語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Teaching science for conceptual chan...
~
Shope, Richard Edwin, III.
FindBook
Google Book
Amazon
博客來
Teaching science for conceptual change: Toward a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions .
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Teaching science for conceptual change: Toward a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions ./
作者:
Shope, Richard Edwin, III.
面頁冊數:
196 p.
附註:
Adviser: William McComas.
Contained By:
Dissertation Abstracts International67-10A.
標題:
Education, Sciences. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3237118
ISBN:
9780542909207
Teaching science for conceptual change: Toward a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions .
Shope, Richard Edwin, III.
Teaching science for conceptual change: Toward a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions .
- 196 p.
Adviser: William McComas.
Thesis (Ed.D.)--University of Southern California, 2006.
Science instruction aims to ensure that students properly construct scientific knowledge so that each individual may play a role as a science literate citizen or as part of the science workforce (National Research Council, 1996, 2000). Students enter the classroom with a wide range of personal conceptions regarding science phenomena, often at variance with prevailing scientific views (Duschl, Hamilton, & Grandy, 1992; Hewson, 1992). The extensive misconceptions research literature emphasizes the importance of diagnosing students' initial understandings in order to gauge the accuracy and depth of what each student knows prior to instruction and then to use that information to adapt the teaching to address student needs. (Ausubel, 1968; Carey, 2000; Driver et al., 1985; Karplus & Thier, 1967; Mintzes, Wandersee, & Novak, 1998; Osborne & Freyberg, 1985; Project 2061, 1993; Strike & Posner, 1982, 1992; Vygotsky, 1934/1987). To gain such insight, teachers diagnose not only the content of the students' personal conceptions but also the thinking processes that produced them (Strike and Posner, 1992). Indeed, when teachers design opportunities for students to express their understanding, there is strong evidence that such diagnostic assessment also enhances science teaching and learning (Black & William, 1998).
ISBN: 9780542909207Subjects--Topical Terms:
1017897
Education, Sciences.
Teaching science for conceptual change: Toward a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions .
LDR
:03403nam 2200277 a 45
001
968567
005
20110915
008
110915s2006 eng d
020
$a
9780542909207
035
$a
(UMI)AAI3237118
035
$a
AAI3237118
040
$a
UMI
$c
UMI
100
1
$a
Shope, Richard Edwin, III.
$3
1292418
245
1 0
$a
Teaching science for conceptual change: Toward a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions .
300
$a
196 p.
500
$a
Adviser: William McComas.
500
$a
Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3764.
502
$a
Thesis (Ed.D.)--University of Southern California, 2006.
520
$a
Science instruction aims to ensure that students properly construct scientific knowledge so that each individual may play a role as a science literate citizen or as part of the science workforce (National Research Council, 1996, 2000). Students enter the classroom with a wide range of personal conceptions regarding science phenomena, often at variance with prevailing scientific views (Duschl, Hamilton, & Grandy, 1992; Hewson, 1992). The extensive misconceptions research literature emphasizes the importance of diagnosing students' initial understandings in order to gauge the accuracy and depth of what each student knows prior to instruction and then to use that information to adapt the teaching to address student needs. (Ausubel, 1968; Carey, 2000; Driver et al., 1985; Karplus & Thier, 1967; Mintzes, Wandersee, & Novak, 1998; Osborne & Freyberg, 1985; Project 2061, 1993; Strike & Posner, 1982, 1992; Vygotsky, 1934/1987). To gain such insight, teachers diagnose not only the content of the students' personal conceptions but also the thinking processes that produced them (Strike and Posner, 1992). Indeed, when teachers design opportunities for students to express their understanding, there is strong evidence that such diagnostic assessment also enhances science teaching and learning (Black & William, 1998).
520
$a
The functional knowledge of effective science teaching practice resides in the professional practitioners at the front lines---the science teachers in the classroom. Nevertheless, how teachers actually engage in the practice of diagnosis is not well documented. To help fill this gap, the researcher conducted a study of 16 sixth grade science classrooms in four Los Angeles area middle schools. Diagnostic teaching strategies were observed in action and then followed up by interviews with each teacher. Results showed that teachers use strategies that vary by the complexity of active student involvement, including pretests, strategic questions, interactive discussion, participatory demonstration, active inquiry, and metacognitive dialogue. Each strategy evokes expression of what students know prior to instruction, yielding different levels of useful information. These findings guided the construction of a proposed taxonomy of diagnostic teaching strategies to gauge students' personal science conceptions. This may be useful to guide future research and professional development of science teaching practice.
590
$a
School code: 0208.
650
4
$a
Education, Sciences.
$3
1017897
690
$a
0714
710
2 0
$a
University of Southern California.
$3
700129
773
0
$t
Dissertation Abstracts International
$g
67-10A.
790
$a
0208
790
1 0
$a
McComas, William,
$e
advisor
791
$a
Ed.D.
792
$a
2006
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3237118
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9127221
電子資源
11.線上閱覽_V
電子書
EB W9127221
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入