Kings+(2008)

The development of seventh graders' views of nature of science (p 470-496) Rola Khishfe http://www3.interscience.wiley.com/journal/117864104/abstract ABSTRACT This study investigated the development in students' nature of science (NOS) views in the context of an explicit inquiry-oriented instructional approach. Participants were 18 seventh-grade students who were taught by a teacher with appropriate knowledge about NOS. The intervention spanned about 3 months. During this time, students were engaged in three inquiry-oriented activities that were followed by reflective discussions of NOS. The study emphasized the tentative, empirical, inferential, and creative aspects of NOS. An open-ended questionnaire, in conjunction with semi-structured interviews, was used to assess students' views before, during, and after the intervention. Before instruction, the majority of students held naïve views of the four NOS aspects. During instruction, the students acquired more informed and intermediary views of the NOS aspects. By the end of the intervention, the students' views of the NOS aspects had developed further still into informed and intermediary. These findings suggest a developmental model in which students' views develop along a continuum during which they pass through intermediary views to reach more informed views. Implications for teaching and learning of NOS are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 470-496, 2008

Using computer animation and illustration activities to improve high school students' achievement in molecular genetics (p 273-292) Gili Marbach-Ad, Yosi Rotbain, Ruth Stavy http://www3.interscience.wiley.com/journal/117857871/abstract

ABSTRACT Our main goal in this study was to determine whether the use of computer animation and illustration activities in high school can contribute to student achievement in molecular genetics. Three comparable groups of eleventh- and twelfth-grade students participated: the control group (116 students) was taught in the traditional lecture format, whereas the experimental groups received instructions that integrated a computer animation (61 students) or illustration (71 students) activities. We used three research instruments: a multiple-choice questionnaire; an open-ended, written questionnaire; and personal interviews. Five of the multiple-choice questions were also given to students before they received their genetics instruction (pretest). We found that students who participate in the experimental groups improved their knowledge in molecular genetics compared with the control group. However, the open-ended questions revealed that the computer animation activity was significantly more effective than the illustration activity. On the basis of these findings, we conclude that it is advisable to use computer animations in molecular genetics, especially when teaching about dynamic processes; however, engaging students in illustration activities can still improve their achievement in comparison to traditional instruction. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 273-292, 2008

Learners' perceptions of the role of peers in a research experience: Implications for the apprenticeship process, scientific inquiry, and collaborative work Kelly Grindstaff, Gail Richmond http://www3.interscience.wiley.com/journal/117884440/abstract This study investigates the interaction between four pairs of high school students in a 7-week national research apprenticeship program. Each student was interviewed about perceptions of experiences working with a peer in the same setting, and the resulting stories were analyzed. Through discourse analysis of the interviews and interrelated analyses of data from journals and responses on pre- and postprogram questionnaires, three types of support were identified that students experienced to varying degrees: social-emotional, social-technical, and social-cognitive. It is concluded that social-cognitive support is best engendered if there is sufficient similarity of problems and processes, and ample room for different results and debate about interpretation. Additionally, the culture and reward system students work within (i.e., classrooms) must encourage discussion of ideas and value an outsider's perspective, in recognition of the roles creativity, uncertainty, and ambiguity play in science. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 251-271, 2008.