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- Rundgren, Carl-Johan, 1973-, et al.
(författare)
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Are you SLiM? Developing an instrument for civic scientific literacy measurement(SLiM) based on media coverage
- 2012
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Ingår i: Public Understanding of Science. - : SAGE Publications. - 0963-6625 .- 1361-6609. ; 21:6, s. 759-773
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to develop an instrument to assess civic scientific literacy in media (SLiM). A total of 50 multiple-choice items were developed based on the 95 most common scientific terms appearing in media covering the subjects of biology (45.26%, 22 items), earth science (37.90%, 19 items), physics (11.58%, 6 items) and chemistry (5.26%, 3 items) in Taiwan. A total of 1034 students from three distinct groups (7th graders, 10th graders and undergraduates) were invited to participate in this study. The reliability of this instrument was 0.86 (KR20). The average difficulty of the SLiM ranged from 0.19 to 0.91, and the discrimination power is 0.1 to 0.59. According to participants’ performances on SLiM, it was revealed that 10th graders (Mean = 37.3±4.2) performed better than undergraduates (Mean = 33.0±5.5) and 7th graders (Mean = 26.7±8.3) with significant differences (p< .05).
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- Rundgren, Carl-Johan, 1973-, et al.
(författare)
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Difficult biological concepts in media coverage
- 2011
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Konferensbidrag (refereegranskat)abstract
- The ability of citizens to be able to understand and critically read and discuss the scientific reports presented in media is of inc creasing importance in science education. The SLiM (Scientific Literacy in Media) approach, on which this study is based, gives a possibility to measure scientific literacy based on the most commonly appearing scientific terms in news media. This study analyzed the 22 biology items from the prior SLiM study and identified the most difficult biology concepts for Taiwanese (N=619) and Swedish (N=117) non-science majors from university and upper secondary levels. The correct rate (%) of each item was analyzed to present students’ performances on each item. From the results, in general, it was found that Taiwanese students performed better than Swedish students at both university and upper secondary levels. However, Swedish university students were a bit better than the Taiwanese in definition-based (DB) items. Looking at the individual country, both Swedish and Taiwanese students’ performances on context-based (CB) items were better than DB items with significant difference (p<.01). Among the four items that were found difficult for both Swedish and Taiwanese students, two relates to biotechnology, and the other two are about function of enzymes and cell biology.
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- Sie, Y.-L., et al.
(författare)
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A SCORM-based caching strategy for supporting ubiquitous learning environment
- 2006
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Ingår i: Autonomic and Trusted Computing. - Berlin, Heidelberg : Springer Berlin/Heidelberg. - 9783540386193 - 9783540386223 - 354038619X ; 4158, s. 551-560
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Bokkapitel (refereegranskat)abstract
- With respect to the diverseness of learning devices and the different conditions of the internet connection availability, users might confront with some inevitable problems in traditional distance learning environment. The learning activities are always interfered while the network connection is failed. Furthermore, the learning contents become more and more miscellaneous with on-line multimedia presentations, and it is necessary for learners to wait for the learning resources to be downloaded from the remote learning server. In this paper, we propose a solution, called Caching Strategy, to solve those issues under the ubiquitous learning scope. According to some specific factors, we aim to provide the most needed learning resources for learners on the mobile learning devices even if the internet connection is not available intermittently. With our proposed methods, the waiting time of learning contents delivery can be reduced as well to smooth the learning activities online. In order to increase the efficiency of the strategy, we carefully examine some specific factors about the learning sequencing defined in the Sharable Content Object Reference Model (SCORM). After applying this strategy to distance learning system, the efficient ubiquitous learning will be easier to come true.
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- Tseng, Yuen-Hsien, et al.
(författare)
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Mining Concept Maps from News Stories for Measuring Civic Scientific Literacy in Media.
- 2010
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Ingår i: Computers and education. - Kidlington, Oxford, United Kingdom : Pergamon Press. - 0360-1315 .- 1873-782X. ; 55:1, s. 165-177
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Tidskriftsartikel (refereegranskat)abstract
- Motivated by a long-term goal in education for measuring Taiwanese civic scientific literacy in media (SLiM), this work reports the detailed techniques to efficiently mine a concept map from two years of Chinese news articles (901,446 in total) for SLiM instrument development. From the Chinese news stories, key terms (important words or phrases), known or new to existing lexicons, were first extracted by a simple, yet effective, rule-based algorithm. They were subjected to an association analysis based on their co-occurrence in sentences to reveal their term-to-term relationship. A given list of 3,657 index terms from science textbooks were then matched against the term association network. The resulting term network (including 95 scientific terms) was visualized in a concept map to scaffold the instrument developers. When developing an item, the linked term pair not only suggests the topic for the item due to the clear context being mutually reinforced by each other, but also the content itself because of the rich background provided by the recurrent snippets in which they co-occur. In this way, the resulting instrument (comprised of 50 items) reflect the scientific knowledge revealed in the daily news stories, meeting the goal for measuring civic scientific literacy in media. In addition, the concept map mined from the texts served as a convenient tool for item classification, developer collaboration, and expert review and discussion.
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- Adbo, Karina
(författare)
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Relationships between models used for teaching chemistry and those expressed by students
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is focused upon chemistry as a school subject and students' interpretations and use of formally introduced teaching models. To explore students' developing repertoire of chemical models, a longitudinal interview study was undertaken spanning the first year of upper secondary school chemistry. Matter in its different states was selected as the target framework for this study. The results presented are derived from both generalisations of groups of students as well as a case study describing an individual learner's interpretation of formal content. The results obtained demonstrated that the formal teaching models provided to the students included in this study were not sufficient to afford them a coherent framework of matter in its different states or for chemical bonding. Instead, students' expressed models of matter and phase change were to a high degree dependent on electron movement (Paper I), anthropomorphism (Paper II) and, for one student, a mechanistic approach based on small particles and gravitation (Paper III). The results from this study place focus on the importance of learners' prior learning (previous experiences) and the need to develop a coherent framework of formal teaching models for the nature of matter and phase change.
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- Aksland, Charlotte, et al.
(författare)
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5th-10th-grade in-service teachers' pedagogical content knowledge (PCK) for sustainable development in outdoor environment
- 2020
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Informa UK Limited. - 1472-9679 .- 1754-0402. ; 20:3, s. 274-283
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Tidskriftsartikel (refereegranskat)abstract
- Teachers' experiences and attitudes play a critical role in outdoor education. In this study, we aim to explore how 5th-10th-grade (10-15 years-old students) teachers use the natural environment in their teaching practices, with special attention to the link to sustainable development (SD). In total, 42 in-service teachers were invited to participate in the study. The data collection was based on the participating teachers' individual written texts concerning their previous outdoor teaching practices, the link to SD and the related assessments. Based on content analysis, three main themes emerged from the data, including (1) teaching biology/ecology concepts, (2) exploring visible pollution and (3) applying a context- and inquiry-based approach. However, we found that outdoor teaching was scarcely linked to SD. The research results' implications for outdoor education and teachers' professional development are discussed in this paper.
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- Belova, Nadja, et al.
(författare)
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Advertising and science education : a multi-perspective review of the literature
- 2015
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Ingår i: Studies in science education. - : Informa UK Limited. - 0305-7267 .- 1940-8412. ; 51:2, s. 169-200
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Forskningsöversikt (refereegranskat)abstract
- We are living in an increasingly diverse media landscape, with advertising a significant part of this. There appears to be unanimous agreement that the ability to critically examine and make rational decisions about advertising is indispensable for contemporary citizens. Students need to develop critical thinking skills in order to evaluate messages and facts drawn from advertisements in various media. They also need to be familiar with the hidden mechanisms used to create advertisements with the goal of subconsciously influencing consumers. Today, advertising for many products has strong scientific and technological components. However, learning both with and about advertising does not play a prominent role in the science education literature. To date, the use of advertising as educational content is found almost exclusively in the humanities and social sciences, especially language education. On the other hand, there is an extensive body of research on the effects of advertising on children, consumer socialization as well as marketing strategies aimed at young consumers. The results indicate that advertising has a strong impact on children's beliefs and perceptions which already starts at an early stage. Therefore, this paper attempts to analyse the potential use of and learning about advertising in science education. It reviews the available literature, not only from science education, but also from other domains, including non-science subjects, cross-curricular approaches as well as research on the use and effects of advertising in the public arena. The aim is to identify the potential roles advertising might play in the science classroom and to open up new directions for science education research and curriculum development.
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