Understanding Global and Personal Use of Energy
Björn Andersson, Frank Bach, Ann Zetterqvist
University of Göteborg, Department of Education, Sweden
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Abstract. In this article we report an investigation of some aspects of students’ understanding of the energy flow on earth and how people might economize on energy in their daily life. The method chosen is to give the students pen-and-paper faste tasks of the open-answer type. The written responses are analysed qualitatively. Categories and other details in the analysis are not decided in advance but formed through interaction with the actual replies. The investigation has been part of a Swedish national evaluation made in 1995 and 1998, mainly involving students aged 16 and 19. The results show, among other things, that students describe only a few steps and branches in the energy flow on earth, grossly underestimate man’s use of fossil energy and grossly overestimate the global use of nuclear energy. Students' answers concerning economizing on energy on the personal level concentrate on the use of electricity for lightin and housework. Curricular implications of results obtained are discussed, and the concept ‘orientation pattern’ is introduced as a tool that might help students improve their understanding of the world around them. |
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Key words: science education, teaching programs. |
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Correspondence:
Bjorn Andersson, Professor
of Science
Education at Department of Education, University of Goteborg, Sweden.Box
300, SE–405 30 Goteborg;
Phone: +031 7732257; E-mail: bjorn.andersson@ped.gu.se |
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Eve Kikas, Triin Hannust
University of Tartu, Estonia
Hele Kanter
Liivalaia High School, Tallinn, Estonia
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Abstract. The investigation was aimed to study the influence of age and experimental teaching conditions on the learning of the concepts of the earth and gravity. 47 kindergarteners (age 60-69 months) and 56 first graders (age 85-95 months) were assigned into three groups: model-based, verbal-individual teaching and control groups. Three topics, aimed to treat children’s preliminary notions and to change children’s entrenched beliefs, were covered in teaching: the spherical shape of the earth; gravity; the relativity of up-down direction. The results showed that both 5- and 7-years-old children’s astronomy knowledge was improved due to teaching, regarding of which teaching method was used; however, the condition x age interaction was not significant. Difficulties that occurred during learning and their sources are discussed and conclusions for education are drawn. |
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Key words: gravity, earth, experimental teaching. |
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Correspondence: Eve Kikas, PhD, is an Associate Professor in the Department of Psychology (University of Tartu), 78 Tiigi Street, University of Tartu, Department of Psychology Tartu, Estonia; Fax: +37 27 275 900; E-mail: eve@psych.ut.ee Triin Hannust is a graduate student in the same department;Hele Kanter, MA, is a psychologist in Liivalaia Secondary School, Tallinn |
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THE SCIENCE TEACHER IN THE SITUATION OF CHANGING EDUCATIONAL PARADIGM
Dace Namsone
University of Latvia, Institute of Education and Psychology, Latvia
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Abstract. The human education paradigm is looking upon the learner as an active participant of the study process. In chemistry education, student himself discovers the world of chemical substances. The inquiry is a way human is seeking information and understanding in science education. Discovery, freedom, activity, creativity are the keywords for open learning in science laboratory. By posting hypothesis, further verifying them and analyzing the obtained results, the science process acts as a core for learning approaches. They foster learner’s self-discoveries, which are to be used in such a process. The teacher is a key to open such approaches in study process of chemistry. The teacher's role changes notably. In the open study process the teacher undertakes the functions of the expert – consultant and feedback provider. The teacher has to master a series of new skills more often. Moreover, acquiring new experience makes teacher to give up stereotypes and authoritarian teaching style. To implement the education reform in science education in Latvia it is necessary to practically resolve the controversy between learner’s wishes to do inquiry oriented laboratory works and teaching strategies carried out by teacher in classroom. |
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Key words: chemistry teacher, inquiry oriented learning, study process. |
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Correspondence: Dace Namsone, Master degree in chemistry, Institute of Education and Psychology, The University of Latvia, Kronvalda bulvaris, 4, LV-1010 Riga, LATVIA; E-mail: dacen@mail.sfl.lv; namsons@latnet.lv |
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Vincentas Lamanauskas
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Abstract. Natural Science education is important for all stages of the human’s ontogenesis. Besides, it carries a diverse and specific character throughout different age periods. Therefore, the opinion, that primary school doesn’t play a significant role guarantying Natural Science technological literacy, arises as the wrong one. On the contrary, most of the researches indicate that this stage of Natural Science education is of great importance. Moreover, the situation discloses that Natural Science education at primary school is indispensable and the most complicated one. The gaps in knowledge of the discussing subject left within this period of education can be hardly restored in the future. It has been accepted that the 21st century should be called a century of modern biology. And it concerns not intellect only. Moral issues, such as respect for nature and harmony with it, have become very important. Finally, the human should understand his inability of becoming the Lord of Nature. Thus, Natural Science Education should somehow support this idea. Theoretical analysis allows to maintain existing various typologies of motivation. 307 primary school teachers and 257 students have participated in the research. The research indicates that the practical type of motivation of interaction with nature predominates among the primary school teachers and students while the esthetic type of motivation is in the second place. The cognitive type of motivation appears as the weakest one. |
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Key words: primary school, motivation, interaction with nature. |
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Correspondence: Vincentas Lamanauskas, Doctor of Social Science, Associate Professor at Siauliai University /Lithuania/, Faculty of Education, Science Education Research Center,Visinskio St. 25, LT-5400 Siauliai, Lithuania; Phone:+370 1 595752; E-mail:vincentas@osf.su.lt;gamtamokslinis@one.lt http://www.su.lt/lt/part600/pedfak/laman.htm |
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Nicos Valanides
University of Cyprus, Nicosia, Cyprus
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Abstract. An experimental setting was used in a class of 23 sixth-grade students to prompt discussions about shadows. A rectangular wooden block with an incandescent electric lamp, mounted in the middle of each side, consisted the experimental setting. Additionally, there was a fifth lamp that was positioned exactly above the house and could be removed at any time. Each lamp could be replaced by other lamps of different colours and could be turned on and off independently. A two-dimensional model of a house, made of opaque cardboard, was also mounted upright at the center of the wooden block. The model showed a house with an inclined roof, a chimney, and one door and two windows that were represented using three movable pieces of cardboard. Students were asked to predict the position and other characteristics of the shadow when (a) each one of the five lamps was turned on individually, and (b) two lamps mounted on opposing sides of the wooden block were turned on simultaneously. Discussions were facilitated in order to create cognitive dissonance in students’ thinking and support the consequent psychological process of equilibration through a collaborative negotiation of students’ diverse understandings. The transcribed discussions were analyzed in an attempt to exemplify the importance of the social interaction between students’ knowledge schemes and their experience with the environment (physical and human), as well as aspects of the scientific epistemology and their relevance to conceptual change. |
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Key words: science education, constructivism, alternative conceptions, conceptual change. |
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Correspondence: Nicos Valanides, Associate Professor (Science Education), Department of Educational Sciences, University of Cyprus, P.O. Box 20537, CY-1678, Nicosia, Cyprus; Phone: +00357-99-442388; Fax: +00357-22-377950; E-mail: nichri@ucy.ac.cy |
EVALUATION OF LATVIA’S SCIENCE EDUCATION IN THE IEA TIMSS AND OECD PISA FRAMEWORK
Andrejs Geske
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Abstract. The article deals with the two largest international comparative studies in science, the first cycles of which took place in the last years of the previous century and which go on today as well - IEA TIMSS (Trends in Mathematics and Science Study) and OECD PISA (Programme for International Student Assessment). The average achievements of Latvia’s students in science in each of the studies are different but the general situation of science education in Latvia is satisfactory and corresponding to our economic situation. We support the opinion that improving of Latvia’s economics and correct developing of the country’s educational system will advance students’ achievements. At the same time there are several spheres, which need immediate improvement. Especially, it concerns our students’ skills to apply the knowledge gained in science lessons to real life situations. |
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Key words: science education, international comparative education research, TIMSS, PISA, achievement. |
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Correspondence: Andrejs Geske, Dr., associate professor University of Latvia, Faculty of Education and Psychology, Jurmalas 74/76, Riga, LV1083, Latvia; Phone 371 – 7414982; E-mail: andrejs@eduinf.lu.lvAndris Kangro, Dr., associate professor, University of Latvia, Faculty of Education and Psychology, Jurmalas 74/76, Riga, LV1083, Latvia; Phone 371 – 7424424; E-mail: kangro@eduinf.lu.lv |
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QUESTIONS OF CHEMICAL CONTENT IN THE INTEGRATED COURSES OF NATURAL SCIENCES
Alexandra Bratennikova, Elena Vasilevskaya
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Abstract. In formation of complete knowledge of nature and the person a big role belongs to studying of chemistry as the discussing subject according to its nature is primary integrated and its (her) maintenance (contents) is interconnected with that of physics and biology. Chemistry teaching in average educational institutions now is accomplished by studying obligatory independent rates as well as and by including of questions of chemical maintenance (contents) into the obligatory integrated rates of natural sciences (alongside with independent rates of chemistry by choice of pupils). The maintenance (contents) of a chemical component in the integrated rates of natural sciences taught in Japan, Canada, USA, the Great Britain, Ireland, Italy, France, Spain and Byelorussia is considered in the work. It is indicated that doubtless advantage of the integrated rates of natural sciences in general is the establishment of full interrelation between investigated natural-science subjects, and with reference to chemistry - formation of belief in necessity of chemical knowledge for the decision of many vital problems. Introduction of national standards and aspiration to equivalence of documents on the general education urgently demand definition in the different countries of uniform approaches to natural-science rates in high school, preparation of the scientific and pedagogical staff, to perfection of continuity school and high school natural-science education. |
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Key words: natural science education, integrated courses, chemical education. |
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Correspondence: Aleksandra Bratennikova, Belarusian State University, Department of chemistry, Chair of common chemistry; Kozlova av., 50-32, 220038 Minsk, Belarus; Phone: +375 17 2355594 (home); E-mail: kalosha@imaph.bas-net.by Elena Vasilevskaya, Dr., Associate Professor Belarusian State University, Department of chemistry, Chair of inorganic chemistry; Masherova str., 39 - 251, 220035 Minsk, Belarus; Phone: + (375 17) 2237056 (home); E-mail: vasileli@bsu.by; evas@tut.by |
SCIENCE TEACHERS CHANGE TOWARDS STL TEACHING
Miia Rannikmae
University of Tartu, Tartu, Estonia
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Abstract. The paper describes the effectiveness of the intervention training and draws attention to the most important factors to be considered in developing service programmes for the promotion of STL teaching skills. STL is taken to mean developing the ability to creatively utilise sound science knowledge in everyday life to solve problems, make decisions and improve the quality of life. The STL study was divided into three phases: teaching based on STL materials supplied to teachers, a six month active involvement through workshops where teachers developed and tried out their own STL materials and a follow up allowing the application of the skills acquired during the intervention. STL materials were defined as materials, of social issue, based, student-centred decision-making, and/or problem-solving units, within curriculum topics (Holbrook&Rannikmäe, 1997). Altogether, 45 science teachers and 1163 students were involved in the study. As a result of the 6 months intervention period it was found that the major factor illustrating effectiveness of a teacher developed STL materials was their ownership of STL teaching, expressed in terms of the ability to develop consequence maps. The structure of the consequence maps was used to distinguish three categories of teachers: subject learning activity based, with dominance on facts and concepts; sequenced activity based, with emphasis on process skills; social issue based, including problem-solving and decision-making strategies. Data collected 10 months after the intervention had indicated the need for re-categorisation of teachers, because the extent of the teacher change was not sustained and ownership of STL decreased. Three new categories were found based on teacher’s perception of relevance of science education: motivational relevance, skills relevance and social relevance. The effectiveness of the intervention programme was obvious: teachers who acknowledged the need for teaching social skills in conjunction with science concepts and process skills, continued to embed these ideas into their teaching ten months after the intervention. The sustained change was illustrated by phenomenographical outcome space (Marton, 1981). |
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Key words: science education, competence, scientific literacy. |
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Correspondence: Miia Rannikmae, dr., associate professor at University of Tartu; Lai 4, Tartu, EE-2400, Estonia; Fax: +372 7 465812; E-mail: miia@ut.ee |
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