Students’ Misconceptions and Science Education

2020 ◽  
Author(s):  
Stella Vosniadou
Keyword(s):  
Science Education ◽  
Instructional Strategies ◽  
Model Building ◽  
Scientific Information ◽  
Cognitive Conflict ◽  
Point Of View ◽  
Ontological Category ◽  
Research And Teaching ◽  
Attention To Students ◽  
Science Educators

Influenced by Piagetian and Vygotskian research, science educators in the 1970s started to pay attention to students’ ideas in science. They discovered that students had deeply held beliefs that were in conflict with scientific concepts and theories. In addition to misconceptions, other terms such as preconceptions, alternative frameworks, and intuitive beliefs or theories have been used to characterize these ideas. One of the first interpretations of misconceptions is that they are faulty intuitive theories, which must be replaced by the scientifically correct ones. Another dominant interpretation is that they represent category errors—concepts assigned to the wrong ontological category. Both of these views proposed that refutation and cognitive conflict are instructional strategies that can be used to extinguish misconceptions. A different approach to misconceptions is expressed by researchers who argue that misconceptions have their roots in productive knowledge elements. According to this view, misconceptions are productive in some contexts but not appropriate in others and in these latter cases more carefully articulated scientific knowledge is necessary. Yet other researchers argue that misconceptions are often hybrids—constructive attempts on the part of the students to synthesize scientific information with intuitive beliefs and theories. Recent research has shown that misconceptions are not supplanted by scientific theories but coexist with them even in expert scientists. As a result, attention in science instruction has shifted from attempts to extinguish misconceptions to attempts to strengthen students’ epistemic knowledge, and their model building, hypothesis testing, and reasoning skills. Cognitive conflict and refutation continue to be important instructional strategies not for extinguishing misconceptions but for creating awareness in students that their beliefs are not accurate from a scientific point of view. Overall, the discovery of misconceptions has had a tremendous influence in science education research and teaching because it demonstrated that students are active and creative participants in the learning process and that their ideas and understandings need to be taken into account in instruction.

scholarly journals Educação científica e arte na formação docente: análise de uma proposta interdisciplinar

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Rosemar De Fátima Vestena ◽  
Elza Hirata ◽  
Elenize Rangel Nicoletti
Keyword(s):  
Science Education ◽  
Art Education ◽  
Science Teaching ◽  
Undergraduate Students ◽  
Scientific Information ◽  
Scientific Data ◽  
Point Of View ◽  
Teaching Sequence ◽  
University Center ◽  
Science And Art

Resumo: Este trabalho analisa os resultados obtidos durante a realização de uma sequência didática interdisciplinar, que contemplou saberes das ciências e da arte, na formação docente de pedagogos. As atividades, realizadas no segundo semestre de 2015, contaram com a participação de 19 estudantes do curso de Pedagogia do Centro Universitário Franciscano e das professoras de Ensino de Ciências e Ensino de Arte, totalizando 36 horas aulas. Inicialmente foi apresentado um vídeo, seguido de uma apresentação explorando os dados científicos apresentados. Com base nessas informações, cada aluno escolheu uma espécie vegetal e investigou aspectos inerentes às ciências e a arte dessa planta. A sequência culminou com a apresentação de camisetas, estampadas com os carimbos produzidos a partir das informações científicas pesquisadas pelos estudantes acerca das plantas escolhidas. Os resultados apontam que os estudantes, ao escolherem apenas partes dos vegetais com utilidade estética ou alimentar, apresentam uma visão utilitarista da ciência. Em relação aos conhecimentos da Arte, destaca-se que, ao utilizarem diferentes linguagens da arte, como os desenhos, as formas e as cores, os alunos exercitaram a observação e descrição criteriosa de um objeto, neste caso as plantas. Deste modo, a sequência didática desenvolvida permitiu interlocuções entre Arte e Educação, pois sendo uma ação interdisciplinar entre Ciência e Arte, articulou pesquisas sobre as plantas e a linguagem da xilogravura, contribuindo para o desenvolvimento do olhar crítico dos estudantes de Pedagogia acerca da natureza e da arte. Palavras-chave: Ensino de Ciências. Ensino de Arte. Proposta didática. Interdisciplinaridade.SCIENCE EDUCATION AND ART IN TEACHER TRAINING: AN ANALYSIS OF AN INTERDISCIPLINARY PROPOSALAbstract: This paper analyzes the results obtained during an interdisciplinary didactic sequence, which included science and art knowledge, during the teaching training of pedagogues. The activities were carried on in the second half of 2015 with the participation of 19 undergraduate students of University Center of Pedagogy Franciscan and Science Teaching teachers and Art Education, totaling 36 hour classes. Initially a video was presented, followed by an explanation, exploring the scientific data studied. Based on this information, each student chose a plant species and investigated its aspects from a scientific and artistic point of view. The sequence culminated in the presentation of shirts, which emblazoned the stamps produced from the scientific information researched by students about the chosen plants. The results show that students, while selecting only parts of the plants with cosmetic or food use, demonstrate a utilitarian view of science. Regarding the knowledge of art, it is emphasized that when using different art languages, such as designs, shapes and colors, the students exercised observation and careful description of an object, in this case the plants. Thus, the developed teaching sequence allowed dialogues between Art and Education, as being an interdisciplinary action between science and art. Also, it articulated research on plants and the languages of woodcuts, contributing to the development of the critical eye of Pedagogy students about the nature and art. Keywords: Science Education. Art Education. Proposal didactic. Interdisciplinary.

scholarly journals Building Blocks for High Quality Science Education: Reflections Based on Finnish Experiences

2013 ◽  
Vol 1 (3) ◽  
pp. 299-313
Author(s):  
Jari Lavonen
Keyword(s):  
Science Education ◽  
Education Policy ◽  
Instructional Strategies ◽  
Curriculum Design ◽  
Building Blocks ◽  
Short Description ◽  
Point Of View ◽  
Daily Activities ◽  
High Quality ◽  
Key Characteristics

This reflective paper will present some key characteristics of Finnish education policy and its implementation from the point of view of Science Education. Firstly, a short description of Finnish education context is presented. Secondly, curriculum design, instructional strategies and approaches to assessment are presented and discussed. All these topics are reflected from the point of view of teachers’ daily activities.

NONSENSE, ABSURDITY AND PARADOX AS LINGUISTIC AND CULTURAL CATEGORIES

2019 ◽  
Keyword(s):  
Cognitive Function ◽  
Common Sense ◽  
Point Of View ◽  
Ontological Category ◽  
Ordinary Meaning ◽  
New Meanings ◽  
Points Of View ◽  
Human Thinking

In the article the analysis of nonsense, absurdity and paradox from the standpoint of linguistics is giv-en. Different points of view on these categories in relation to the meaning are considered. An attempt is made to reveal the commonality and specificity of nonsense, absurdity and paradox. Some researchers consider nonsense and paradox as a kind of absurdity. There is a dichotomous point of view on nonsense as one of the components of absurdity. However, there are works where these categories are differentiat-ed, for example, absurdity is understood as an ontological category, and nonsense as an epistemological category. There is a view of these categories through the allocation of "non-sense", "out-sense" and 136 "counter-sense" there is also a view that in the case of nonsense we are talking about the incompatibility of representations, and in the case of absurdity-the incompatibility of objects. If there are criteria that allow us to consider the presence of this phenomenon as natural, absurdity ceases to exist. Consequently, the view is expressed that nonsense, absurdity and paradox are different categories of thinking. Paradox is a contradiction arising from the presence of two or more common sense. The absurdity can be seen as a" counter-sense» opposing common sense and putting forward the concept of active impossibility of the latter's existence. As for nonsense, it is the meaning of metaphysical level – a meaning that goes beyond the ordinary meaning and creates new meanings. It is concluded that nonsense, absurdity and paradox are independent categories of human thinking, which is a manifestation of the cognitive function of hu-man consciousness.

Successful AP Music Theory Instruction: A Case Study

2017 ◽  
Vol 36 (2) ◽  
pp. 53-61
Author(s):  
Nathan O. Buonviri
Keyword(s):  
Instructional Strategies ◽  
Advanced Placement ◽  
Music Theory ◽  
Qualitative Data ◽  
Music Educators ◽  
Asking Questions ◽  
Field Notes ◽  
Attention To Students ◽  
Placement Exam

The purpose of this case study was to examine the instructional approach of a highly successful Advanced Placement Music Theory teacher. I visited the participant’s class twice a week for 14 weeks, taking field notes, conducting interviews, and collecting instructional artifacts. Analysis of qualitative data revealed three main themes: classroom atmosphere, instructional strategies, and the Advanced Placement exam. The participant’s classroom atmosphere was built on effective pacing, student rapport, and an active, open learning environment. His instructional strategies included offering individual attention to students, asking questions to model thinking, and connecting sight to sound. He used the Advanced Placement exam as both an instructional guidepost and motivational tool. Implications for music educators include the need to focus on specific approaches conducive to successful theory teaching, which may share both similarities and differences with approaches they use when directing ensembles.

scholarly journals Russia in Greater Mediterranean: New Pacific Eurasian Transition

2021 ◽  
Vol 21 (3) ◽  
pp. 441-458
Author(s):  
Ivan Alexandrovich Chikharev
Keyword(s):  
Political Development ◽  
Mediterranean Region ◽  
Scientific Information ◽  
Point Of View ◽  
Special Role ◽  
Important Conclusion ◽  
Political Transformations ◽  
The Pacific ◽  
History Of ◽  
The Mediterranean

The relevance of the issues raised in the article is related to the active return of Russia to the Mediterranean region, as well as the international political transformations taking place in it. The purpose of the article is to identify the historical foundations, current state and strategic prospects of Russias presence and international influence in the Greater Mediterranean region. The article is based on the methodology of critical geopolitics, historical and comparative approaches, which critically analyze the geopolitical structures of the region, built in the interests of various regional and extra-regional political forces. The historical material of the ancient, medieval, new and modern periods in the history of the macro-region is used, including the poorly studied times of the Mongol presence on the eastern shores of the Mediterranean Sea. Scientific works on the history, geography and international relations in the region, written in the 18th - 19th centuries, as well as modern scientific information on the trends of technological, infrastructural and political development of the Mediterranean region are introduced into scientific circulation. An important element of the article is the thesis about the special role of Russia in the Pacific-European (Eurasian) transit. From the authors point of view, it includes not only the full implementation of Russias transport and logistics potential in the macro-region, but also the transfer of modern technologies, as well as the promotion of the formation of sustainable political regimes. As a result, a conclusion is made about the deep historical foundations of Russias presence and influence in the region, its strategic prospects are justified, and the main directions of our countrys international activities in the Mediterranean region are highlighted. An important conclusion of the article is the thesis about the need for a multilateral balanced approach to solving macro-regional problems.

Hip-Hop, the “Obama Effect,” and Urban Science Education

2012 ◽  
Vol 114 (2) ◽  
pp. 1-24 ◽  
Author(s):  
Christopher Emdin ◽  
Okhee Lee
Keyword(s):  
Science Education ◽  
Academic Success ◽  
Urban Youth ◽  
Hip Hop ◽  
Science Classrooms ◽  
Urban Science Education ◽  
Hip Hop Culture ◽  
Urban Science ◽  
Science Educators

Background/Context With the ever increasing diversity of schools, and the persistent need to develop teaching strategies for the students who attend today's urban schools, hip-hop culture has been proposed to be a means through which urban youth can find success in school. As a result, studies of the role of hip-hop in urban education have grown in visibility. Research targeted toward understanding the involvement of urban youth in hip-hop and finding ways to connect them to school often rest primarily on the role of rap lyrics and focus exclusively on language arts and social studies classes. Purpose of the Study The purpose of this article is to move beyond the existing research on science education by utilizing an ongoing study to interrogate hip-hop culture, its relation to the “Obama effect,” and the role of hip-hop culture in creating new possibilities for urban youth in science. The discussion of hip-hop in urban schooling is grounded in the concept of social capital to explain what makes hip-hop youth who they are and how this knowledge can become a tool for supporting their academic success. Specifically, the discussion is based on theoretical constructs related to hip-hop in urban settings, including social networks, identity, and realness and emotional energy. Research Design To explore the complexities of hip-hop and the impact of the artifacts it generates on urban science education, we examined qualitative data illustrating the enactment of hip-hopness or a hip-hop identity in urban science classrooms. Specifically, we examined the “Obama effect” and its connection to hip-hop and science education. Findings The findings indicate that when teachers bring hip-hop into their science instruction, certain markers of interest and involvement that were previously absent from science classrooms become visible. Especially, the examples of the Obama effect in urban high school science classrooms in this article illustrate that science educators can strengthen hip-hop youth's connections to school and science by consistently using the science-related decisions President Obama is making as opportunities to teach science. Conclusions By engaging in a concerted focus on hip-hop culture, science educators can connect urban youth to science in ways that generate a genuine recognition of who they are, an appreciation of their motivation for academic success, and an understanding of how to capitalize on hip-hop culture for their identities as science learners. Such efforts can eventually lead urban youth to become “the best and brightest” in the science classroom and pursue careers in science-related fields.

Innovative Instructional Strategies for Teaching Materials Science in Engineering

2015 ◽  
pp. 100-117 ◽  
Author(s):  
Fahrettin Ozturk ◽  
Tanju Deveci ◽  
Ebru Gunister ◽  
Rodney J. Simmons
Keyword(s):  
Science Education ◽  
Knowledge Base ◽  
Instructional Strategies ◽  
Materials Science ◽  
Technological Development ◽  
Triple Bottom Line ◽  
Education Curriculum ◽  
Bottom Line ◽  
Effective Teaching Strategies ◽  
Current Curriculum

Advancements in materials production and materials science education accelerate innovations in many engineering fields. Therefore, strong Materials Science education is extremely important for quality part development and efficient designs. Comfort, safety, and cost requirements can be met utilizing technology and knowledge base advancements. This chapter firstly introduces the contents of a more contemporary materials science education curriculum, and advanced content-related laboratory applications. The applicability of incorporating such content in the current curriculum and number of semester hours necessary to teach such a course are discussed. Finally, it explains the role that engineering educators have in preparing students to develop designs that add to the “triple bottom line” which considers costs in economic, social, and environmental terms. Successful Materials Science education helps technological development and increases innovations. This chapter is significant for its detailed discussion on the shortcomings of current Materials Science education and its recommendations of effective teaching strategies.

Innovative Instructional Strategies for Teaching Materials Science in Engineering

2017 ◽  
pp. 1-19 ◽  
Author(s):  
Fahrettin Ozturk ◽  
Tanju Deveci ◽  
Ebru Gunister ◽  
Rodney J. Simmons
Keyword(s):  
Science Education ◽  
Knowledge Base ◽  
Instructional Strategies ◽  
Materials Science ◽  
Technological Development ◽  
Triple Bottom Line ◽  
Education Curriculum ◽  
Bottom Line ◽  
Effective Teaching Strategies ◽  
Current Curriculum

Advancements in materials production and materials science education accelerate innovations in many engineering fields. Therefore, strong Materials Science education is extremely important for quality part development and efficient designs. Comfort, safety, and cost requirements can be met utilizing technology and knowledge base advancements. This chapter firstly introduces the contents of a more contemporary materials science education curriculum, and advanced content-related laboratory applications. The applicability of incorporating such content in the current curriculum and number of semester hours necessary to teach such a course are discussed. Finally, it explains the role that engineering educators have in preparing students to develop designs that add to the “triple bottom line” which considers costs in economic, social, and environmental terms. Successful Materials Science education helps technological development and increases innovations. This chapter is significant for its detailed discussion on the shortcomings of current Materials Science education and its recommendations of effective teaching strategies.

scholarly journals Human Systems Biology and Metabolic Modelling: A Review—From Disease Metabolism to Precision Medicine

2019 ◽  
Vol 2019 ◽  
pp. 1-16 ◽  
Author(s):  
Claudio Angione
Keyword(s):  
Systems Biology ◽  
Precision Medicine ◽  
Model Building ◽  
Research Field ◽  
Point Of View ◽  
Patient Specific ◽  
Metabolic Modelling ◽  
Metabolic Systems ◽  
A Cell ◽  
Metabolic Models

In cell and molecular biology, metabolism is the only system that can be fully simulated at genome scale. Metabolic systems biology offers powerful abstraction tools to simulate all known metabolic reactions in a cell, therefore providing a snapshot that is close to its observable phenotype. In this review, we cover the 15 years of human metabolic modelling. We show that, although the past five years have not experienced large improvements in the size of the gene and metabolite sets in human metabolic models, their accuracy is rapidly increasing. We also describe how condition-, tissue-, and patient-specific metabolic models shed light on cell-specific changes occurring in the metabolic network, therefore predicting biomarkers of disease metabolism. We finally discuss current challenges and future promising directions for this research field, including machine/deep learning and precision medicine. In the omics era, profiling patients and biological processes from a multiomic point of view is becoming more common and less expensive. Starting from multiomic data collected from patients and N-of-1 trials where individual patients constitute different case studies, methods for model-building and data integration are being used to generate patient-specific models. Coupled with state-of-the-art machine learning methods, this will allow characterizing each patient’s disease phenotype and delivering precision medicine solutions, therefore leading to preventative medicine, reduced treatment, andin silicoclinical trials.

Sign in / Sign up

Export Citation Format

Share Document