Mainland Chinese students⿿ conceptions of learning science: A phenomenographic study in Hebei and Shandong Provinces

Zhao, Zhang; Thomas, Gregory P.

doi:10.1016/j.ijer.2015.11.008

Cited by 12 publications

(14 citation statements)

References 28 publications

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“…With regard to science learning, several studies have explored students' conceptions of learning science (Park & Jeon, 2015;Sadi & Lee, 2015;Zhao & Thomas, 2016). Some studies have also identified the important role of conceptions of learning science in the strategies they use to learn science (Shen et al, 2016), their science learning self-efficacy (Tsai et al, 2011), and their motivation to learn science (Ho & Liang, 2015).…”

Section: Conceptions Of Learning By Armentioning

confidence: 99%

Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

Cheng

2018

EURASIA J MATH SCI T

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Previous studies have addressed the positive influences of augmented reality (AR) on science learning. However, few studies have explored how learners consider learning science by such an emerging technology, particularly from the perspectives of conceptions of learning. This study therefore aimed to develop a survey to understand students' conceptions of learning science by AR (CLSAR) considering their demographic characteristics and scientific epistemic beliefs. The CLSAR survey was validated by the responses of 267 junior high school students. The results indicate that the students generally exhibited positive conceptions, with stronger perceptions of learning science by AR as increasing motivation and interaction. Although they expressed less negative conceptions, their considerations of learning science by AR as diminishing learners' imagination about the scientific information were stronger than those as interrupting learning. The students' grade level played a role in their conceptions, but their gender did not. However, when considering the relationships between the students' scientific epistemic beliefs and their conceptions, the gender factor may interfere with the relations. Based on the findings, some suggestions for the development of AR-related science learning systems are discussed.

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Section: Conceptions Of Learning By Armentioning

confidence: 99%

Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

Cheng

2018

EURASIA J MATH SCI T

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“…Authors such as Baysen (2018) or Cruz‐Guzmán et al. (2017) talk about the positive effects of applying experimental activities in the classroom; however, other authors such as Zhao and Thomas (2016) comment on the need for students to already have a previous theoretical basis, which can be a problem in some cases for this type of activity to be successfully carried out.…”

Section: Resultsmentioning

confidence: 99%

Families, experiments, and nature: Learning science through project‐based learning

Santamaría–Cárdaba

2020

School Sci & Mathematics

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This study brings together the research focused on science education through project-based learning (PBL). This learning project was carried out in a rural learning community and an attempt was made to adapt to the natural resources of the area by organizing educational outings, experimental activities, and encouraging the participation of families. The overall objective is to test the effectiveness of applying the PBL teaching methodology for learning science in a rural learning community. The methodology used has been qualitative, specifically, the participating research has been used and the information has been compiled in a field notebook. The results show that the didactic proposal had good results; showing that, in conclusion, science teaching today should be inclined toward more innovative educational methodologies such as PBL.

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“…For example, Bigozzi, Tarchi, Falsini, and Fiorentini (2014), criticized the use of confirmatory experiments as they are a way of transferring knowledge. Lastly, Zhao and Thomas (2016) found that students need to memorize procedures to conduct experiments, a misconception preventing the appropriate utilization of EA.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

İlkokul Öğretmen Adaylarının Deney Etkinliklerinin Faydalarına İlişkin Düşünceleri: Deney Etkinlikleri Öncesi ve Sonrası

Baysen¹

2018

Kastamonu Eğitim Dergisi

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Bu çalışma ilkokul öğretmen adaylarının (n=20) deney etkinliklerinin faydalarına ilişkin kavramlarının, deneysel etkinlikleri içeren ders öncesi ve sonrası, çeşitliliğini ve uygulanan dersin etkisini ortaya çıkarmayı amaçlamakatadır. Çalışmada araştırma deseni olarak fenomenografi, veri olarak ise yazılı cevaplar, raporlar ve görüşme ve gözlem notları kullanılmıştır. Araştırmada temel ve ileri düzey olmak üzere iki çeşit faydaya ulaşılmıştır. Temel faydalar, düşük, nedene dayalı, geleceğe dönük profesyonel plan içeren, ve tutku içeren olmak üzere dört kategoride toplanmıştır. İleri düzey fayda ise, umut verici, orta düzeyde umut verici ve yüksek düzeyde umut verici olmak üzere üç kategoride toplanmıştır. Öğretmen adaylarının fayda kavramları derse bağlı olarak gelişmiştir.

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Mainland Chinese students⿿ conceptions of learning science: A phenomenographic study in Hebei and Shandong Provinces

Cited by 12 publications

References 28 publications

Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

Families, experiments, and nature: Learning science through project‐based learning

İlkokul Öğretmen Adaylarının Deney Etkinliklerinin Faydalarına İlişkin Düşünceleri: Deney Etkinlikleri Öncesi ve Sonrası

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