Comparing Student Responses to Convergent, Divergent, and Evaluative Nature of Science Questions
Comparing Student Responses to Convergent, Divergent, and Evaluative Nature of Science Questions
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比较学生对科学问题的趋同性、发散性和评价性性质的回答
DOI：
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发表时间：
2021
影响因子：
2.3
通讯作者：
Isaiah Kent
中科院分区：
文献类型：
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作者：
Sarah Voss;Jerrid Kruse;Isaiah Kent
科学的外显反思性教学对学生的学习产生了积极的影响。尽管显性反思型NOS教学通常包括一些问题，以吸引学生对NOS思想的关注，但在科学教育文献中，很少有关于这些问题的形式如何影响NOS教育方法和教育学的建议。虽然文献中的一些问题只是将学生的思维指向一个大致的方向，但另一些问题要求学生证明特定的NOS想法是合理的，或者促使他们在两种立场之间做出选择。鉴于NOS问题在指导学生思考的程度上似乎经常不同，这项研究试图检查学生对不同类型问题的反应的性质。数据是通过写作的方式收集的。四种不同版本的阅读材料都有与科学方法有关的问题。每个版本包括一个不同的问题类型：三个来自加拉格尔和阿施纳(1963)的类别系统(评估性、汇聚性和发散性)，以及一个没有参考NOS的一般性问题。读数被随机分配给285名六年级学生。使用临时代码进行分析：规范性、描述性、误解、离题。使用卡方检验和相应的百分比，发现学生对不同类型问题的回答存在明显的统计学差异。从本研究的数据来看，聚合性提问似乎更适合于引导学生对NOS有一个准确的概念，而发散性和评价性的NOS提问可能会产生更好的评价性问题。
Explicit-reflective nature of science (NOS) instruction has demonstrated a positive impact on student learning. Although explicit-reflective NOS instruction often consists of questions that draw students’ attention to NOS ideas, there are few recommendations in the science education literature about how the form of these questions might inform NOS educational methods and pedagogy. While some questions in the literature simply point students’ thinking in a general direction, other questions require students to justify particular NOS ideas, or prompt them to choose between two positions. Given that NOS questions often seem to differ in the degree to which they direct student thinking, this study sought to examine the nature of student responses to different question types. Data was collected through writing. Four different versions of a reading were created with questions related to scientific method. Each version included a different question type: three drawn from Gallagher and Aschner’s ( 1963 ) category system (evaluative, convergent, and divergent), and a general question that did not reference NOS. Readings were randomly distributed to 285 sixth grade students. Responses were analyzed using the provisional codes: normative, descriptive, misconception, off-topic. Using a Chi-squared test of independence and corresponding percentages, clear and statistically significant differences were observed in student responses to different question types. Drawing on the data from this study, convergent questioning seems more suited to the purpose of guiding students to an accurate conception of NOS, while divergent and evaluative NOS questions may make better assessment questions.