Comprensión de los estudiantes acerca de la naturaleza descriptiva y predictiva de los modelos escolares en Química Orgánica

Reseñ

La comprensión de los estudiantes sobre el papel de los modelos científicos en el aprendizaje de las ciencias

Reseñ

What students’ diagrams reveal about their sense-making of plate tectonics in lower secondary science

Understanding plate tectonics is pivotal to development of an integrated understanding of Geoscience topics. However, geology is frequently introduced to students in lower secondary school by describing separate processes, such as sedimentary rock formation, rather than investigating the overall driving forces for change. This study investigated what Grade 8 students (N = 37) drew to explain plate tectonics in relation to convection currents and how they integrated their prior learning into a holistic understanding through the drawing process. Students’ explanatory diagrams revealed challenges to students’ sense-making of this dynamic process which have not previously been documented, such as integrating understanding of temperature, density and pressure into an explanation for bulk movement of material in convection currents; and interactions between convection currents in the mantle and the tectonic plates. Understanding students’ alternative conceptions at these fundamental levels provides opportunities for teachers to address these conceptions earlier in the teaching cycle. The results suggest that introduction to geology through student-generated visual representations may support students to construct better scientific explanations of the dynamic, complex processes of plate tectonics

Case Studies of Aboriginal Students - a Measure of Success for Tertiary Studies

Several qualitative studies of different students histories are conducted to discuss the approach that can help in the effective selection of Aboriginal students for different innovative courses. The study has identified different attributes of students that can lead to successful academic performance in these courses

Educational materials linking technology teaching with science education: Technology in life

The document series was initiated as part of UNESCO's Programme on the Teaching of Science and Technology to encourage an international exchange of ideas and information on science and technology education. The present volume under the theme of "Technology in Life" addresses the ways in which energy can be harnessed to improve the quality of human life. It comprises seven units: - Sundials: Solar Timing Devices - The Solar House: A Passive Solar Structure - The Green House: A Passive Solar Structure - Solar Hot Water Heater, Solar Oven, Solar Still: Solar Thermal Systems - The Windmill: Using the Wind's Energy - Biomass: Energy from Plant and Animal Materials - Photovolaic Cells: Solar Energy in the Future. Each unit has been treated under six sub-headings: Objectives, Introduction, Presentation and Investigation, Association and Systematization, Application,and Bibliography. "Presentation and Investigation", forming the main part of each unit, consists of a series of investigations to be carried out with the design and development of functional products of technology. The section on "Application" addresses general problems to be solved within the community. Since it is not possible to describe all possible communities, this part of the unit will require additional input from the teacher to specify the actual environment's concern, for example, reducing heat gain to a house, or building a greenhouse. All units involve the students in decision-making as well as in the design and production processes of a wide range of solar collection devices. Evaluation of each unit has been left to the individual teacher. It could, however, take the form of a pencil and paper test and the decision-making/design/production processes involved in each case. The materials have been prepared under the auspices of the Science and Mathematics Education Centre of the Curtin University of Technology, Perth, Australia, under contract with UNESCO. They were developed by Dr David Treagust as the Project Director. He was assisted by Ms Marjorie Beckingham and Ms Dorit Maor (Project Writers) and Ms Trudy Tanner (Word Processing). Their services are gratefully acknowledged. The opinions expressed in the text are those of the authors and not necessarily those of UNESCO

Multiple Representations in Modeling Strategies for the Development of Systems Thinking in Biology Education

Item does not contain fulltex