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Hits 4.921 – 4.937 of 4.937
| 4921 |
Computer-assisted revision in Spanish academic texts: peer-assessment
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| 4922 |
Oral discourse competence-in-performance: analysing learner dialogues
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| 4923 |
La evaluación en los libros de texto de inglés como segunda lengua: un análisis comparativo cualitativo
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| 4925 |
An Argument-based Validity Inquiry into the Empirically-derived Descriptor-based Diagnostic (EDD) Assessment in ESL Academic Writing
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| 4926 |
Understanding of the Nature of Science: A Comparative Study of Canadian and Korean Students
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Abstract:
This study was designed to identify students’ perceptions of learning activities, assessment formats, and content on their understanding of the nature of science (NOS) by comparing and examining constructs created by Canadian and Korean students. Participants were 217 Canadian and 319 Korean Grade 8 students that filled out questionnaires; additionally, 9 students volunteered for semi-structured interviews. Descriptive statistics, multivariate analysis of variance and partial least squares were used to examine the quantitative data. A conceptually clustered matrix was used for the qualitative analyses. Results indicated that students from both countries perceived 1) their learning activities were teacher-directed, 2) class presentations and discussions occurred least frequently, 3) paper-and-pencil tests determined science scores, 4) science tests relied heavily on knowledge of science while knowledge about science was least likely to be assessed, and 5) generally students held relativistic views on science. The effect for country on NOS concepts was statistically significant across all of their perceptions except for the concepts of culturally embedded science and the perceptions of short-answer test formats. Specifically, Canadian students perceived that they had relatively more student-directed activities while Korean students perceived that they had more teacher-directed science lab activities. Further, Canadian students were inclined to hold more relativistic views across the NOS concepts. It was also noted that Korean students provided more political examples while Canadian students provided stem cell research or environmental issues. An examination of associations revealed that students’ learning activities, assessment formats, and content are good predictors of NOS understanding since these constructs explain variances from 19.7% for Empirical NOS to 63% for Scientific Methods. Results from students’ open-ended responses to the NOS concepts and the semi-structured interviews were consistent with the quantitative analyses. Most interviewees agreed that what, and how, they learned science-- and how their learning was assessed--affected their views of science since school science education was the important factor in developing their scientific knowledge. These results imply that diverse learning activities and assessments could prove to be a better approach to enhancing students’ understanding of NOS than teacher-directed learning activities and test formats requiring a single correct answer. ; PhD
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Keyword:
0714; comparative study; nature of science; perceptions of assessment content; perceptions of assessment formats; perceptions of learning science
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URL: http://hdl.handle.net/1807/34832
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| 4928 |
Edad, escolarización y tareas de fluencia verbal para el screening de pacientes con enfermedad de Alzheimer ; Age, schooling and Verbal Fluency tasks for the screening of Alzheimer´s disease patients.
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| 4929 |
Avaliação da Qualidade da Tradução: resultados da primeira fase de um estudo longitudinal sobre a aquisição da competência tradutória
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 33, Iss 4, Pp 1323-1352
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| 4930 |
Study on hearing loss and its relationship with work in pesticide-exposed tobacco growers
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In: Revista CEFAC, Vol 22, Iss 3
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| 4931 |
Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie
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In: Revista CEFAC
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| 4932 |
Applicability of the ICF-CY in evaluating children with disabilities and family support: an integrative literature review
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In: Revista CEFAC, Vol 22, Iss 1
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| 4933 |
Self-perception of surface hydration effect on teachers’ voice quality: an intervention study
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In: Revista CEFAC, Vol 20, Iss 6, Pp 761-769
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| 4934 |
Precisão e complexidade gramatical na entrevista de proficiência oral em língua estrangeira
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In: Revista Brasileira de Linguística Aplicada, Vol 15, Iss 3, Pp 657-680
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| 4935 |
Transcultural translation and adaptation of the Assessment Battery for Communication (ABaCo) for the Portuguese population
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In: Revista CEFAC, Vol 22, Iss 3
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| 4936 |
Development of feeding skills in preterm infants: a critical literature review
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In: Revista CEFAC, Vol 19, Iss 4, Pp 539-550
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| 4937 |
Dislexia: uma análise histórica e social
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In: Revista Brasileira de Linguística Aplicada, Vol 15, Iss 4, Pp 971-999
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