KaydedilenlerDerginizi ekleyin

Dergiler / Journal of Turkish Science Education / 2014 / Cilt: 11 - Sayı: 3

Understanding Pre-service Elementary School Teachers' Mental Models about Seasonal Change

Su-Kyeong PARK
Jun-Young OH
Sayfa
3–20
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

For teachers to successfully guide elementary school students in scientific activities, teachers must possess both the appropriate scientific knowledge and the necessary abductive inference skills.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:The objectives of this study are to develop an abductive procedure that students construct their alternative models, and help teacher to construct their scientific models from initial model to them about seasonal change.
📊
Temel Bulgular & Veri:For this study, 30 pre-service elementary school teachers(1st grade) were participated.
💡
Sonuç & Katkı:For teachers to successfully guide elementary school students in scientific activities, teachers must possess both the appropriate scientific knowledge and the necessary abductive inference skills.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

The objectives of this study are to develop an abductive procedure that students construct their alternative models, and help teacher to construct their scientific models from initial model to them about seasonal change. The data collected from the paper-pencil test and individual interview with students. For this study, 30 pre-service elementary school teachers(1st grade) were participated. The results of this study show that the students had apparent alternative conceptions, and that the 'distance theory' had most important effects on their alternative conceptions. In order to find the origin of structure of their alternative conceptions about seasonal change, we reconstructed the forming process of their alternative concepts according to the inference patterns of abduction. The revision types of main hypothesis as a their alternative models is done through their early age perceptions of typical celestial bodies rather than the acquired specific knowledge, and have the expansion, contraction, and revision of main theory. Implications for pre-service teachers' science education and related research were discussed. For teachers to successfully guide elementary school students in scientific activities, teachers must possess both the appropriate scientific knowledge and the necessary abductive inference skills.

🔖

Bu Makaleye Atıf Yap

PARK, S., OH, J. (2022). Understanding Pre-service Elementary School Teachers' Mental Models about Seasonal Change. Journal of Turkish Science Education, Cilt: 11 - Sayı: 3, 3–20. https://ajindex.com/articles/568511

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (12)

  1. Aliseda, A. (2000). Abduction as epistemic change: a Peircian model artificial intelligence, In P. A.Flash and A.C. Kakas (Eds.), Abduction and Induction: Essays on their Relation and Integration, Applied Logic Series, Volume 18 (pp. 45-58).Netherlands: Springer. Atwood, R.K. & Atwood, V.A. (1996). Pre-service elementary teachers' conceptions of the causes of seasons. Journal of Research in Science Teaching, 33, 553-563.
  2. Charniak, E. & McDermott, D. (1985). Introduction to Artificial Intelligence. Reading, MA: Addison-Wesly. Darden, L. (1992). Strategies for Anomaly Resolution. In Giere, R. (Eds.), Cognitive models of science(pp. 251-273). Minnesota: University of Minnesota Press.
  3. Eames, S. M. (1977). Pragmatic Naturalism: An Introduction, In S. M. Eames(Eds.). Carbondale: Southern Illinois University Press Eylon, B.-S. & Linn, M. C. (1988). Learning and instruction: An Examination of Four Research Perspectives in Science Education. Review of Educational Research,58(3), 251-301.
  4. Feigenberg. J., Lavrik, L., & Shunyakov, V. (2002). Space Scale: Models in the History of Science and Students' Mental Models. Science & Education, 11, 377-392. Gärdenfors, P. (1988).
  5. Knowledge in Flux, Cambridge: MIT Press,
  6. Hanson, N. R. (1961). Is There a Logic of Scientific Discovery. In H. Feigl and G. Maxwell (Eds.), Current Issues in the Philosophy of Science. New York: Holt, Rinchart and Winston, Inc. Hanson, N. R. (1965). Notes Toward a Logic of Discovery. In R. J. Bernstein (Ed.), Perspectives on Peirce (pp.42-65). New Haven/London: Yale University Press.
  7. Harman, G. H. (1965). The inference to the Best Explanation, Philosophical Review, 74, 88- 95. Hanson, N. R. (1972). Patterns of Discovery: An Inquiry into the Conceptual Foundations of Science, Cambridge, UK: Cambridge University Press.
  8. Harman, G. (1973). Thought. Prinston: Prinston University Press.
  9. Hewson, P. W. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3, 383-396.
  10. Hewson, P. W., & Hewson, M. G. (1988). An Appropriate Conception of Teaching Science: A View from Studies of Science Learning. Science Education, 72, 597-614.
  11. Josephson, J. R. & Josephson, S. G. (1996). Conceptual Analysis of Abduction, in R. Josephson, & S. G. Josephson(Eds.), Abductive Inference: Computation, Philosophy, Technology. New York: Cambridge University Press,
  12. Kasterns, K., & Rivet, A. (2010). Using analogical mapping to assess the affordances of scale models used in earth and environmental s