How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument

Opitz, Sebastian; Neumann, Knut; Bernholt, Sascha; Harms, Ute

doi:10.12973/eurasia.2017.00703a

Cited by 20 publications

(21 citation statements)

References 41 publications

(108 reference statements)

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“…Based on the German educational standards, three concepts (denoted as basic concepts) were selected for constructing the conceptual test: the structure and composition of matter, chemical reaction, and energy (KMK, ). Besides newly developed items, about half of the test is based on items that focused on the target concepts and had been empirically validated in previous studies for assessing the conceptual understanding of students across multiple grade levels (Matter and Chemical Reaction: Hadenfeldt, Neumann, Bernholt, Liu, & Parchmann, ; Energy: Opitz, ).…”

Section: Design and Analysis Proceduresmentioning

confidence: 99%

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

et al. 2018

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The development of students' interest in school science activities, their understanding of central chemical concepts, and the interplay between both constructs across Grades 5–11 were analyzed in a cross‐sectional paper‐and‐pencil study (N = 2,510, mean age 11–17 years). Previous empirical findings indicate that students' knowledge increases over the time of secondary school while students' interest, especially in natural science subjects, tends to decrease. Concomitantly, there is evidence for an increase in the positive coupling between interest and knowledge across time. However, previous studies mainly rely on rather global measures, for example, school grades or general subject‐related interest, and focus on science as an integrated subject instead of specific disciplines, for example, chemistry. For this article, more proximal and differentiated measures for students' understanding of three chemical concepts (Chemical Reaction, Energy, Matter) and interest in seven dimensions of school science activities according to the RIASEC + N model (Realistic, Investigative, Artistic, Social, Enterprising, Conventional, and Networking; cf. Dierks, Höffler, & Parchmann, 2014) were applied. The results are in line with previous research indicating a general increase in conceptual understanding and a decline in students' interest for all school science activities. However, the interplay between conceptual understanding and interest differs across the seven dimensions. Interest in activities which are likely to promote cognitive activation (investigative, networking) or involving the communication of knowledge (social, enterprising, and networking) are increasingly connected to conceptual understanding, especially in upper secondary grades. Interest in guided hands‐on activities (realistic) which are typical in secondary science teaching, however, shows only small positive correlations to students' conceptual understanding across all grades. Hence, in upper‐secondary school, investigative, social, enterprising, and networking activities seem to provide opportunities to benefit most from the interrelation between students' interests and their understanding.

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Section: Design and Analysis Proceduresmentioning

confidence: 99%

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

et al. 2018

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“…The specific data output structure is shown in Figure 4. Timer is used to control timing obtain the expired label data from the read cache queue, and output to the detection mechanism to process, so as to output the required data to the application system [1,19,23].…”

Section: 2mentioning

confidence: 99%

“…After authenticated, users can access the application server. The client will be sent to the application server by the E encrypted by formula (19), the application server will decrypt the E, and then enter the process (6). The F is sent to the authentication server by the formula (19).…”

Section: 2mentioning

confidence: 99%

A high precision data encryption algorithm in wireless network mobile communication

Fan¹,

Wang²,

Debnath³

2019

Discrete &Amp; Continuous Dynamical Systems - S

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At present, the MD5 based data encryption algorithm for wireless network mobile communication cannot effectively detect the intrusion data in the mobile communication. Redundant data is not removed, the efficiency of data encryption is low, and the overall communication security is poor. In this paper, a MDEA based data encryption algorithm for wireless network mobile communication is proposed. By applying normalization of communication data to DBN model, using the way of changing one parameter while keeping others, the optimal DBN detection model is built to achieve high-precision detection of intrusion data. Using the signal intensity at different times, the speed and process time of the data level movements are estimated. By estimating the results, the redundant data and inappropriate data are removed, and performed the MDEA operation based on the secret data, introduced random numbers and timestamps to prevent the foreign infiltrations. Experiments show that the algorithm can not only improve the detection quality of intrusion data, but also enhance the cleaning effect of redundant data and in the communication, and enhance data security. 2010 Mathematics Subject Classification. 19J25.

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“…Learners have well-documented problems with understanding and learning key scientific concepts like energy (e.g., Opitz et al 2017;Wernecke et al 2018), genetics (e.g., Schmiemann et al 2017;Venville et al 2005), and evolution (e.g., Gregory 2009;Rector et al 2013;Rosengren et al 2012). A shared aspect of these scientific concepts is that spatial and/or temporal dimensions of associated processes and structures prevent their direct perception.…”

Section: Introductionmentioning

confidence: 99%

EvoSketch: Simple simulations for learning random and probabilistic processes in evolution, and effects of instructional support on learners’ conceptual knowledge

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Background: Students' knowledge of scientific principles of evolution is often inadequate, despite its recognized importance for understanding biology. Moreover, difficulties associated with underlying abstract concepts such as randomness and probability can hinder successful learning of evolutionary concepts. Studies show that visualizations, particularly simulations together with appropriate instructional support, facilitate the learning of abstract concepts. Therefore, we have developed interactive, web-based simulation software called EvoSketch in efforts to help learners grasp the nature and importance of random and probabilistic processes in evolutionary contexts. We applied EvoSketch in an intervention study comparing four self-directed study conditions: learning with EvoSketch (1) alone, (2) combined with interpretative support, (3) combined with reflective support, and (4) using texts about randomness and probability instead of EvoSketch. All conditions received no support from any instructors. Knowledge about evolution as well as randomness and probability in the context of evolution, time-on-task, and perceived cognitive load were measured. A sample of 269 German secondary school students (M age = 15.6 years, SD = 0.6 years) participated in the study.Results: Learners using EvoSketch without additional support obtained higher follow-up test scores regarding their knowledge of randomness and probability than those using the text-based approach. However, use of the simulations together with given instructional support (interpretative or reflective) did not increase students' performance, relative to the text-based approach. In addition, no significant between-intervention differences were found concerning the knowledge of evolution, while significant differences between the groups were detected concerning students' perceived cognitive load and time-on-task. Conclusions:From our findings, we conclude that EvoSketch seems to have a very small positive effect on students' understanding of randomness and probability. Contrary to our expectations, additional self-directed instructional support did not improve students' understanding, probably because it was not necessary to understand EvoSketch simulations. When using EvoSketch in the classroom, we recommend increasing the intervention timeframe to several sessions and a variety of evolutionary examples for which EvoSketch serves as an underlying framework. which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

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How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument

Cited by 20 publications

References 41 publications

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry

A high precision data encryption algorithm in wireless network mobile communication

EvoSketch: Simple simulations for learning random and probabilistic processes in evolution, and effects of instructional support on learners’ conceptual knowledge

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