The importance of involving high‐school chemistry teachers in the process of defining the operational meaning of ‘chemical literacy’

Shwartz, Yael; Ben‐Zvi, Ruth; Hofstein, Avi

doi:10.1080/0950069042000266191

Cited by 69 publications

(66 citation statements)

References 19 publications

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“…This comparison supports our claim that the advantage of context-based approach is mainly when it is implemented in a high-intensity setting. This is in line with Shwartz et al (2005).…”

Section: Conclusion and Discussionsupporting

confidence: 77%

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

Dori

Avargil

Kohen

et al. 2018

International Journal of Science Education

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Context-based learning (CBL), promoting students' scientific text comprehension, and fostering metacognitive skills, plays an important role in science education. Our study involves CBL through comprehension and analysis of adapted scientific articles. We developed a module which integrates metacognitive prompts for guiding students to monitor their understanding and improve their scientific text comprehension. We investigated the effect of these metacognitive prompts on scientific text comprehension as part of CBL in chemistry. About 670 high school chemistry students were randomly divided into three groups exposed to high-and low-intensity CBL. One of the high-intensity groups was also exposed to metacognitive prompts. Research tools included pre-and post-questionnaires aimed at measuring students' conceptual chemistry understanding and metacognitive knowledge in the context of reading strategies, before and after exposure to the CBL. Chemistry understanding was reflected by students' ability to identify the main subject of the adapted article and by explaining concepts both textually and visually. We found that high-intensity CBL combined with metacognitive prompts improved students' chemistry understanding of the adapted scientific articles and the ability to regulate their learning. Our study establishes that reading context-based adapted scientific articles advances students' conceptual chemistry understanding. These gains are strongly amplified by domain-specific metacognitive prompts. ARTICLE HISTORY

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“…This comparison supports our claim that the advantage of context-based approach is mainly when it is implemented in a high-intensity setting. This is in line with Shwartz et al (2005).…”

Section: Conclusion and Discussionsupporting

confidence: 77%

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

Dori

Avargil

Kohen

et al. 2018

International Journal of Science Education

View full text Add to dashboard Cite

show abstract

“…Sometimes, this is because they feel satisfied with, and there is coherence between their goals, their conceptions, their educational practice, and their perception of the students (McRobbie & Tobin, 1995). At other times, it is because there exist conditioning elements that reinforce traditional models, and are obstacles to changing them (Shwartz, Ben-Zvi, & Hofstein, 2005;Tobin, 1998;Verjovsky & Waldegg, 2005).…”

Section: Science Teachers' Conceptionsmentioning

confidence: 99%

Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps

Da-Silva¹,

Jiménez

Ruiz

et al. 2007

Science Education

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ABSTRACT:We describe a longitudinal study of a secondary education biology teacher at two moments in her career (1993 -2002), determining the changes in her conceptions of the nature of science and its teaching and learning, and the factors that favored or hindered such changes. The changes were analyzed using cognitive maps, constructed on the basis of the Inventory of Teachers' Pedagogical & Scientific Beliefs (INPECIP) questionnaire, designed and validated by R. Porlán, A. Rivero, and R. Martín del Pozo (1997), and a semistructured interview. The results showed the process of change in conceptions to be complex and gradual, with different conceptions being out of phase with each other. During her first 4 years of teaching, until 1993, her conceptions of science teaching and learning began to evolve from a teacher and content-centered model to one that was more student

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“…To be chemical literate, a person must possess higher "learning skills," such as the ability to generate useful questions and to seek information to answer questions. For affirmative dimension of chemical literacy people should have a realistic view about chemistry (Shwartz, Ben-Zvi, & Hofstein, 2006a;Shwartz et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…To facilitate curriculum development for science and chemistry education, Shwartz, Ben-Zvi, and Hofstein (2005) asked chemistry teachers and scientists to define chemical literacy. A framework, which included chemical concepts, contexts, learning skills, and applications, was generated from the result of the study.…”

Section: Introductionmentioning

confidence: 99%

Chemical Literacy Levels of Science and Mathematics Teacher Candidates

Çelik

2014

AJTE

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The importance of involving high‐school chemistry teachers in the process of defining the operational meaning of ‘chemical literacy’

Cited by 69 publications

References 19 publications

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps

Chemical Literacy Levels of Science and Mathematics Teacher Candidates

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