Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry

Constructing scientific explanations is necessary for students to engage in scientific inquiry. The purpose of this study is to investigate the influence of using a structured argumentation scaffold to enhance skill in constructing scientific explanations in the process of scientific inquiry. The proposed approach is designed to scaffold the following aspects of argumentation: the argumentation process, the explanation structuring, explanation construction, and explanation evaluation. A quasi-experiment was conducted to examine the effectiveness of the structured argumentation scaffold in developing skill in constructing scientific explanations and engaging in electronic dialogues. A web-based collaborative synchronous inquiry system, ASIS (Argumentative Scientific Inquiry System), was utilized to support students as they worked in groups to carry out inquiry tasks. Two intact sixth grade classes (n = 50) participated in the study. The data show that the ASIS with the structured argumentation scaffold helped students significantly improve their skills in constructing scientific explanations, make more dialogue moves for explanation and query, and use more of all four argument components. In addition, the use of warrants, one of the components of an argument, was found to be a critical variable in predicting students' competence with regard to constructing scientific explanations. The results provide references for further research and system development with regard to facilitating students' construction of scientific argumentation and explanations.     

Factors Affecting the Study of Chemistry in Different Countries Around the World: Findings from an International Survey

Improving teaching and student learning in chemistry classrooms is an important goal that is constantly researched. Several comparative studies of science teaching have been carried out on different parameters, e. g. misconceptions which science teachers and students may have regarding the scientific concepts they learn and teach. Here we describe science teaching in general, and chemistry teaching in particular, in 12 countries including Israel. Different parameters are compared, including the hours that are devoted to science, the subjects included, the pedagogy, and teachers′ salaries. The survey covers all school levels: elementary school, secondary school and high school. At the high‐school level, the comparison focused on chemistry studies. In this study the variances variables, such as the hours that are allocated for science teaching, did not show an appreciable effect on students′ achievements. It was also found that, in countries where chemistry studies at the high‐school level are not mandatory, innovative pedagogies are more likely to replace the traditional chemistry teaching methods where chemistry is taught according to the structure of the subject based on basic concepts that underlie the curriculum. The study provided an additional support to the importance of the professional development of science and chemistry teachers and suggest that the autonomy that is given to them could influence the quality of science teaching and students′ achievements.     

An assessment of the efficiency of Spanish schools: evaluating the influence of the geographical,managerial, and socioeconomic features

The aim of the present paper is to explore the efficiency of Spanish schools while simultaneously considering data envelopment analysis (DEA) and multivariate analysis. Test scores from the Program for International Assessment reports are used as outputs while the resources of each institution are considered as inputs to the analysis. The methodology utilized determines the DEA efficiencies under various input/output combinations and the results are interpreted through the application of factor analysis and property‐fitting techniques. The objective of the study is to identify the strengths and weaknesses of each type of school and the connections with the way in which the efficiency is obtained. In the light of the results, the study concludes that there exist differences related with two of the criteria considered: the type of management of the schools and the parental socioeconomic level of the students. However, no differences appear when the geographical location of the institutions is considered to characterize the entities.     

论现象学方法对设计思维的深化及对设计教育的启发

运用现象学的“回到事情本身”与“本质直观”的方法,可以使人们深入理解设计的本质。设计是善的目的及其可视化表达,设计思维是指向“人的自由”的目的思维,设计思维的每个阶段都贯穿着人的自由。设计教育应立足于设计思维的本质,从设计判断力、设计表达力、设计创造力等方面培养学生的自由创造精神。     

环境监测与控制技术专业创新创业改革研究

为充分发挥专业教育对大学生创新创业能力的培养作用，以某高职院校环境监测与控制技术专业创新创业教育为研究对象，从课程体系的建设、课堂教学改革、教师队伍建设、实训基地建设、制度创新等方面进行分析研究，探索创新创业改革的有效路径。     

基于Nvivo12 Plus的劳动教育实践基地评定标准分析

劳动教育是培养人全面发展的重要组成部分,劳动教育实践基地评定标准对劳动教育基地建设有着重要的引领指导作用。本文采用Nvivo12 Plus对7个省市的劳动教育实践基地评定标准进行编码和归类分析,发现已设立的评定标准体系具有强调安全运行是劳动教育实践基地建设的重心、设施完备是劳动教育实践基地建设的中心、育人功能是劳动教育实践基地建设的核心等一些共同特征,但也存在如忽视对教学反馈的评价、内容过于笼统不够全面、忽视基地师资力量评价、各省指标趋同缺乏指向性等问题。为更好地发挥评定标准体系的引领作用,应将教育基地的教学反馈纳入评定标准体系,明确将师资力量构成列为评估指标,增加体验新兴劳动形态的教育内容,在评定标准中彰显地方特性,使劳动教育实践基地评定标准体系更好服务于劳动教育发展的需要。     

水文水资源学家陈守煜先生学术研究的知识图谱分析

为探索水文水资源学家陈守煜先生学术研究历程及其演变规律,以其335篇文献作为数据基础,采用共现分析等文献计量可视化分析方法,通过文献发表的时间分布、学科和期刊分布、高被引文献分布和研究主题等方面的知识图谱分析,系统分析了陈先生的学术研究历程。结果显示:陈守煜先生学术研究生命周期历时达62年,在其60岁后出现了2个学术创新高峰期;其学术研究特色荟萃于其河渠非恒定流计算、模糊集理论的水文水资源应用、模糊水文水资源学基本理论、模糊聚类-识别-优选统一理论、可变模糊集理论和可变模糊集理论的水文水资源应用6个研究主题,其中主题1为后续的5个模糊水文水资源学创新主题奠定了数值计算的研究方法论,主题2为模糊集现有理论的应用探索,主题3至主题5为面向工程应用的模糊集理论不断深入创新,主题6为可变模糊集理论的应用探索,形成了"紧密结合应用-持续理论创新-创新理论再应用"这种理论与实践互馈的研究特色。他每一阶段的研究目标比较集中、明确,与其研究主题密切对应,显著提高了研究效率;他的学术研究影响广泛,合计被引8554次,缘于他的源头理论创新。陈先生的研究,理论与应用不断互馈,贵在厚积薄发、深入钻研、持续创新,其研究理念和方法论,对水利科学的学术创新研究具有重要的启示作用和深远影响。