数字研究技能:在中学科学报告中的应用
K N Blankendaal-Tran1, R F G Meulenbroeks1, W R van Joolingen1
1Freudenthal Institute, Utrecht University, PO Box 9432, 3506 GK Utrecht, The Netherlands.
概括
这项研究发现,12年级科学学生在项目报告中难以掌握基本的数字研究技能 (DRS). 数据分析,可视化和数字写作方面的缺陷阻碍了有效的科学沟通.
科学领域:
- 物理科学 物理科学
- 中等教育 中等教育.
背景情况:
- 数字研究技能 (DRS) 对现代科学研究和传播至关重要.
- 在大学前的学生中评估DRS对于教育发展至关重要.
研究的目的:
- 评估12年级学前科学学生科学项目报告 (SPR) 中显示的数字研究技能 (DRS) 的水平.
- 确定学生在科学工作中应用DRS的具体缺陷领域.
主要方法:
- 收集和分析了88个科学项目报告 (SPR) 来自物理科学学生.
- 开发并使用了基于自下而上的方法系统编码DRS的标题.
- 通过专家审查确保了标签的有效性,并评估了评价者之间的可靠性.
主要成果:
- 学生在数字数据分析,转换和可视化方面表现出重大困难.
- 发现了不充分的引用,不良的图形构造和有限的数据处理能力.
- 观察到编写和公式表示的数字工具存在问题,可能导致混乱.
结论:
- 在被评估的学生报告中,数字研究技能 (DRS) 的整体水平不足.
- 解决DRS中的缺陷对于防止混和改善科学沟通至关重要.
- 建议加强对在中等科学教育中整合和教授DRS的重视.
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