| 1. |
- A. Manneh, Ilana, et al.
(författare)
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The role of anthropomorphisms in students’ reasoning about chemical structure and bonding
- 2018
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - 1609-4913. ; 19:2
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Tidskriftsartikel (refereegranskat)abstract
- Anthropomorphisms are widespread at all levels of the educational system even among science experts. This has led to a shift in how anthropomorphisms are viewed in science education, from a discussion of whether they should be allowed or avoided towards an interest in their role in supporting students’ understanding of science. In this study we examine the role of anthropomorphisms in supporting students’ understanding of chemistry. We analyze examples from undergraduate students’ discussions during problem-solving classes through the use of practical epistemology analysis (PEA). Findings suggest that students invoked anthropomorphisms alongside technical relations which together produced more or less chemically appropriate explanations. Also, anthropomorphisms constitute potentially productive points of departure for rendering students’ explanations more chemically appropriate. The implications of this study refer to the need to deal with anthropomorphisms explicitly and repeatedly as well as to encourage explicit connections between different parts of the explanation - teleological as well as causal.
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| 2. |
- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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Learning about flood risk : comparing the Web-based and physical flood-walk learning environment
- 2015
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - : Asia-Pacific Forum on Science Learning and Teaching. - 1609-4913. ; 16:1
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Tidskriftsartikel (refereegranskat)abstract
- Numerous of sustainable development related challenges are emerging today, e.g. flooding problems. Our group has developed ‘the flood walk’ project since 2010 to convey flood risk knowledge in an authentic context. Considering the limitation of time and space to educate people the flood risk knowledge, we tried to transform the physical flood walk field trip into a Web-based virtual trip. In this study, we aim to examine whether the Web-based flood-walk environment can help participants to achieve the same learning outcome as its authentic counterpart. A total of 65 upper secondary school pupils participated in this study. The results illustrate that a physical experience is irreplaceable, and the importance of providing physical experiences for learners in both formal and informal education needs to be emphasised.
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| 3. |
- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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SEE-SEP : From a separate to a holistic view on socio-scientific issues
- 2010
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - 1609-4913. ; 11:1, s. Article 2-
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Tidskriftsartikel (refereegranskat)abstract
- The trend of socioscientific issues (SSIs) has been emergent in the science- and technology-dominated society of today. Accordingly, during the past 20 years, students’ skills of argumentation and informal reasoning about SSIs have achieved greater emphasis and profile in school education. Based upon the importance of SSIs, more and more researchers have investigated how students reason and make arguments about SSIs, and also explored the dimensions influencing students’ arguments and also involved in the various SSIs. This article has a threefold purpose. Firstly, we want to address the different roles of SSIs in science education nowadays, and secondly, after reviewing the divergent dimensions involved in SSIs from previous literature, we want to provide a holistic view to represent the essence of SSIs via the SEE-SEP model (connecting six subject areas of Sociology/culture, Environment, Economy, Science, Ethics/morality and Policy with three aspects of value, personal experience and knowledge) developed here. Thirdly, to support the SEE-SEP model, examples extracted from former studies are presented. The implications for research and for school science education are discussed.
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| 4. |
- Chang Rundgren, Shu-Nu, 1975-, et al.
(författare)
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Visualization in research and science teachers’ professional development
- 2014
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - : Hong Kong Institute of Education. - 1609-4913. ; 15:2
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Tidskriftsartikel (refereegranskat)abstract
- Based on the importance and widely use of visualization in science, this article has a three-fold aim related to the terms of visualization, representation and model that in recent years have been introduced to the field of science education without clear differentiation. Firstly, the three terms are discussed with examples to provide a common ground for the following discussion. Secondly, the roles of visualization in science education are delineated to inform teachers how visualization can be used to enhance their teaching and students’ learning in science. Thirdly, based on visualization research in science education, there are a number of aspects that we need to consider while embedding the proposed visualization into the development of teachers’ professional knowledge. We hope to contribute to pre- and in-service science teachers’ professional development linked to the use of visualization in science education.
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| 5. |
- Chang, Shu-Nu, 1975-
(författare)
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Investigating Taiwanese 9th-graders’ scientific literacy via authentic assessment
- 2008
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - 1609-4913. ; 9:1, s. article 15-
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to introduce Taiwanese last curriculum standards and the development of authentic assessment to investigate 9th-graders’ scientific literacy in Taiwan. From this study, it was revealed that authentic assessment provided another possibility to evaluate students’ scientific cognition better than the traditional achievement tests. Besides, the hands-on activity developed by this study offered an opportunity to make students enjoy the examination more and showed a higher consistency with lower-achievement students’ performance on the national entrance exam. The discussion and implementation are presented.
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| 6. |
- Chang, Shu-Nu
(författare)
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Teaching argumentation through the visual models in a resource-based learning environment
- 2007
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - 1609-4913. ; 8:1, s. article 5-
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Tidskriftsartikel (refereegranskat)abstract
- Scientific literacy is the ultimate goal in science education world-wide; especially in this modern society of science and technology. How to help individuals to make good judgments and promote their skills of argumentation becomes an important issue. Meanwhile, in the Information Age, visual image is an important medium for conveying information. The purpose of this study is to teach argumentation through visual models in a non-science major class and to investigate which visual models of argumentation students like to choose for constructing their arguments concerning genetically modified food in a resource-based learning environment. The results revealed that most of the participants chose Lakatos’ scientific research programmes as the model to construct their arguments most, and there were three kinds of reasons participants provided about why they chose this model. In addition, the questions concerning genetically modified food that students felt interested to explore were also investigated. The implications for teaching are discussed.
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| 7. |
- Chang, Shu-Nu, 1975-
(författare)
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The learning effect of modelling ability instruction
- 2008
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - : Hong Kong Institute of Education. - 1609-4913. ; 9:2, s. 3-
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Tidskriftsartikel (refereegranskat)abstract
- To achieve the goal of scientific literacy, besides conveying science and technology concepts, cultivating students' modeling ability has become important. However, in-service teachers face the difficulty that their teaching load increases while they are still bound by limited teaching hours. Teachers may know of modeling ability, life related content and hands-on activities which are all important and beneficial for science learning; however, they very often find it is hard to engage all these methods into their limited teaching hours. Therefore, the purpose of this study is to develop an efficient method of instruction based upon the frameworks of cognitive apprenticeship and modeling ability to promote students' modeling ability and scientific concept regarding battery. A topic oriented instructional design has been adopted to develop a four-lesson instruction (200 minutes in total). There were 149 non-science majors from three classes invited to participate in this study. They were randomly assigned different instructions, and students' performances were evaluated by three kinds of tests: the general modeling ability test, concept tests and context-based modeling tests. The results indicate cognitive apprenticeship and modeling ability instruction could significantly improve students' modeling ability and also enhance their learning regarding the concept of the battery. However, it is remarkable to point out that, "modeling ability instruction" and the "video lab" provided in this study play the crucial roles. The implication of this study is also discussed.
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| 8. |
- Mc Ewen, Birgitta, et al.
(författare)
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Female and male teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment do not differ : Ecofeminism put to the test
- 2015
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - Hong Kong : Hong Kong Institute of education. - 1609-4913. ; 16:1, s. 1-25
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Teachers' pro-environmental behaviour, conceptions and attitudes towards nature and the environment were investigated using 47 questions from the BIOHEAD-Citizen questionnaire. The sample included 1,109 pre-and in-service teachers from Sweden and France. Analyses showed only few significant differences between female and male teachers. Forty-one questions were further analysed in terms of ecofeminism. Ecofeminism claims that women and men's conceptions and attitudes towards nature and the ...
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| 9. |
- Mc Ewen, Birgitta, et al.
(författare)
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Female and male teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment do not differ : Ecofeminism put to the test
- 2015
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - Hong Kong : Hong Kong Institute of education. - 1609-4913. ; 16:1, s. 1-25
-
Tidskriftsartikel (refereegranskat)abstract
- Teachers’ pro-environmental behaviour, conceptions and attitudes towards nature and the environment were investigated using 47 questions from the BIOHEAD-Citizen questionnaire. The sample included 1,109 pre- and in-service teachers from Sweden and France. Analyses showed only few significant differences between female and male teachers. Forty-one questions were further analysed in terms of ecofeminism. Ecofeminism claims that women and men’s conceptions and attitudes towards nature and the environment differ, in the sense that women show higher awareness of environmental issues than men. Our study finds quite poor support for this claim and therefore challenges ecofeminism. This may have implications for environmental education and the perspectives of sustainable development at schools, as our results indicate that there is no reason to fear that male teachers are less engaged with environmental education than female teachers.
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| 10. |
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