem-solving skills for "understanding the problem" and "devising a plan" are moderate, while "carrying out the plan" is good and "looking back at the solution" is low. The independent sample t-test reported that, in general, male students have better Physics problem-solving skills than females but found no gender differences in metacognitive skills. Furthermore, the linear multiple regression results revealed that monitoring and regulation skills are significant predictors of Physics problem-solving skills. This research helps school teachers better design teaching strategies in Physics, considering the student’s gender and metacognitive skills. Furthermore, this study provides secondary school students with learning insights for developing better techniques to improve their performance in Physics. Keywords: gender differences, Malaysia, metacognitive skills, Physics problem-solving skills, secondary school students
许多研究表明元认知与解决问题的能力之间存在联系。因此,本研究旨在检验元认知技能对马来西亚沙巴州中四学生物理问题解决技能的影响。这项研究包括来自亚庇区13所中学的248名学生。采用物理问题解决能力测试和元认知技能问卷作为研究工具。研究发现,中四学生在元认知技能方面具有较高的监控、调节和评估能力。同时,学生在“理解问题”和“制定计划”方面的物理问题解决能力中等,而“执行计划”较好,“回头看解决方案”较低。独立样本t检验报告称,总体而言,男生比女生有更好的物理问题解决能力,但在元认知技能方面没有发现性别差异。此外,线性多元回归结果表明,监控和调节技能是物理问题解决技能的重要预测因素。本研究帮助学校教师更好地设计物理教学策略,考虑学生的性别和元认知技能。此外,这项研究为中学生开发更好的技术以提高他们的物理成绩提供了学习见解。关键词:性别差异,马来西亚,元认知能力,物理问题解决能力,中学生
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引用次数: 1
MISCONCEPTIONS ON BASIC STOICHIOMETRY AMONG THE SELECTED ELEVENTH-GRADE STUDENTS IN THE URBAN REGIONS OF THE GAMBIA 冈比亚城市地区选定的11年级学生对基本化学计量学的误解
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.33225/jbse/23.22.254
The study complements previous research on a case study of chemistry lesson plans design and teaching. It has been found that chemistry education in The Gambia has been challenged by ineffective lesson plans design and teaching, and laboratory resources. The consequences have been unsatisfactory learning outcomes. However, what could lead to unsatisfactory learning outcomes in chemistry if basic stoichiometry is considered challenging? This has led the present study to develop a survey research method to assess students' misconceptions on basic stoichiometry. Through a systematic random sampling technique, 285-grade eleventh students were selected. The topics covered in the study included interpreting the pH of common substances, balancing basic stoichiometric equations, and inferences of experimental results. Students’ responses to misconception survey questions were reviewed and analysed. The results indicated that students could be taught some basic principles of stoichiometry. Students who were challenged to correct inferences from experimental results need to develop their knowledge better. Accordingly, the study concluded that chemistry education can indicate the success of introducing basic stoichiometry, including referencing to the lower grades, rather than secondary grades. Nevertheless, what this study could recommend was to examine the possible source and cause of such misconceptions concerning basic stoichiometry reactions and balancing.Keywords: basic stoichiometry, chemical reactions, pH values interpretation, students’ misconceptions
本研究是对以往化学教案设计与教学案例研究的补充。研究发现,冈比亚化学教育面临着教案设计和教学效果不佳、实验室资源不足等问题。其结果是令人不满意的学习成果。然而,如果基础化学计量学被认为具有挑战性,什么会导致不满意的学习结果?因此,本研究发展一种调查研究方法,以评估学生对基础化学计量学的误解。通过系统随机抽样的方法,选取了285名高一学生。研究的主题包括解释常见物质的pH值,平衡基本的化学计量方程,以及实验结果的推断。回顾和分析学生对误解调查问题的回答。结果表明,学生可以学到一些基本的化学计量原理。那些面临着从实验结果中纠正推论的挑战的学生需要更好地发展他们的知识。因此,研究得出的结论是,化学教育可以表明成功地引入基础化学计量学,包括参考低年级,而不是中学年级。然而,这项研究可以建议的是检查这些关于基本化学计量反应和平衡的误解的可能来源和原因。关键词:基础化学计量学;化学反应;pH值解读
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引用次数: 0
UNIVERSITY STUDENTS’ ATTITUDES TOWARDS STEAM VIA A THEMATIC 3D DESIGN PROJECT 大学生对蒸汽的态度通过一个主题3d设计项目
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.33225/jbse/23.22.294
Tsai-Yun Mou
The development of STEAM education has captured researchers’ attention due to its advantages for students’ learning and interest in related subjects, specifically in kindergarten to grade 12 (K-12) educational settings. However, there is limited research on the inclusion of STEAM in higher education, and what university students think as they are on the professional training track. This study aimed to examine university students’ attitudes towards STEAM via a 3D design project. Twenty-seven college students participated in this study. A questionnaire and focus group interviews were administered at the end of the course to uncover the students’ learning enjoyment, conceptions of STEAM learning, and intentions of STEAM future design/work involvement. The results show that the students enjoyed the 3D STEAM project regardless of their performance. High-performance students had higher conceptions of STEAM learning after the project. All of the students highly agreed that they could integrate interdisciplinary knowledge into their 3D designs. With regard to future intentions, they generally did not show an active attitude towards STEAM involvement. The students’ learning enjoyment in the STEAM project did not have a strong positive correlation with their future intentions. Findings from this study could offer inspiration for art-oriented courses that look for potential interdisciplinary integration and expression in STEAM.Keywords: attitudes towards STEAM, university students, STEM, 3D design
STEAM教育的发展因其对学生在相关学科的学习和兴趣方面的优势而引起了研究者的关注,特别是在幼儿园到12年级(K-12)的教育环境中。然而,关于将STEAM纳入高等教育以及大学生在专业培训轨道上的想法的研究有限。本研究旨在通过一个3D设计项目来考察大学生对STEAM的态度。27名大学生参与了这项研究。在课程结束时,通过问卷调查和焦点小组访谈来了解学生的学习享受,STEAM学习的概念以及STEAM未来设计/工作参与的意图。结果表明,无论成绩如何,学生们都很喜欢3D STEAM项目。项目结束后,成绩优异的学生对STEAM学习有了更高的概念。所有学生都高度认同他们可以将跨学科的知识融入到他们的3D设计中。至于未来的意图,他们普遍没有对STEAM参与表现出积极的态度。学生在STEAM项目中的学习享受与未来意向没有很强的正相关关系。本研究的发现可以为在STEAM中寻找潜在的跨学科整合和表达的艺术导向课程提供灵感。关键词:对STEAM的态度大学生STEM 3D设计
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引用次数: 0
IMPROVING SCIENCE PROCESS SKILLS OF STUDENTS WITH MILD INTELLECTUAL DISABILITIES 提高轻度智障学生的科学加工技能
IF 1.2 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-10 DOI: 10.33225/jbse/23.22.323
Relevant literature has an unexplored question on how prediction-observation-explanation (POE) worksheets affect science process skills of students with mild intellectual disabilities (SMID). Therefore, this research aimed to examine the effect of POE worksheets developed for the “matter and its nature” subject on SMID’s science process skills. Through pre-experimental research design, 12 fifth grade SMID participated in the research. To collect data, the researchers used science process skills development forms and rubrics to score their observations. During the teaching intervention, SMID implemented three POE worksheets, which included buzz 22 technique in the ‘prediction’ stage, hands-on experiments and QR codes in the ‘observation’ stage and snowball, learning gallery or card showing techniques in the ‘evaluation’ stage. The results indicated that the POE worksheets are effective at developing SMID’s science process skills of the "matter and its nature" subject. This research recommends that future comparative research should unveil how the POE worksheets with/without active learning techniques impact the SMID’s SPS. Keywords: mild intellectual disabilities, science education, science process skills
关于预测-观察-解释(POE)工作表如何影响轻度智力残疾(SMID)学生的科学过程技能,相关文献有一个尚未探索的问题。因此,本研究旨在检验为“物质及其性质”主题开发的POE工作表对SMID科学过程技能的影响。通过实验前研究设计,12名五年级SMID学生参与了研究。为了收集数据,研究人员使用科学过程技能发展表和量规对他们的观察结果进行评分。在教学干预期间,SMID实施了三个POE工作表,其中包括“预测”阶段的buzz 22技术、“观察”阶段的动手实验和二维码,以及“评估”阶段的雪球、学习库或卡片展示技术。结果表明,POE工作表在培养SMID“物质及其性质”学科的科学过程技能方面是有效的。这项研究建议,未来的比较研究应该揭示有/没有主动学习技术的POE工作表如何影响SMID的SPS。关键词:轻度智障、科学教育、科学加工技能
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引用次数: 1
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Journal of Baltic Science Education
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