Untangling dimensions of middle school students' beliefs about scientific knowledge and science learning

This digest found in

Science

Authors

Davis, A, School of Education, University of Michigan, USA

Publisher

International Journal of Science Education, 2003, Vol. 25, No.4, pp 430 - 468

Introduction

Do students' beliefs about science learning and understanding of scientific concepts relate to their learning of subject science?

In this US study, the researcher explored the way students' beliefs about science influenced their learning of the subject.

The study involved 178 students (aged thirteen years) in six eighth grade classes following the same six month science course on heat, light and temperature. All six classes were taught by the same experienced teacher, using computer-based learning material. The researcher analysed information from before and after tests to find out about the students' beliefs and assessed their written assignments for understanding of science concepts. A number of students were also interviewed.

The results provided evidence about the links between students' beliefs and their learning which the researcher drew on to make recommendations for developing both whole class science teaching and individualised student support.

In the UK interest is growing in the idea of 'scientific literacy' as the foundation of science curricula in the upper years of secondary school. For further details see Where can I find out more?

Keywords
USA; Science; Beliefs; Key Stage 3; Secondary Schools; Pupil Learning Strategies; Thinking Skills; Self Evaluation; Computer Assisted Learning.

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Science > Untangling dimensions of middle school students' beliefs about scientific knowledge and science learWedFeb251157162004
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What beliefs about science and science learning do students hold? How were the students in the study taught science? What did the research discover? How can knowledge about students' beliefs help science teachers? How was the study designed? What are the implications of the study for science teachers? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Untangling dimensions of middle school students' beliefs about scientific knowledge and science learning This digest found in Science Send to a friend Word doc 60KB Printer friendly Collate for later Authors Davis, A, School of Education, University of Michigan, USA Publisher International Journal of Science Education, 2003, Vol. 25, No.4, pp 430 - 468 Introduction Do students' beliefs about science learning and understanding of scientific concepts relate to their learning of subject science? In this US study, the researcher explored the way students' beliefs about science influenced their learning of the subject. The study involved 178 students (aged thirteen years) in six eighth grade classes following the same six month science course on heat, light and temperature. All six classes were taught by the same experienced teacher, using computer-based learning material. The researcher analysed information from before and after tests to find out about the students' beliefs and assessed their written assignments for understanding of science concepts. A number of students were also interviewed. The results provided evidence about the links between students' beliefs and their learning which the researcher drew on to make recommendations for developing both whole class science teaching and individualised student support. In the UK interest is growing in the idea of 'scientific literacy' as the foundation of science curricula in the upper years of secondary school. For further details see Where can I find out more? Keywords USA; Science; Beliefs; Key Stage 3; Secondary Schools; Pupil Learning Strategies; Thinking Skills; Self Evaluation; Computer Assisted Learning.