The Effects Of Teaching The Nature Of Science On Higher Order Thinking Skills In A Freshmen Level Physical Science High School Course
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The Effects Of Teaching The Nature Of Science On Higher Order Thinking Skills In A Freshmen Level Physical Science High School Course
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Author : Nicolai R. Love
language : en
Publisher:
Release Date : 2014
The Effects Of Teaching The Nature Of Science On Higher Order Thinking Skills In A Freshmen Level Physical Science High School Course written by Nicolai R. Love and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with Critical thinking categories.
As I have developed as a science teacher, I have become more concerned with helping students learn to "think like a scientist" rather than memorize science content. With the release of the Next Generation Science Standards in April of 2013, I was further inspired to rework the school's current science curriculum to make time for teaching students to think. Over the summer of 2013, I developed a six week Nature of Science unit which used the eight benchmarks published in the Next Generation Science Standards. The Nature of Science focuses on the "how" of science and I thought it would help me achieve my goal of making students become critical thinkers. While it may seem intuitive teaching the Nature of Science may result in better higher order of thinking skills, my project focused on attempting to verify whether students improved in their ability to analyze, synthesize and evaluate scientific information. Prior to the start of the newly developed Nature of Science unit and following it, my freshmen physical science course took a previous year's standardized test (ACT Explore), completed a survey over their higher order thinking skills, developed a scientific experiment from given background during an assignment, and developed a second scientific experiment with the use of a computer simulator and collected data. The surveys provided the opportunity for me to learn about all three of their higher order thinking skills, the standardized tests shed light on their analysis and evaluation abilities, while the students developed scientific experiments provided information over their synthesis skills. The largest gains from the Nature of Science unit were in student evaluation ability. This was evidenced by increases in the ACT Explore Test conflicting view point portion and more students self identifying through the survey of being at a higher level. Student ability to synthesize and analyze scientific information did not seem to change nearly as much. As I look to improve the unit for future years, I will be incorporating more activities which allow students the opportunity to analyze and synthesize scientific information in the context of the Nature of Science.
Resources In Education
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Author :
language : en
Publisher:
Release Date : 1998
Resources In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998 with Education categories.
Critical Thinking Abilities And Understanding Of Science By Science Teacher Candidates At Oregon State University
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Author : Gene Francis Craven
language : en
Publisher:
Release Date : 1966
Critical Thinking Abilities And Understanding Of Science By Science Teacher Candidates At Oregon State University written by Gene Francis Craven and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1966 with Critical thinking categories.
This investigation was designed to determine the extent to which students who are completing planned curricula in science education are proficient in aspects of critical thinking, and possess understandings of science consistent with those of the practicing scientist. The effects of science curricula upon the development of these abilities and understandings were examined by comparing group mean test scores of science teacher-candidates to those of (a) freshmen in social science education, (b) science education freshmen, (c) elementary teacher-candidates, (d) social science teacher-candidates, and (e) in-service science teachers represented by Academic Year Institute Participants. Subgroups of science teacher-candidates were compared in order to assess further the effect of science curricula upon the development of critical thinking ability and understanding of science. Criterion tests were the Cornell Critical Thinking Test, Form X, and the Test on Understanding Science, Form W. The study being of a post-test only design, the criterion instruments were administered to the freshmen and in-service teachers at the beginning of Fall Term 1964. Teacher-candidates completed these tests during the term that they were enrolled in their respective special teaching methods courses. Single classification analyses of covariance using CCTT and TOUS group means were employed to statistically test the null hypotheses. Combined verbal and mathematical subtest means on the Scholastic Aptitude Test were applied as covariance controls of scholastic aptitude while group mean accumulative grade point averages were similarly used to control for group differences in academic achievement. F ratios were computed and evaluated to determine whether differences in group means on the criterion instruments were significant. The data were further analyzed to determine correlations among the variables and to assess prevalent misunderstandings of science. FINDINGS The following conclusions were drawn from the data analyzed in this investigation: 1. Both critical thinking abilities and understanding of science by the science teacher-candidates were significantly (five percent level) greater than were those of freshmen in social science education, freshmen in science education, elementary teacher-candidates, and in-service science teachers. 2. Science teacher-candidates did not differ significantly from social science teacher-candidates in either critical thinking ability or in understanding of science. 3. Neither critical thinking ability nor understanding of science, as measured by the criterion tests, were major learning outcomes of the study of college science. This conclusion was based on: a) Negative or non-significant correlations between both CCTT and TOUS scores and the total number of science grade points earned by members of each group. b) Lack of a significant difference in critical thinking ability or in understanding of science between science teacher-candidates and social science teacher-candidates, the latter group having completed half as many credits in science as had the former. c) Failure to find a significant difference in either critical thinking ability or understanding of science between high and low subgroups of science teacher-candidates selected on each of the following bases: 1) Total number of science grade points earned. 2) The biological-physical science ratio of science credits completed. 4. Science teacher-candidates evidenced an understanding of science superior to that of groups of students similar to those which they would be expected to teach. 5. Science teacher-candidates and in-service science teachers evidenced several misconceptions of the nature of science and scientists as did the non-science oriented groups. 6. Although all the groups revealed misunderstandings of the nature of scientific models, hypotheses, theories, and laws, these misunderstandings were significantly more numerous for the groups whose members had studied relatively little college science.
Attitudes Toward Teaching And Taking Science
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Author : Christopher Boylan
language : en
Publisher:
Release Date : 1996
Attitudes Toward Teaching And Taking Science written by Christopher Boylan and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1996 with categories.
Resources In Education
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Author :
language : en
Publisher:
Release Date : 1996
Resources In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1996 with Education categories.
Cincinnati Magazine
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Author :
language : en
Publisher:
Release Date : 2003-04
Cincinnati Magazine written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003-04 with categories.
Cincinnati Magazine taps into the DNA of the city, exploring shopping, dining, living, and culture and giving readers a ringside seat on the issues shaping the region.
Dissertation Abstracts International
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Author :
language : en
Publisher:
Release Date : 1988
Dissertation Abstracts International written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1988 with Dissertations, Academic categories.
Student Thinking And Learning In Science
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Author : Keith S. Taber
language : en
Publisher: Routledge
Release Date : 2014-04-11
Student Thinking And Learning In Science written by Keith S. Taber and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-04-11 with Education categories.
This readable and informative survey of key ideas about students’ thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics. Focused on secondary students and drawing on perspectives found in the international research literature, the goal is not to offer a comprehensive account of the vast literature, but rather to provide an overview of the current state of the field suitable for those who need an understanding of core thinking about learners’ ideas in science, including science education students in teacher preparation and higher degree programs, and classroom teachers, especially those working with middle school, high school, or college level students. Such understanding can inform and enrich science teaching in ways which are more satisfying for teachers, less confusing and frustrating for learners, and so ultimately can lead to both greater scientific literacy and more positive attitudes to science.
Ebony
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Author :
language : en
Publisher:
Release Date : 2002-09
Ebony written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002-09 with categories.
EBONY is the flagship magazine of Johnson Publishing. Founded in 1945 by John H. Johnson, it still maintains the highest global circulation of any African American-focused magazine.
Comprehensive Dissertation Index
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Author :
language : en
Publisher:
Release Date : 1984
Comprehensive Dissertation Index written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1984 with Dissertations, Academic categories.