Upon analysis of 25 Taiwanese eighth graders' questionnaire responses, actual laboratory observation recording, and interview details, the present study was conducted to explore the interplay between students' scientific epistemological views (SEVs) and their learning in school laboratory activities. It was revealed that, although higher achievers tended to have a greater frequency of verbal negotiations directly related to laboratory details, students' SEVs were also related to their laboratory verbal interactions. It was found that students having SEVs more oriented to constructivist views of science, called constructivist students, tended to focus more on negotiating the meanings of experiments with their peers than did students having SEVs more in line with empiricist views of science, called empiricist students (p < 0.05). Constructivist students perceived actual laboratory learning environments as less open-ended and less integrated (p < 0.05) and they tended to prefer a more student-supported and open-ended approach to experimentation (p < 0.05). Interview details showed that constructivist learners tended to explore deeply the involved concepts of laboratory activities, resulting in a richer understanding. On the other hand, empiricist learners placed greater emphasis on ?doing? laboratory work, following the codified procedures of science textbooks, and they believed that laboratory exercises made scientific concepts more impressive, acting as memory aids. This study concludes that an appropriate understanding of the constructivist epistemology of science should be an essential prerequisite for implementing so-called ?constructivist science teaching.? ? 1999 John Wiley & Sons, Inc. Sci Ed 83:654?674, 1999.
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Baada ya kuchambua majibu ya maswali ya wanafunzi wa darasa la nane wa Taiwan, rekodi halisi ya majaribio ya majaribio, na maelezo ya mahojiano, utafiti huu ulifanywa ili kuchunguza mwingiliano kati ya maoni ya kisayansi ya wanafunzi na kujifunza kwao katika shughuli za majaribio ya shule. Iligunduliwa kwamba ingawa wanafunzi wenye mafanikio ya juu walikuwa na mwenendo wa mazungumzo ya maneno ya mara kwa mara zaidi, yaliyohusiana moja kwa moja na maelezo ya maabara, SEVs ya wanafunzi pia ilihusiana na maingiliano yao ya maneno ya maabara. Wanafunzi wenye maoni ya ubunifu zaidi ya sayansi, wanajulikana kama wanafunzi wa ubunifu, walikuwa na mwelekeo wa kuzingatia zaidi juu ya kujadili maana ya majaribio na wenzao kuliko wanafunzi wenye maoni ya ubunifu zaidi ya sayansi, wanajulikana kama wanafunzi wa ubunifu. Wanafunzi wa Constructivist waliona mazingira halisi ya kujifunza ya maabara kama chini ya wazi na chini ya kuunganishwa (p < 0.05), na walipendelea zaidi ya mwanafunzi-kuungwa mkono na wazi mbinu ya majaribio (p < 0.05). Maelezo ya mahojiano yalionyesha kuwa wanafunzi wa ujenzi walielekea kuchunguza kwa kina dhana zinazohusika za shughuli za maabara, na kusababisha uelewa tajiri. Kwa upande mwingine, wanafunzi empiricist kuweka msisitizo mkubwa juu ya "kufanya"? Walikuwa wanafanya kazi za maabara, wakifuata taratibu zilizowekwa katika vitabu vya sayansi, na waliamini kwamba mazoezi ya maabara yalifanya dhana za kisayansi ziwe zenye kuvutia zaidi, na hivyo kuwezesha kukumbuka mambo. Utafiti huu unahitimisha kwamba uelewa sahihi wa epistemolojia ya ujenzi wa sayansi inapaswa kuwa sharti la msingi la kutekeleza kinachoitwa "ufundishaji wa sayansi ya ujenzi". Je, ni kweli? John Wiley & Sons, Inc. (Sci Ed 83: 654 - 674) [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua] [Kuchukua]