Journal: Journal of Research in Science Teaching

Abbreviation

J. Res. Sci. Teach.

Publisher

Wiley

Journal Volumes

ISSN

0022-4308
1098-2736

Description

Filters

2004 - 200922020 - 20241
Reset filters

Search Results

Publications 1 - 3 of 3
  • Learning with multiple external representations in physics: Concreteness fading versus simultaneous presentation
    Item type: Journal Article
    Lichtenberger, Andreas; Kokkonen, Tommi; Schalk, Lennart (2024)
    Journal of Research in Science Teaching
    Multiple external representations (MERs) are useful for teaching complex content in science education. An open question is whether there is an especially effective way to sequence MERs. On the one hand, the so-called concreteness fading approach suggests starting instruction with more concrete representations and proceeding stepwise to more idealized representations. The effectiveness of this fading approach is, however, supported mainly by studies in mathematics education, while the results in physics are equivocal. On the other hand, presenting different representations simultaneously may support linking, that is, the comparison and contrast of representations, which may benefit learning. In an experimental classroom study (N = 187), we compared concreteness fading and simultaneous presentation of MERs for learning a challenging physics content in high school, namely, Faraday's law. We found no significant differences between conditions in posttest performance, and an equivalence test with bounds d = -0.5 to 0.5 showed that both approaches performed equally. The results align with previous findings questioning the superiority of concreteness fading over other ways of sequencing MERs. Therefore, facilitating students' understanding of a complex physics content may involve more than determining the optimal order of presenting MERs. We discuss limitations of the present study and implications for future research and practice.
  • Role of internship in higher education in environmental sciences
    Item type: Journal Article
    Scholz, Roland W.; Steiner, Regula; Hansmann, Ralf (2004)
    Journal of Research in Science Teaching
  • Linking the components of a university program to the qualification profile of graduates: The case of a sustainability-oriented environmental science curriculum
    Item type: Journal Article
    Hansmann, Ralf (2009)
    Journal of Research in Science Teaching
    A university Environmental Sciences curriculum is described against the background of requirements for environmental problem solving for sustainability and then analyzed using data from regular surveys of graduates (N = 373). Three types of multiple regression models examine links between qualifications and curriculum components in order to derive some conclusions about which qualifications are enhanced by which curriculum components. The underlying rationale of these models is that assessments of the importance of a certain component (and the time graduates think should be allocated to it) should increase with the workplace demand for the qualifications it provides. A comprehensive set of 19 qualifications was used, subdivided into three areas of environmental problem-solving skills (A, basic scientific and technological skills; B, transformation-oriented skills; and C, sociopolitical skills) and two areas of transferable skills (D, individual key skills and E, social and communication skills). Relationships identified by different regression models are discussed in terms of mutual consistency and with regard to the design, content, and learning goals of the curriculum components. Many plausible relationships were identified. Using such regression models is a promising indirect method that may be generally applicable for the explorative qualification-oriented evaluation of university curricula and their fundamental components based on graduates' judgments. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 537–569, 2009
Publications 1 - 3 of 3