Araştırma Makalesi
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Yıl 2020, Cilt: 16 , 1 - 10, 21.06.2020

Öz

Kaynakça

  • Basu, S. J., & Barton, A. C. (2007). Developing a sustained interest in science among urban minority youth. Journal of Research in Science Teaching, 44(3), 466–489. Berliner, D. C. (2002).Comment: Educational research: the hardest science of all. Educational Researcher, 31(8), 18-20. Clark, D.B. (2006). Longitudinal conceptual change in students’ understanding of thermal equilibrium: An examination of the process of conceptual restructuring.Journal of the Learning Sciences, 24(4), 467-563. Cobb, P.,Stephan,M.,McClain,K.& Gavemeijer,K. (2001).Participating in Classroom Mathematical Practices. Journal of Learning Sciences, 10,113-163. Dewey, J. (1939). Democracy and education.New York: Free Press. Driver, R., Leach, J., Millar, R., and Scott, P. (1996). Young People’s Images of Science. Buckingham, UK: Open University Press. Johnson, D., Maruyama, G., Johnson,R.,Nelson,D., & Skon,L. (1981). The effects of cooperative, competitive and individualistic goal structure on achievement: A meta-analysis. Psychological Bulletin, 89, 47-62. Johnston,P.H.& Nicholls, J. G. (1995) .Voices we want to hear and voices we don’t.Theory into Practice,34 (2),94-100. Karanja,T.& Oralado,G.(n.d.).The ignored voice in teaching and learning: Students’ insights on how teachers of science can improve practice. https://www.academia.edu/28410614/The_ignored_voice_in_teaching_and_learning_Students_insights_on_how_teachers_of_science_can_improve_practice [accessed Mar 29, 2020]. Kushman, J. W. (Ed.). (1997). Look who’s talking now: student views of learning in restructuring schools. Washington, DC: Office of Educational Research and Improvement. Levin, B. (2000). Putting students at the centre of educational reform. Journal of Educational Change, 1 (2), 155 -172. Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In S. K. Abell & N. G. Lederman (Eds.). Handbook of Research on Science Education (pp. 392-441). Mahwah, NJ: Erlbaum. Mitra, D. L. (2003). Student voice in school reform: Reframing student-teacher relationships. McGill Journal of Education, 38 (2), 289–304. Moran, R.K. & Page,K. (2015) Teaching for Conceptual Understanding in Science.NSTA Press,Arlington., 5-6. National Council of Educational Research and Training(2005). National Curriculum Framework -2005. New Delhi: National Council of Educational Research and Training. National Council of Educational Research and Training (2010).Q & A Scıenceand Mathematicsınncf-2005 Upper Prımary, Secondary and hıgher Secondary Stages. New Delhi: National Council of Educational Research and Training. http://www.ncert.nic.in/html/pdf/ncf_qna.pdf [accessed Mar 29, 2020]. National Council of Educational Research and Training (2015). What Students Know and Can Do; A Summary of National Achievement Survey. New Delhi: National Council of Educational Research and Training. Phonapichat, P., Wongwanich, S. & Sujiva, S. (2014). An analysis of elementary school students’ difficulties in mathematical problem solving. Procedia - Social and Behavioral Sciences, 116, 3169 – 3174. Prabha, S. (2016). Laboratory experiences for prospective science teachers: A meta-analytic review of issues and concerns. European Scientific Journal,12 (34), 235-250. Rohandi, R. (2017).Teaching and learning science: students’ perspectives. International Journal of Indonesian Education and Teaching, 1(1), 16-31. Thomas, G.P. (2012). Metacognition in science education: past, present and future considerations. In: Fraser B., Tobin K., McRobbie C. (eds) Second International Handbook of Science Education. Dordrecht :Springer International Handbooks of Education,24,131-144. Walker, L.(2008). Learner engagement: a review of learner voice initiatives across the UK’s education sectors.futurelab, https://www.nfer.ac.uk/publications/futl80/futl80.pdf. [accessed, April 20,2020]. Yildirim, H.I. & Sensoy, O. (2018). The effect of science teaching enriched with technological applications on the science achievements of 7th grade students . Journal of Education and Training Studies,6(9);53-68.

Students’ Views on Difficulties in Conceptual Understanding of Science at Secondary Stage

Yıl 2020, Cilt: 16 , 1 - 10, 21.06.2020

Öz

Present research investigates students’ difficulties in conceptual understanding of science at the secondary stage (Class ninth and Class tenth) with a sample of 920 students spread over 23 schools in five States of India. Questionnaire and field notes were the tools of the study. Students’ views and suggestions to overcome their difficulties have been sought through a semi-structured focus group interviews (n=222).The major findings of the study are _ 70.22 percent students say that they have difficulties in understanding some science concepts.40 percent of class ninth and 49 percent of class tenth students are hesitant in asking questions in the class for the fear of being ridiculed. 31.11 percent say that they do not find any relevance of science concepts in their everyday life. Almost all students (97 percent) suggest that there should be more experiments and activities in the class and more interaction among students and with teachers so that they can be aware of each other’s ideas about the science concept being transacted in the class. They want that classroom environment should be such that they can ask, pose and raise questions without any fear of being ridiculed. The paper gives an insight to the stakeholders for the enrichment of teaching-learning process. Students express that they want to be engaged in inquiry, field visit, projects, discussion, debate, group work and sharing of everyday life experiences. National Curriculum Framework (NCF)- 2005 (NCERT,2005) says,“Child-centred pedagogy means giving primacy to children’s experiences, their voices, and their active participation”. As recommended by NCF-2005, it is imperative for the teachers and the teacher-educators to recognize and address students’ difficulties and concerned ideas to familiarize themselves with students’ perspectives of understanding science concepts. It is concluded that students’ views and ideas regarding their difficulties must be valued and teaching-learning approaches and strategies must be adjusted according to students’ learning needs and learning styles.

Kaynakça

  • Basu, S. J., & Barton, A. C. (2007). Developing a sustained interest in science among urban minority youth. Journal of Research in Science Teaching, 44(3), 466–489. Berliner, D. C. (2002).Comment: Educational research: the hardest science of all. Educational Researcher, 31(8), 18-20. Clark, D.B. (2006). Longitudinal conceptual change in students’ understanding of thermal equilibrium: An examination of the process of conceptual restructuring.Journal of the Learning Sciences, 24(4), 467-563. Cobb, P.,Stephan,M.,McClain,K.& Gavemeijer,K. (2001).Participating in Classroom Mathematical Practices. Journal of Learning Sciences, 10,113-163. Dewey, J. (1939). Democracy and education.New York: Free Press. Driver, R., Leach, J., Millar, R., and Scott, P. (1996). Young People’s Images of Science. Buckingham, UK: Open University Press. Johnson, D., Maruyama, G., Johnson,R.,Nelson,D., & Skon,L. (1981). The effects of cooperative, competitive and individualistic goal structure on achievement: A meta-analysis. Psychological Bulletin, 89, 47-62. Johnston,P.H.& Nicholls, J. G. (1995) .Voices we want to hear and voices we don’t.Theory into Practice,34 (2),94-100. Karanja,T.& Oralado,G.(n.d.).The ignored voice in teaching and learning: Students’ insights on how teachers of science can improve practice. https://www.academia.edu/28410614/The_ignored_voice_in_teaching_and_learning_Students_insights_on_how_teachers_of_science_can_improve_practice [accessed Mar 29, 2020]. Kushman, J. W. (Ed.). (1997). Look who’s talking now: student views of learning in restructuring schools. Washington, DC: Office of Educational Research and Improvement. Levin, B. (2000). Putting students at the centre of educational reform. Journal of Educational Change, 1 (2), 155 -172. Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In S. K. Abell & N. G. Lederman (Eds.). Handbook of Research on Science Education (pp. 392-441). Mahwah, NJ: Erlbaum. Mitra, D. L. (2003). Student voice in school reform: Reframing student-teacher relationships. McGill Journal of Education, 38 (2), 289–304. Moran, R.K. & Page,K. (2015) Teaching for Conceptual Understanding in Science.NSTA Press,Arlington., 5-6. National Council of Educational Research and Training(2005). National Curriculum Framework -2005. New Delhi: National Council of Educational Research and Training. National Council of Educational Research and Training (2010).Q & A Scıenceand Mathematicsınncf-2005 Upper Prımary, Secondary and hıgher Secondary Stages. New Delhi: National Council of Educational Research and Training. http://www.ncert.nic.in/html/pdf/ncf_qna.pdf [accessed Mar 29, 2020]. National Council of Educational Research and Training (2015). What Students Know and Can Do; A Summary of National Achievement Survey. New Delhi: National Council of Educational Research and Training. Phonapichat, P., Wongwanich, S. & Sujiva, S. (2014). An analysis of elementary school students’ difficulties in mathematical problem solving. Procedia - Social and Behavioral Sciences, 116, 3169 – 3174. Prabha, S. (2016). Laboratory experiences for prospective science teachers: A meta-analytic review of issues and concerns. European Scientific Journal,12 (34), 235-250. Rohandi, R. (2017).Teaching and learning science: students’ perspectives. International Journal of Indonesian Education and Teaching, 1(1), 16-31. Thomas, G.P. (2012). Metacognition in science education: past, present and future considerations. In: Fraser B., Tobin K., McRobbie C. (eds) Second International Handbook of Science Education. Dordrecht :Springer International Handbooks of Education,24,131-144. Walker, L.(2008). Learner engagement: a review of learner voice initiatives across the UK’s education sectors.futurelab, https://www.nfer.ac.uk/publications/futl80/futl80.pdf. [accessed, April 20,2020]. Yildirim, H.I. & Sensoy, O. (2018). The effect of science teaching enriched with technological applications on the science achievements of 7th grade students . Journal of Education and Training Studies,6(9);53-68.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Shashi Prabha Bu kişi benim

Yayımlanma Tarihi 21 Haziran 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 16

Kaynak Göster

APA Prabha, S. (2020). Students’ Views on Difficulties in Conceptual Understanding of Science at Secondary Stage. The Eurasia Proceedings of Educational and Social Sciences, 16, 1-10.