| 1. |
- 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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| 2. |
- 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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| 3. |
- 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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| 4. |
- Rundgren, Carl-Johan, 1973-, et al.
(författare)
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Death of Metaphors in Life Science? : A study of upper secondary and tertiary students' use of metaphors and help-words in their meaning-making of scientific content.
- 2009
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Ingår i: Asia-Pacific Forum on Science Learning and Teaching. - 1609-4913. ; 10:3, s. Article 3-
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Tidskriftsartikel (refereegranskat)abstract
- The study reported in this article investigated the use of metaphors by upper secondary and tertiary students while learning a specific content area in molecular life science, protein function. Terms and expressions in science can be used in such precise and general senses that they are totally dissociated from their metaphoric origins. Beginners in a scientific field, however, lack the experience of using a term of metaphorical origin in its domain-specific precise and general sense, and may therefore be more cognitively affected than the expert by the underlying metaphor. The study shows that beginners in the field of molecular life science use spontaneous metaphors and metaphors used in teaching in a way that demonstrates that they have difficulty using the proper scientific terminology. The results of this study indicate, among other things, that difficulties in science education may, to a large degree, be connected with problems of communicating the generality and precision of scientific terms and metaphors used in science. The article ends with a suggestion as how to enable students to move from general and vague metaphoric uses of scientific terms toward a more general and precise usage.
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