Analogies have long been tools of discovery in mathematics and science, and are often used in the classroom as explanatory devices to help students understand difficult science concepts. However, research has shown that for many students, analogies engender misconceptions rather than scientists' science. It is believed that misconceptions arise when students reconstruct their knowledge within the context of their prior conceptions, and that misconceptions arise whenever the student has a different conception of the analog to the teacher or the student applies the analogy beyond its limits.The literature is richly endowed with descriptions of how it is thought that analogies generate meaning and contain a range of suggestions for improving classroom pedagogy when analogies are used. Five teaching models have been identified which claim to improve analogical instruction, and one of these, the teaching-with-analogies (TWA) model (Glynn, 1989) has been modified at the Science and Mathematics Education Centre of Curtin University for use in secondary science classrooms. To date, no empirical studies have been performed to determine the efficacy of this modified TWA model.This study set out to evaluate the modified TWA model in a qualitative interpretive manner by observing teachers, who had been in-serviced about the model, using analogies in their lessons. Data were generated from the verbatim transcripts of each teacher's in-class performance, each teacher's post-lesson interview and interviews with a number of the students who received the analogical instruction. The emergent data were interpreted from a constructivist perspective with attention being given to credibility, dependability and confirmability.The data derived from one teacher teaching four analogies to Year 8 and 10 science students were reported in this thesis. Three of these analogies were taught using ++ / the modified TWA model and these analogies were, light waves are like water waves, conduction of heat in a solid is like the domino effect and the refraction of light as it passes from air into perspex is like a pair of wheels rolling from a smooth surface onto a rough surface. The fourth analogy in which the size of a mole was illustrated using three brief analogies was reported only briefly because the teacher failed to use the modified TWA model during this lesson.The study's findings demonstrated that student understanding of difficult science concepts did appear to be enhanced by the use of the modified TWA model when analogies were included in the lesson. For analogies to be effective, it is believed that two teacher activities are essential: firstly, ensuring that the students understand the analog in the same way as the teacher and secondly, that the unshared attributes of the analogy are highlighted during the lesson. It is also asserted that an exemplary teacher, teaching-in-field, can integrate the modified TWA model into her teaching if she is provided with peer support over at least three to four uses of the model during normal lessons. It appears that maintenance of the TWA model within a teacher's pedagogy requires a supportive colleague to provide critical feedback and encouragement.This study raised some important questions that should be addressed in future research on the use of the modified TWA model. Can the modified TWA model produce conceptual change where alternative student conceptions are firmly entrenched? Can the modified TWA model be incorporated into the pedagogy of most teachers? Is there a more appropriate model for teaching-with-analogies?

Thesis (M.A. in Security Studies (Europe and Eurasia))--Naval Postgraduate School, June 2008. / Thesis Advisor(s): Tsypkin, Mikhail ; Arquilla, John. "June 2008." Description based on title screen as viewed on August 22, 2008. Includes bibliographical references (p. 79-89). Also available in print.

Preschool has a long tradition of using picture books, both as entertainment and as a resource for educational activities. In science there are two main application areas. The first one is science concepts and the second is to teach basic science process skills. These skills, observing, communicating, inferring, classifying, measuring and predicting reflects the methods used by scientists. Picture books potential to put science concepts and activities that promote the use of science process skills in a meaningful context, recommends using picture books for this purpose. However there is an issue about finding an appropriate selection of books, mainly when used for science concept formation. This study focuses on fictional picture books and discusses potentials and limitations of using them as a resource for preschool science. / I förskolan finns en lång tradition av att använda bilderböcker, både som underhållning och underlag för pedagogiska aktiviteter. Inom det naturvetenskapliga området finns två huvudsakliga användningsområden. Det första är naturvetenskaplig begreppsbildning och det andra är att använda bilderboken som utgångspunkt för att lära ut grundläggande naturvetenskapliga förmågor. Dessa förmågor, att observera, kommunicera, dra slutsats, klassificera, mäta och att förutspå, reflekterar det arbetssätt som används av forskare. Bilderbokens möjlighet att sätta naturvetenskapliga begrepp respektive aktiviteter som uppmuntrar barnen att använda naturvetenskapliga metoder i ett för barnen meningsfullt sammanhang, talar för att bilderboken används som utgångspunkt för detta. Ett problem som finns är att det är svårt att ta fram ett lämpligt urval. Detta gäller framförallt när bilderboken används som utgångspunkt för begreppsbildning. Denna studie är fokuserad på ett skönlitterärt urval, och diskuterar de möjligheter och begränsningar som finns med att använda skönlitterära bilderböcker som utgångspunkt för naturvetenskap i förskolan.

Research on conceptual change provides strong evidence that not only children but also many adults have incorrect or incomplete understanding of science concepts. This mixed methods study was concerned with preservice and inservice teachers’ understanding of six earth and space science concepts commonly taught in elementary school: reasons for seasons, phases of the moon, reasons for the wind, the rock cycle, soil formation, and earthquakes. The first part of the study determined and compared the level of conceptual understanding held by both groups on topics they will need to teach in the Georgia Performance Standards [GPS]. The second part focused on whether readings or hands-on learning stations, in some cases combined with concept mapping, improves preservice teachers’ understanding of these concepts. The third part described the application of conceptual change strategies of one group of preservice teachers during their field placements. The overall sample was two cohorts of preservice teachers, one cohort of preservice teachers from an alternative initial certification program, and two masters’ cohorts consisting of inservice teachers. Four data sources were: a six item open-ended survey, concept maps, the field assignments, and the researcher’s field notes. Rubrics were used to score answers to each survey question. Concept map scores were calculated based on the criteria developed by Novak and Gowin (1984). The first part of the study shows that both preservice and inservice teachers have low conceptual understanding of the earth science concepts taught in elementary school. Independent samples t-tests results indicate that both groups have similar understanding about these concepts. A two way ANOVA with repeated measures analysis demonstrated that readings and learning stations are both successful in building preservice teacher’s understanding and that benefits from the hands-on learning stations approached statistical significance. A paired samples t-test shows that concept mapping added to the participants’ conceptual understanding whether the participants learned the concepts through readings or stations. Finally, field assignments allowed the participants to apply knowledge that they learned in their science methods course in their classroom placements. This study has implications for teacher preparation programs, staff development, and conceptual change practices in field placements.

The question of whether or not school makes a difference in preparing students for democratic citizenship has been debated for a long time in political science and curriculum studies. These discussions are mostly based on the results of international surveys measuring students’ political attitudes, values and participation. However, we first need to define what kind of prepared citizens are needed. This article takes on the definition issue and presents new perspectives by exploring how teachers in Social Science (Samhällskunskap) and their students in Sweden reason about engagement when they address complex societal issues such as globalisation. Based on interviews with a number of teachers and students I will argue that in order to understand what is going on in school we need to interpret Social Science teaching in terms of first- and second-order concepts, where the second-order concepts could be seen as "how to think like a social scientist". I will make a case that there is a didactic dilemma for teachers trying to educate students who are both trained in disciplinary thinking and leave school as politically engaged. However, this dilemma is not unsolvable and I will hold a position that it might contain answers to some of the questions that political scientists deal with in terms of engagement.

Science is taught at all grade levels, yet there exists a deficiency in the amount of emphasis placed on science training for elementary teachers. As a result, teachers often feel inadequate in their knowledge of scientific areas and in their ability to develop science process skills in their students. As a result in this lack of training, a need exists to provide programs to increase skill and confidence of elementary teachers not only in teaching science concepts but science process skills as well. One means of meeting this need was the development of an activity-based, process-oriented inservice curriculum designed specifically for elementary science. The curriculum was designed as an inservice component of 60 hours that emphasized process skills as well as updating science concepts. The curriculum was designed for use in grades 1-6 and stressed "hands-on" experiences using readily available materials and a minimum of specialized equipment. The curriculum was field tested as a component of the Clay county, Florida Summer Inservice Institute. Thirty eight teachers, whose teaching assignments ranged from kindergarten to sixth grade, participated in the field test. At the beginning of the Institute, no participant scored 80% or better on a pretest of knowledge of concepts and process skills. Each participant completed each 'activity in the role of a student, including forming a hypothesis, collecting data, and drawing a conclusion. Activities were then discussed stressing process skills used and an indepth review of concepts involved. On the final day of the Institute, 84% of the participants scored 80% or better on the posttest. Furthermore, evaluations of the component by particiPants indicated a marked improvement in confidence in and enthusiasm for teaching science process skills. Overall the curriculum met the objective of increasing elementary teachers' ability and willingness to teach science process skills as well as science concepts.

Syftet med denna studie är att lyfta fram hur förskolepersonal beskriver och uppfattningar om barns spontana nyfikenhet på naturvetenskapliga fenomen. Kvalitativa enkäter och semistrukturerade intervjuer användes som undersökningsmetod för att lyfta fram förskolepersonalens beskrivningar och uppfattningar. Totalt har tio anställda från tio olika förskolor svarat på enkäten och tre av respondenterna har ställt upp på en mer djupgående intervju. Respondenterna svarar att de ofta möter barns spontana nyfikenhet. Genom de tre fördjupade intervjuerna i denna studie, beskrivs hur barns spontana nyfikenhet bidragit till långa utvecklade naturvetenskapliga projekt. Studien visar att nyfikenhet kan ses genom barns frågor och kroppsspråk och tycks vara grunden till allt lärande. Genom ett positivt förhållningssätt och en närvaro som förskolepersonal kan de möta, lyfta och utveckla barns frågor och nyfikenhet. Enkätsvaren visar att biologi fortfarande är det dominerande naturvetenskapliga ämnet i förskolan även om skillnaderna var mindre än vad tidigare forskning visat. Något alla tre intervjupersoner lyfter kopplat till barns nyfikenhet är förskolepersonalensförhållningssätt, miljö och material samt användandet av naturvetenskapligabegrepp i undervisningen. / The purpose of this study is to highlight how preschool personnel describe and comprehend children's spontaneous curiosity about natural science phenomena. Qualitative survey and semi-structured interviews were used as research methods to obtain the preschool personnel's descriptions and perceptions. In total, ten employees from ten different preschools answered the survey and three of the respondents agreed to a more in-depth interview. The respondents answer that they often encounter children's spontaneous curiosity. Through the three in-depth interviews in this study, it is described how children's spontaneous curiosity contributed to long, developed natural science projects. The study shows that curiosity can be seen through children's questions and body language and seems to be the foundation of all learning. Through positive approach and preschool personnel that is present, they can meet, raise and develop children's questions and curiosity. The survey results show that biology is still the dominant science subject in preschool, although the differences were smaller than previous research had shown. Something all three interviewees mention in connection with children's curiosity is the preschool staff's approach, environment and materials as well as the use of scientific concepts in teaching.

Denna studie handlar om samhällsorienterade begrepp. Studiens syfte är att undersöka vilka samhällsorienterade begrepp som syns i lärares samhällsundervisning. Studien ska även undersöka vilka metoder lärare använder sig av för att elever ska förstå begrepp och hur lärare bedömer elevers begreppskunskaper. Detta har undersökts genom nio observationer och två intervjuer av två lärare i Södra Sverige. Metoderna har använts på grund av att studien har en kvalitativ ansats. I kapitlet ”Teori och tidigare forskning” berörs läsförståelse, ordförråd, ämnesspråk, samhällsorienterade begrepp, begreppsundervisning och bedömning. I resultatet framgår det att lärarna som observerades använde centrala begrepp och använde speciellt läsning, diskussioner och samtal som metoder. I resultatet framgår det även att lärarna bedömde, genom att de lyssnade på elevernas muntliga förmågor och att de gick runt och läste vad eleverna skrev.

The study investigated the Impact of Activity-Based Teaching Method (ABTM) on students’ academic performance in basic science at Junior Secondary Schools in Katsina Metropolis, Nigeria. Three research questions and three research hypotheses were formulated to guide the researcher in the conduct of the research. The study randomly sampled three hundred and thirty (330) out of nine thousand and six (9,006) Junior III Basic Science Students. Three of the randomly selected schools were placed as experimental control groups. A total of one hundred and sixty five (165) students were randomly sorted out, each way, to constitute the experimental and control groups. A quasi-experimental pre-test-post-test research design was used for the study. A pre-test was administered to ascertain the equivalence of the two groups. The study subjects in the experimental group were taught a number of concepts enshrined in environmental management for sustainability using the assets in activity-based teaching method; the control group was taught the same content using the lecture method for eight weeks. The students were subjected to “Basic Science Achievement Test” (BSAT); this instrument provided data for addressing the research questions and hypotheses raised in the study; the hypotheses were tested using SPSS version 20.0 packaged at 0.05 level of significance; t-test for independent samples was used to test the hypotheses. The study revealed that basic science students taught using activity-based teaching strategy performed significantly higher than their counterparts who were only taught using lecture method; similarly, there was significant difference in the academic performance of males, as compared to female students; similarly the students exposed to activity-based teaching strategy demonstrated a higher retention ability indices in the learning of basic science concepts, as compared to their colleagues who were exposed only to the lecture method. The study recommended that teachers should employ activity-based teaching methodology (ABTM) in teaching concepts in basic science at Junior Secondary Schools in order to enhance academic performance and retention of the content that was taught. The study further recommended that there should be provisions in schools of facilities, provisions and equipment which are vital for effective implementation of activity-based teaching method (ABTM). / Curriculum and Instructional Studies / D. Ed. (Didactics)

Vergnaud (1985) propose une structure de type (S,I,S) qui sous-tend que la construction d’un concept scientifique est accompagnée entre autres de l’émergence d’un système d’invariant(s) lié au concept. Nous proposons ici d’observer si, en sciences physiques, sur l’exemple du concept d’élément chimique au sein de classes de seconde générale du lycée, l’élaboration de l’invariant, dans le cadre d’une telle structure (S,I,S), est, sinon la condition de celle du concept, susceptible de le rendre plus lisible. Nos résultats montrent que la construction du concept d’élément chimique semble être conditionnée par celle de son invariant. En revanche la réciprocité ne paraît pas aussi évidente. Nous observons des tendances similaires sur d’autres concepts en sciences physiques, lesquels sont en cours d’exploitation. Cela nous amène à penser que les invariants pourraient se voir doter, en sciences physiques, d’un statut didactique « majeur ». Nous proposons une ébauche de classification des invariants, en sciences physiques, afin de donner de la lisibilité aux objets complexes que sont les concepts scientifiques auxquels ils sont associés. Nous imaginons que toutes les disciplines pourraient « penser » leurs invariants et que ces derniers pourraient être valorisés, au sein des organismes de formation, pour ce qu’ils sont susceptibles d’apporter aux élèves dans un cursus d’apprentissage. / Vergnaud (1985) propose a structure of type (S, I, S) which underlies the construction of a scientific concept is accompanied by among others the emergence of a system invariant (s) related to the concept. We propose here to observe whether, physical sciences, the example of the concept of chemical element  within general classes of second  school, the development of the invariant under such a structure (S, I, S) is, if the condition of the concept, which may make it more readable. Our results show that the construction of the concept of chemical element seems to be conditioned by its invariant. However reciprocity does not seem so obvious.We observe similar trends on other concepts in the physical sciences, which are in operation. This leads us to believe that the invariants could be build, physical sciences, educational status "major". We propose a draft classification of invariants, physical sciences, in order to give clarity to complex objects that are scientific concepts which they are associated.We imagine that all disciplines could "think" their invariants and that they could be recovered within training organizations for what they are likely to provide students with a learning curve.