Teacher predictions versus actual student gains

Lightman, Alan P.; Sadler, Philip M.

doi:10.1119/1.2343698

Cited by 101 publications

(82 citation statements)

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“…It is imperative, then, that we as educators identify sources of student biological evolution-related misconceptions, identify or develop strategies to reduce or eliminate such misconceptions, and then implement these strategies at the appropriate junctures in students' cognitive development. If teachers are unaware of the misconceptions prevalent with students and do not take them into consideration when implementing instructional strategies, they may hold overly optimistic expectations of the effectiveness of their teaching (Lightman and Sadler 1993).…”

Section: Discussionmentioning

confidence: 99%

Teachers teaching misconceptions: a study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions

Yates

Marek

2014

Evo Edu Outreach

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Background: Research has revealed that high school students matriculate to college holding misconceptions related to biological evolution. These misconceptions interfere with students' abilities to grasp accurate scientific explanations and serve as fundamental barriers to understanding evolution. Because the scientific community regards evolution as a vital part of science education, it is imperative that students' misconceptions are identified and their sources revealed. The purpose of this study was to identify the types and prevalence of biological evolution-related misconceptions held by high school biology teachers and their students, and to identify those factors that contribute to student acquisition of such misconceptions, with particular emphasis given to the role of the teacher. Methods: Thirty-five teachers who taught at least one section of Biology I during the 2010 to 2011 academic year in one of 32 Oklahoma public high schools and their respective 536 students served as this study's unit of analysis. The Biological Evolution Literacy Survey, which possesses 23 biological evolution misconception statements grouped into five categories, served as the research tool for identifying teachers' misconceptions prior to student instruction and students' misconceptions both prior to and following instruction in biological evolution concepts, calculating conception index scores, and collecting demographic data. Multiple statistical analyses were performed to identify statistically significant (p < .05) relationships between variables related to student's acquisition of biological evolution-related misconceptions.

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Section: Discussionmentioning

confidence: 99%

Teachers teaching misconceptions: a study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions

Yates

Marek

2014

Evo Edu Outreach

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“…Muchos investigadores han demostrado que la mayoría de niños de primaria y muchos de secundaria son incapaces de explicar satisfactoriamente el fenómeno día/noche (véase Vosniadou y Brewer, 1992, 1994Lightman y Sadler, 1993;Trumper, 2001). La incomprensión del modelo de Copérnico es mucho mayor y alcanza a los universitarios y a los maestros (véase Atwood y Atwood, 1995Camino, 1995;Martínez Peña y Gil Quílez, 2001;Martínez Sebastiá, 2003;Summers y Mant, 1995;Trumper, 2001).…”

Section: Resultados Experimentalesunclassified

El mapa evolutivo de las estaciones del año

Pastor

2015

ensciencias

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RESUMEN• Los mapas evolutivos son estructuras que representan la red de itinerarios que pueden seguir los niños en la conceptualización de temas específicos (en el ámbito del pensamiento concreto). Están constituidos por el conjunto de integraciones posibilitadas por la sucesión de diferenciaciones que realiza el sujeto de un aspecto de su realidad observacional (a partir de la percepción). En este escrito presentamos su aplicación a un nuevo tema (el ciclo anual del movimiento del Sol en el cielo), incluida la contrastación experimental, lo que ha revelado una panoplia de concepciones infantiles, reforzado la validez y versatilidad de la metodología, sugerido un mecanismo cognitivo de relevancia didáctica (los modelos observacionales deducidos) y proporcionado apoyo adicional a la necesidad de cimentar el aprendizaje infantil en la realidad empírica. Además, como todo mapa evolutivo, posibilita el diseño de objetivos y criterios de evaluación secuenciales coherentes con el desarrollo cognitivo, así como la identificación de la arquitectura precisa del cambio conceptual necesario en cada aprendiz.PALABRAS CLAVE: enseñanza de la ciencia; primaria; astronomía; mapa evolutivo; cambio conceptual. ABSTRACT • Evolutionary maps (emaps) are structures that represent the network of itineraries that children may follow in the conceptualization of specific topics (within concrete thought). They consist of the set of integrations that are made possible by the succession of differentiations that subjects make from perceptual reality. In this paper, we present its application to a new topic (the annual cycle of the motion of the Sun in the sky), including the experimental test, which has revealed a panoply of children's conceptions, strengthened the validity and versatility of the methodology, suggested a cognitive mechanism of pedagogical relevance (deduced observational models) and provided additional support to the need for basing children's learning in empirical reality. In addition, as all emaps, it enables the design of sequential objectives and evaluation criteria consistent with cognitive development, as well as the identification of the precise architecture of the conceptual change necessary in each student.

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“…Moreover, it was determined that students had different misconceptions about the Earth, night-day, season, planet, star, the Sun, the Moon, space and gravity [70,71,72,73,74,75,76] and these misconceptions continued till the higher education and they were not corrected [65,77]. Within this framework, the results of the research study reveal that there might be further problems for having students gain enough knowledge and skills about space and astronomy subjects and astronomy.…”

Section: Discussionmentioning

confidence: 99%

Time Management Problem in Science Course in Secondary School 5<sup>th</sup> - 8<sup>th</sup> Grades in Turkey: Units Emphasized Less and the Reasons

Bozdoğan¹

2016

ujer

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This study is carried out to reveal which units teachers who encounter problems about falling behind the science course curriculum in secondary school in the 5 th grade through the 8 th grade prefer to focus on less and the reasons for their preferences. Survey model was used in the research study. Total 302 science teachers from 28 different cities in Turkey participated in the study carried out in 2015-2016 academic year. The research data were gathered via questionnaire form developed by the researcher. The results of the study revealed that nearly two-thirds of the science teachers spent less time teaching the units related to the "Earth and Universe" subject area to catch up on the curriculum in case of holidays, meetings, and exams held apart from the planned schedule. The units including ecology subjects within the subject area of Living Things and Life follow it. When the units are examined considering the grades, "Natural Processes" unit, the last unit of the 8 th grade, ranked first. The reasons why science teachers put less emphasis on these units is the place/order of the units in curriculum, timetable of the centralized exam held in the country and timetable of the last written exams in schools, distribution of questions in the centralized exam, the number of gains from the unit and content, and the students' pace in understanding the subject.

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Teacher predictions versus actual student gains

Cited by 101 publications

References 0 publications

Teachers teaching misconceptions: a study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions

Teachers teaching misconceptions: a study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions

El mapa evolutivo de las estaciones del año

Time Management Problem in Science Course in Secondary School 5<sup>th</sup> - 8<sup>th</sup> Grades in Turkey: Units Emphasized Less and the Reasons

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