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This study focuses on children’s experiences and the creation of “the big picture”, the Universe. It draws data from an age
range 6–16 and is based on 270 children’s drawings of how they imagine the Universe to be, and on their answers to a number
of short questions about it. Results are discussed using as a base a specially developed systemic netw...
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... Astrobiyoloji içerdiği derin felsefi sorular nedeniyle de bireylerde sürekli ilgi ve merak uyandırmaktadır. Tüm özelliklerine karşın bireylerin astrobiyolojiye yönelik görüşlerine ilişkin çalışmalar incelendiğinde kısıtlı bir şeklide astronomi eğitimi çalışmalarında ya da çok az sayıda bağımsız bir şekilde ele alındığı gözlemlenmektedir (Bailey vd., 2012;Hansson ve Redfors, 2006;Hansson ve Redfors, 2013;Lemmer, Lemmer ve Smit, 2003;Offerdahl vd., 2002;Spiliotopoulou-Papantoniou, 2007;Wallace, Prather ve Duncan, 2012). ...
... Ayrıca dünya görüşlerinin bütüncül bir yapıda sınıflandırılarak sunulması da karmaşık yapıya sahip bireysel dünya görüşünün belirlenmesini kolaylaştırmaktadır. Fakat incelenen literatüre göre çalışmaların çoğunda bireylerin özellikle astronomi başlığı altında sadece güneş sistemi, galaksi ve evren kavramlara yönelik görüşlerine odaklanılarak derinlemesine bir incelemenin yapılmadığı gözlemlenmektedir (Bailey vd., 2012;Lemmer vd., 2003;Sharp, 1996;Spiliotopoulou-Papantoniou, 2007). Ayrıca sınırlı sayıdaki astrobiyoloji eğitimi çalışmalarının ise özellikle ilkokul ya da ortaokul düzeyindeki öğrencilerle gerçekleştirildiği görülmektedir (Hansson ve Redfors, 2006;Hansson ve Redfors, 2013). ...
... In 1th grade, introducing with Earth and Sun concepts within Knowledge of Life lesson can be seen as the reason of these differences. Also, in 2th graders' drawings showed that their understandings of space are limited with the concepts they see in their daily life (Spiliotopoulou-Papantoniou, 2007). 3th and 4th graders' mental models related to space concept indicated that their space perceptions in their minds have abstract concepts such as emptiness, eternity, darkness and gravity. ...
... This equation can measure similarity between the student answer and the reference answer of different lengths. However, this equation is yet to cope with the shape of student knowledge diversity as a result of a systemic network explained in (Spiliotopoulou-Papantoniou 2007). This student knowledge diversity emerges from adult's description and the history of human development. ...
The Automatic Short Answer Scoring (ASAS) system is one of the tools that can be used to conduct assessment process on e-learning system. One of the methods applied in the ASAS system is a method for measuring similarities between the reference and student answers. There are two issues to be considered in the assessment process using this method. First, this method should be able to provide a variety of reference answers that can handle the diversity of student answers. Secondly, this method should be able to provide an accurate sentence similarity between the reference answers and student answers. Therefore, two methods are proposed to solve both problems. The first method is to generate a variety of reference answers automatically using Maximum Marginal Relevance (MMR) method, which obtains an accuracy of 91.95%. The second method is to measure accurately sentence similarity between student answers and reference answers that have significantly different length using GAN-LCS. The performance of the proposed method shows an improvement of the Root Mean Square Error (RMSE) value of 0.884 and a correlation value of 0.468.
... Examples of research looking at students' mental models drawing on the historical perspective include the report by Spiliotopoulou-Papantoniou (2006) on pupils' drawings Manipulating Models and Grasping the Ideas They Represent 49 of ''how they imagine the universe to be'', comparing them with past and present scientific conceptions. While she found no overall analogical evolution of the ideas between these two fields, some children's models resembled historical cases. ...
This article notes the convergence of recent thinking in neuroscience and grounded cognition regarding the way we understand mental representation and recollection: ideas are dynamic and multi-modal, actively created at the point of recall. Also, neurophysiologically, re-entrant signalling among cortical circuits allows non-conscious processing to support our deliberative thoughts and actions. The qualitative research we describe examines the exchanges occurring during semi-structured interviews with 360 children age 3–13, including 294 from New Zealand (158 boys, 136 girls) and 66 from China (34 boys, 32 girls) concerning their understanding of the shape and motion of the Earth, Sun and Moon (ESM). We look closely at the relationships between what is revealed as children manipulate their own play-dough models and their apparent understandings of ESM concepts. In particular, we focus on the switching taking place between what is said, what is drawn and what is modelled. The evidence is supportive of Edelman’s view that memory is non-representational and that concepts are the outcome of perceptual mappings, a view which is also in accord with Barsalou’s notion that concepts are simulators or skills which operate consistently across several modalities. Quantitative data indicate that the dynamic structure of memory/concept creation is similar in both genders and common to the cultures/ethnicities compared (New Zealand European and Māori; Chinese Han) and that repeated interviews in this longitudinal research lead to more advanced modelling skills and/or more advanced shape and motion concepts, the results supporting hypotheses (Kolmogorov–Smirnov alpha levels .05; r
s
: p < .001).
... Schoon(1995) (Lee and Jang, 2007). 그러나 천문 우주에 관한 학생 및 교사들의 인식에 대한 연구는 다른 과학 분야와 비교하여 극 히 제한되어 있으며 (Spiliotopoulou-Papantoniou, 2007), 주로 천문학의 특정 개념들, 즉 지구 개념, 지 구의 자전, 달의 위상 변화, 계절의 변화, 별 등에 집 중되어 있다 (Ryu, 2007). 최근에는 교사와 학생의 빅 뱅에 대한 인식에 대한 연구 (Lineweaver and Davis, 2005;Ryu, 2007), 천문학적 거리에 대한 인식에 대 한 연구 (Jeong and Han, 2010;Miller and Brewer, 2010 (Trend, 2000;, 우 주와 우주를 이루고 있는 천체들의 상호관계와 공간 구성에 대한 이해는 우주와 천문 현상을 이해하는데 중요한 요인이다 (Orion and Ault, 2007 The type of explanation The number of respondents (%) ...
The purpose of this study was to investigate pre-service elementary teachers` conceptions about the relative sizes of celestial bodies including the universe, galaxy, star, planet, satellite, asteroid, and comet, which were presented in elementary school science textbook. This study also examined the causes of their misconceptions as shown in the study. Sixty three pre-service elementary teachers participated in this study. The survey was developed for this study that asked to make an order of relative sizes of the given celestial bodies and to write scientific facts about each of the celestial bodies. The survey items were analyzed by simple descriptive statistics, and the written responses were analyzed using qualitative and inductive methods. The results showed that only five (7.9%) of the participants correctly answered about the relative size of the given celestial bodies. There were three common misconceptions identified in relation to the relative sizes of the celestial bodies; more than 20% of the participants had: (1) a planet is bigger than a star (46.0% of the participants), (2) an asteroid is bigger than satellite (58.7%), 3) a comet is bigger than a star (22.2%).
... Finally, Prins et al. (2009) observe that teaching students about modeling works best when the modeling used is "authentic." By this they mean that it involves relevant examples drawn from the students' worldviews and experiences (see also Halloun, 2007;Shepardson et al., 2007;Spiliotopoulou-Papantoniou, 2007;Wu, 2010). The idea is that once students understand modeling per se, they then are better able to understand how scientists use models and modeling in scientific enquiry (Wu, 2010), developing what is referred to in the literature as scientific habits of mind (Coll, Taylor, & Lay, 2009;Gauld, 2005). ...
Models and modeling are of such importance in science that the appropriate un-derstanding of, and ability to use, models is seen by many authors as central to an under-standing of science (Gilbert & Boulter, 1998; Harrison & Treagust, 2000; Ramadas, 2009). In this chapter we consider key aspects of models and modeling. We begin by de-scribing the nature of models and modeling. We then discuss how models and modeling relate to the nature of science and scientific enquiry. This followed by a description of modeling as a cognitive tool and consideration of how models and modeling relate to the learning of science. We conclude the chapter by highlighting the areas of needed research in science education with respect to models and modeling.
... The focus is on the key features of scientific method and important aspects of the interplay between science and its social and cultural context (Matthews et al. 2004). Spiliotopoulou-Papantoniou's (2007) and Dedes ' (2005) studies advocate a basic research, which concentrates on comparing the processes of historical concept formation and learning at school. See chapter 3.3.4 ...
This three-phase design research describes the modelling processes for DC-circuit phenomena. The first phase presents an analysis of the development of the DC-circuit historical models in the context of constructing Volta s pile at the turn of the 18th century. The second phase involves the designing of a teaching experiment for comprehensive school third graders. Among other considerations, the design work utilises the results of the first phase and research literature of pupils mental models for DC-circuit phenomena. The third phase of the research was concerned with the realisation of the planned teaching experiment. The aim of this phase was to study the development of the external representations of DC-circuit phenomena in a small group of third graders. The aim of the study has been to search for new ways to guide pupils to learn DC-circuit phenomena while emphasing understanding at the qualitative level. Thus, electricity, which has been perceived as a difficult and abstract subject, could be learnt more comprehensively. Especially, the research of younger pupils learning of electricity concepts has not been of great interest at the international level, although DC-circuit phenomena are also taught in the lower classes of comprehensive schools. The results of this study are important, because there has tended to be more teaching of natural sciences in the lower classes of comprehensive schools, and attempts are being made to develop this trend in Finland. In the theoretical part of the research an Experimental-centred representation approach, which emphasises the role of experimentalism in the development of pupil s representations, is created. According to this approach learning at the qualitative level consists of empirical operations like experimenting, observations, perception, and prequantification of nature phenomena, and modelling operations like explaining and reasoning. Besides planning teaching, the new approach can be used as an analysis tool in describing both historical modelling and the development of pupils representations. In the first phase of the study, the research question was: How did the historical models of DC-circuit phenomena develop in Volta s time? The analysis uncovered three qualitative historical models associated with the historical concept formation process. The models include conceptions of the electric circuit as a scene in the DC-circuit phenomena, the comparative electric-current phenomenon as a cause of different observable effect phenomena, and the strength of the battery as a cause of the electric-current phenomenon. These models describe the concept formation process and its phases in Volta s time. The models are portrayed in the analysis using fragments of the models, where observation-based fragments and theoretical fragements are distinguished from each other. The results emphasise the significance of the qualitative concept formation and the meaning of language in the historical modelling of DC-circuit phenomena. For this reason these viewpoints are stressed in planning the teaching experiment in the second phase of the research. In addition, the design process utilised the experimentation behind the historical models of DC-circuit phenomena In the third phase of the study the research question is as follows: How will the small group s external representations of DC-circuit phenomena develop during the teaching experiment? The main question is divided into the following two sub questions: What kind of talk exists in the small group s learning? What kinds of external representations for DC-circuit phenomena exist in the small group discourse during the teaching experiment? The analysis revealed that the teaching experiment of the small group succeeded in its aim to activate talk in the small group. The designed connection cards proved especially successful in activating talk. The connection cards are cards that represent the components of the electric circuit. In the teaching experiment the pupils constructed different connections with the connection cards and discussed, what kinds of DC-circuit phenomena would take place in the corresponding real connections. The talk of the small group was analysed by comparing two situations, firstly, when the small group discussed using connections made with the connection cards and secondly with the same connections using real components. According to the results the talk of the small group included more higher-order thinking when using the connection cards than with similar real components. In order to answer the second sub question concerning the small group s external representations that appeared in the talk during the teaching experiment; student talk was visualised by the fragment maps which incorporate the electric circuit, the electric current and the source voltage. The fragment maps represent the gradual development of the external representations of DC-circuit phenomena in the small group during the teaching experiment. The results of the study challenge the results of previous research into the abstractness and difficulty of electricity concepts. According to this research, the external representations of DC-circuit phenomena clearly developed in the small group of third graders. Furthermore, the fragment maps uncover that although the theoretical explanations of DC-circuit phenomena, which have been obtained as results of typical mental model studies, remain undeveloped, learning at the qualitative level of understanding does take place. Tutkimuksessa kuvataan tasavirtapiirin ilmiöiden mallinnusprosesseja kolmivaiheisessa kehittämistutkimuksessa. Ensimmäisessä vaiheessa analysoidaan tasavirtapiirin historiallisten mallien kehittymistä Voltan parin rakentamisen yhteydessä 1700- ja 1800-lukujen taitteessa. Toisessa vaiheessa suunnitellaan peruskoulun kolmasluokkalaisille opetuskokeilu, jonka tekemisessä hyödynnetään muun muassa ensimmäisen vaiheen tuloksia sekä tutkimustietoa oppilaiden tasavirtapiirin mentaalimalleista. Tutkimuksen kolmas vaihe on suunnitellun opetuskokeilun toteuttaminen, jossa tutkitaan tasavirtapiirin ilmiöitä koskevien ulkoisten representaatioiden kehittymistä kolmasluokkalaisten pienryhmässä. Tutkimuksen tavoitteena on ollut etsiä uusia tapoja ohjata oppilasta oppimaan tasavirtapiirin ilmiöitä kvalitatiivisen tason ymmärtämistä painottaen, jolloin vaikeaksi ja abstraktiksi koettua sähköoppia voisi oppia kokonaisvaltaisemmin. Erityisesti pienten koululaisten sähköopin oppimisen tutkiminen on jäänyt kansainvälisestikin vähemmälle huomiolle, vaikka tasavirtapiirin ilmiöitä opetetaan myös alemmilla luokilla. Tutkimuksen tulokset ovat tärkeitä, koska peruskoulun alaluokkien luonnontieteiden opetusta on Suomessa vahvistettu ja pyritään kehittämään. Tutkimuksen teoreettisessa osassa luodaan kokeellisuuden roolia oppilaan representaatioiden kehittymisessä korostava lähestymistapa, kokeellisuuskeskeinen representaatioiden kehittyminen. Lähestymistavan mukaan oppiminen kvalitatiivisella tasolla koostuu empiirisistä operaatioista kuten kokeileminen, havaitseminen, hahmottaminen ja luonnonilmiöiden esikvantifiointi sekä mallintavista operaatioista kuten selittäminen ja päättely. Opetuksen suunnittelun lisäksi uutta lähestymistapaa voidaan käyttää myös analyysivälineenä sekä historiallisen mallinnuksen että oppilaan representaatioiden kehittymisen kuvailussa. Tutkimuksen ensimmäisen vaiheen tutkimuskysymyksenä on, miten tasavirtapiirin historialliset mallit kehittyivät Voltan aikana. Analyysin perusteella historiallisessa käsitteenmuodostusprosessissa erottuu kolme kvalitatiivista historiallista mallia, jotka sisältävät käsitykset suljetusta virtapiiristä tasavirtapiirin ilmiöiden tapahtumapaikkana, komparatiivisesta sähkövirtailmiöstä erilaisten havaittavien seurausilmiöiden syynä sekä pariston sähköisestä voimakkuudesta sähkövirtailmiön syynä. Nämä mallit kuvaavat Voltan aikaista tasavirtapiirin ilmiöiden käsitteenmuodostusprosessia ja -vaihetta. Mallit esitetään analyysissa käyttäen mallikehyksiä, joissa havaintoihin perustuvat fragmentit ja teoreettiset fragmentit erottuvat toisistaan. Tulokset korostavat kvalitatiivisen käsitteenmuodostuksen tärkeyttä sekä kielen merkitystä tasavirtailmiöiden historiallisessa mallintamisessa. Tästä syystä näitä näkökulmia painotetaan tutkimuksen toisen vaiheen opetuskokeilun suunnittelemisessa. Lisäksi tasavirtapiirin ilmiöiden opetuksen suunnittelussa hyödynnetään historiallisten mallien taustalla olevaa kokeellisuutta. Tutkimuksen kolmannessa vaiheessa kysymyksenä on, kuinka pienryhmän ulkoiset representaatiot tasavirtapiirin ilmiöistä kehittyvät opetuskokeilun aikana. Kysymys jaetaan kahteen alakysymykseen: Millaista puhetta pienryhmän puheessa ilmenee? Millaisia tasavirtapiirin ilmiöitä koskevia ulkoisia representaatioita pienryhmän puheessa ilmenee opetuskokeilun aikana? Analyysissa havaitaan, että pienryhmän opetuskokeilu onnistui tavoitteessaan aktivoida pienryhmän puhetta. Erityisen onnistuneeksi osoittautui opetuskokeilun suunnitteluvaiheessa kehitettyjen kytkentäkorttien käyttö puheen aktivoijana. Kytkentäkortit ovat virtapiirin komponentteja esittäviä kortteja, joiden avulla oppilaat tekivät erilaisia virtapiirikytkentöjä ja keskustelivat, millaisia ilmiöitä oikeilla välineillä tehdyissä vastaavissa kytkennöissä tapahtuisi. Pienryhmän puhetta tutkitaan vertaamalla kahta tilannetta, joissa pienryhmä keskusteli samanlaisten ensin kytkentäkorteilla, sitten oikeilla komponenteilla tehtyjen kytkentöjen äärellä. Tuloksena oli, että kytkentäkortteja käytettäessä oppilaiden puheessa ilmeni enemmän korkeamman tason ajattelua sisältävää mallinnusta kuin vastaavassa keskustelussa oikeiden komponenttien kanssa. Vastauksena toiseen alakysymykseen analyysissa kuvataan pienryhmän puheessa opetuskokeilun aikana ilmenneitä ulkoisia representaatioita, jotka esitetään suljetun virtapiirin, sähkövirran ja lähdejännitteen fragmenttikarttojen avulla. Fragmenttikartat esittävät pienryhmän tasavirtapiirin ilmiöitä kuvaavien ulkoisten representaatioiden asteittaista kehittymistä opetus-kokeilun aikana. Tutkimuksen tulokset haastavat aiemmat tutkimukset sähköopin käsitteiden abstraktiudesta ja vaikeudesta: kolmasluokkalaisten ulkoiset representaatiot kehittyvät selkeästi oppilaan puhetta ja aktiivisuutta korostavan pienryhmäopiskelun aikana. Lisäksi fragmenttikartat paljastavat, että vaikka tyypillisten sähköopin mentaalimallitutkimusten tuloksina saadut tasavirtapiirin ilmiöitä kuvaavat teoreettiset selitykset olisivatkin kehittymättömiä, oppimista tapahtuu tasavirtapiirin ilmiöiden kvalitatiivisen tason ymmärtämisessä.
... The focus is on the key features of scientific method and important aspects of the interplay between science and its social and cultural context (Matthews et al. 2004). Spiliotopoulou-Papantoniou's (2007) and Dedes ' (2005) studies advocate a basic research, which concentrates on comparing the processes of historical concept formation and learning at school. See chapter 3.3.4 ...
some main models of simple electric circuits up to the beginning of the 19th century. It is shown here that these models partially similar to contemporary students' mental models of current electricity brought forward by recent educational research. This means that history of physics can be used as a valuable guide in innovation of physics teaching aiming to support students' conceptualisation processes. The study is based on Gilbert's and Boultier's (1998) classification of models. According to them the models which students form at school differ from those models that teachers use while teaching. Mental models are students' personal interpretations of a target, whereas teaching models have been specially constructed to aid the understanding of certain scientific consensus models. By historical models are meant old models that are nowadays superseded for research purposes (Justi & Gilbert, 2002). As mentioned above the purpose of this study is now to compare contemporary students' mental models to the models formed during the age of Volta, so the focus in this study is on students' mental models and historical models.
Η παρούσα ερευνητική εργασία στοχεύει στην ανάδειξη και ανάλυση των ιδεών των μαθητών/τριών για το Διάστημα. Ως εργαλείο έρευνας χρησιμοποιήθηκε η ημιδομημένη συνέντευξη. Τα δεδομένα προήλθαν από τις σχηματικές απεικονίσεις και τις προφορικές απαντήσεις των μαθητών/τριών και κατηγοριοποιήθηκαν σύμφωνα με τα νοητικά μοντέλα που προέκυψαν. Τα αποτελέσματα της έρευνας αποκαλύπτουν ότι το Διάστημα για τους/τις μαθητές/τριες παραμένει ασαφές. Ταυτόχρονα, αναδεικνύεται η συνεχής προσπάθεια των παιδιών να γεφυρώσουν τον γνώριμο κόσμο της διαισθητικής αντίληψης με τον άγνωστο, αφηρημένο κόσμο της επιστήμης.
Bu çalışmanın amacı, okul öncesi çocuklarının uzay- zaman kavramlarına ilişkin algılarını ve bilgilenme kaynaklarını tespit etmektir. Bu amaç doğrultusunda, araştırmanın çalışma grubunu, bir ilde, Doğu Karadeniz bölgesinde bulunan bir devlet anaokulunda anasınıfına devam eden 3-6 yaşları arasında, toplamda 63 çocuk oluşturmaktadır. Araştırmada görüşme yapılarak ve çizim tekniği kullanılarak veriler elde edilmiştir. Veriler betimsel analiz yöntemi ile analiz edilmiştir. Çalışmanın sonucunda, uzay kavramını, 3-4 yaşındaki çocuklar daha çok gezegen, ev gibi somut nesneler şeklinde ifade ederlerken, 5-6 yaşındaki çocuklar karanlık olduğunu ve yaşamın olmadığı şeklinde ifade ettikleri görülmüştür. Uzayda neler olduğuna dair, tüm yaş grupları uzayda dünya, güneş, ay, gezegenler ve yıldızların olduğu konusunda aynı algıya sahip oldukları görülmüştür. Saatin zamanı gösterdiğini belirtmelerine rağmen, zaman nedir sorusuna ise, bilmediklerini belirtmişlerdir. Zaman ile algılarının, sadece günlük yaşamdaki aktiviteler ile ilgili olduğu belirlenmiştir. Bilgilenme kaynağı olarak, 3-4 yaş grubu genel olarak anne, anne-baba şeklinde cevap verirken, 5-6 yaş grupları ise, okulda/evde şeklinde cevap verdikleri görülmüştür. 3-4 yaş grubundaki çocuklarla yapılan görüşmelerde çocuklar gezegen isimlerini az ifade etmelerine karşın, resimlerde gezegenleri daha çok ve anlaşılır betimlemişlerdir. Bu çalışmanın sonuçlarının, okul öncesinde, uzay ve zaman kavramlarının öğretiminin gözden geçirilmesi açısından önemli olduğu düşünülmektedir.
