Articles by Costas Constantinou
Themes in Science and Technology Education (in Greek), 2013
This paper reports on an investigation of the difficulties encountered by pre-service teachers an... more This paper reports on an investigation of the difficulties encountered by pre-service teachers and the extent to which they can come to understand energy as a framework for analysing physical systems. We developed three open-ended questions that probed the application of the energy conservation law and required explanations of reasoning. We collected data from 190 primary education students at the University of Cyprus. The data analysis revealed a number of conceptual and reasoning difficulties that consistently hamper the students' efforts to apply the energy conservation law for the analysis of simple physical systems. We discuss these findings in relation to expectations for the preparation and professional development of teachers capable to manage learning progressions on energy.
In Greek:
H παρούσα εργασία επικεντρώνεται στη διερεύνηση του βαθμού στον οποίο οι προ-υπηρεσιακοί εκπαιδευτικοί εκτιμούν την ενέργεια ως ένα πλαίσιο ανάλυσης συστημάτων και στον εντοπισμό των δυσκολιών που αντιμετωπίζουν στην προσπάθειά τους να αναλύσουν ενεργειακά, απλά συστήματα. Για το σκοπό αυτό έχουν συλλεχθεί δεδομένα χρησιμοποιώντας τρία έργα αξιολόγησης ανοικτού τύπου τα οποία αφορούν στην εφαρμογή του νόμου διατήρησης της ενέργειας σε απλά συστήματα. Στην έρευνα συμμετείχαν 190 φοιτητές του Τμήματος Επιστημών Αγωγής του Πανεπιστημίου Κύπρου. Τα αποτελέσματα της έρευνας επιβεβαιώνουν τον ισχυρισμό που διατυπώνεται στη βιβλιογραφία για ανεπαρκή κατανόηση των εκπαιδευτικών για την ενέργεια. Επίσης, καταδεικνύουν συγκεκριμένες δυσκολίες που αντιμετωπίζουν. Στην εργασία συζητούνται οι συνέπειες που φαίνονται να απορρέουν σχετικά με την επιμόρφωση και προετοιμασία των εκπαιδευτικών, ώστε να μπορούν να οργανώνουν και να διαχειρίζονται επιτυχώς μαθησιακά περιβάλλοντα για τη διδακτική επεξεργασία της ενέργειας.
Themes of Science and Technology in Education, 2016
This study examined the strategies of undergraduate student teachers participating in web-based r... more This study examined the strategies of undergraduate student teachers participating in web-based reciprocal peer-assessment and how they were associated with learning gains in an inquiry-oriented, science learning environment. Twenty-seven participants from a university in Cyprus reciprocally assessed the digital learning products they prepared as they engaged in a web-based study unit on marine ecosystems and in particular prey–predator relationships. Data were collected through screen-video capture, peer feedback protocols, pre- and post-instructional tests and interviews, as well as the students' learning products. Data were exposed to qualitative analysis and then also treated quantitatively through the use of non-parametric tests. Our analysis led to the identification of a range of student profiles characterizing different peer-assessment patterns. In the peer-assessor role, students were distinguished into autonomous and informed assessors; whereas in the case of the assessee role they were discriminated into engaged but unlucky, disinterested and engaged assessees. Students' learning gains were associated with their actions as peer-assessees and their attitudes towards peer feedback. The findings have implications for teaching practice as well as policy for teaching and learning in web-based learning environments.
Science Education 99 (2) pp. 282-311, Feb 4, 2015
The aim of this study was to examine how students used evidence in argumentation while they engag... more The aim of this study was to examine how students used evidence in argumentation while they engaged in argumentive and reflective activities in the context of a designed learning environment. A Web-based learning environment, SOCRATES, was developed, which included a rich data base on the topic of climate change. Sixteen 11th graders, working with a partner, engaged in electronic argumentive dialogs with classmates who held an opposing view on the topic and in some evidence-focused reflective activities, based on transcriptions of their dialogs. Another sixteen 11th graders, who studied the data base in the learning environment for the same amount of time as experimental-condition students but did not engage in an argumentive discourse activity, served as a comparison condition. Students who engaged in an evidence-focused dialogic intervention increased the use of evidence in their dialogs, used more evidence that functioned to weaken opponents’ claims and used more accurate evidence. Significant gains in evidence use and in metalevel communication about evidence were observed after students engaged in reflective activities. We frame our discussion of these findings in terms of their implications for promoting use of evidence in argumentation and in relation to the development of epistemological understanding in science.
Modeling competence has not been assessed as a holistic entity in the existing research literatu... more Modeling competence has not been assessed as a holistic entity in the existing research literature.•Modeling competence assessment approaches are often associated with specific dimensions of the competence.•Assessment tended to focus on meta aspects of the modeling competence.•There is a lack of assessment approaches for certain aspects of modeling and for modeling as a generative process.•There is a need for a more explicit and coherent theoretical framework for conceptualizing the modeling competence.
Proceedings of the Fifth International Conference on Computer Based Learning in Science, 7th July–12th July 2001, Masaryk University, Faculty of Education, Brno, Czech Republic (8 pages)
ABSTRACT
Learning in science can be analyzed into a number of constituent components: the acquis... more ABSTRACT
Learning in science can be analyzed into a number of constituent components: the acquisition of experiences with
natural phenomena provides the basis for the subsequent development of concepts; the mental representation of
the structure and organization of scientific knowledge that is needed to avoid knowledge fragmentation and
meaningless use of jargon comes with the development of epistemological awareness; scientific and reasoning
skills provide the strategies and procedures for making operational use of one’s conceptual understanding in order
to analyze and understand every day phenomena but also to undertake critical evaluation of evidence in decision
making situations. Finally, positive attitudes towards inquiry feed students motivation and safeguard sustainable
engagement with the learning process. Traditional instruction has failed to explicitly take into account many of
these components. This has severely constrained the ability of traditional teaching approaches to promote real
learning. Effective instructional programs need to promote all these components in unison in a manner that
enhances situated learning and promotes awareness of the significance of coherent operational understanding and
its power in shaping decisions, both public and personal. At the level of the individual student, modeling can
provide a theme that runs through the whole of science learning and through appropriate instructional design can
be used to continuously focus in on all the components mentioned above in a systematic and constructive way.
The Learning in Physics Group has a program to explore the way modeling can shape the teaching and learning
process in science and the extent to which computer-based modeling tools can support this process. We have
designed and implemented an intervention to develop the modeling skills of students in upper elementary grades
in the context of division of labour in an ant colony. In this paper, we present the design of our ant colony
simulation environment and the learning outcomes of one classroom trial of our intervention.
G. M. Chapman (ed.) Proceedings of the 5th International Conference on Computer Based Learning in Science, CBLIS 2001, 7-12 July 2001, Pedagogical Faculty of University of Ostrava, Brno, Czechia, pp Ad1.1 – Ad1.8
ABSTRACT
The development of student understanding of phases of the moon is notoriously difficult... more ABSTRACT
The development of student understanding of phases of the moon is notoriously difficult due to the
spatial reasoning requirements posed by the relative motion of three celestial bodies. We have used the
Greek version of Physics by Inquiry to develop two alternative three-body models with a class of
prospective elementary teachers. At the end of the semester we used a computer-based evaluation
instrument that we developed in order to assess student understanding of the formation of the phases of
the moon as well as the evidence on which students base their models. In this paper, we discuss the
design of the simulation software and the interpretation of the assessment results we obtained in the
context of this application.
C. P. Constantinou & Z. C. Zacharia (eds.) Proceedings of the 6th International Conference on Computer Based Learning in Science, Nicosia, Cyprus, 5-10 July 2003. Volume II: The educational potential of new technologies, Odegetes Publications, Nicosia 2004, Cyprus, pp. 197-208, 2004
ABSTRACT
Quality in education has been regognized as an issue that should guide our efforts for ... more ABSTRACT
Quality in education has been regognized as an issue that should guide our efforts for improvement for many years.
eLearning is the latest attempt to take advantage of developments in technology to improve learning. In this paper, we
discuss the possibility of establishing a theory of elearning, the value of design patterns, and the possible scenarios of
implementation by higher education institutions attempting to use new technologies in their courses of study. A survey
concerning the elearning paradigm that was conducted at the University of Cyprus (UCY) at the beginning of the
spring semester 2003 is presented. The main purpose of this survey was to report on the views and experiences of the
UCY students and faculty members regarding elearning implementation in university courses. Data collection was
accomplished through a specially designed questionnaire administered to 1938 students and 46 faculty members. Ten
faculty members were also interviewed for more in-depth analysis. Based on the results of the survey, we propose a
series of possible actions which could form the basis for developing a vital elearning policy through continuous
improvement of the university’s teaching program.
C. P. Constantinou, Z. C. Zacharia (eds.) Proceedings of the Sixth International Conference on Computer Based Learning in Science, Nicosia, Cyprus, 5-10 July 2003. Volume I. New Technologies and their Applications in Education, pp. 621-626, 2003
ABSTRACT
The challenge facing new technologies is whether they can contribute to a qualitative s... more ABSTRACT
The challenge facing new technologies is whether they can contribute to a qualitative step up and to education for
all as a process of facilitating the development of creative people with the ability to think critically and to engage
in socially relevant decision making. In this paper, we describe a project whose purpose is to develop a learning
environment that takes into account current expertise in learning theory in order to facilitate productive
collaboration in a way that leads to active construction of meaning.
Proceedings of the 23rd Annual Conference of the Cognitive Science Society, 1-4 August 2001, Edinburgh, Scotland, pp. 260-265
In this paper, we examine the importance of scaffolding
the environment and the role of cognitiv... more In this paper, we examine the importance of scaffolding
the environment and the role of cognitive readiness in
young childrens’ construction of operational definitions
in magnetism. We discuss various resource constraints
and the conceptual background of preschoolers. Then we
present an experimental study of 165 children aged 4-6
who took part in an extended structured intervention in
which they were guided to construct two operational
definitions of a magnet. The two definitions differed with
regard to the cognitive demands imposed upon the
children attempting to construct them. The construction
of the second operational definition required cognitive
abilities that the construction of the first did not. Our
results demonstrate that children older than 5 years are
mostly able to construct both definitions while younger
children are able to construct only the first one. Based on
this result, we discuss the issue of cognitive readiness
and its role in learning. Additionally, by teaching one
experimental group of older children the second
definition directly and observing their limited success to
construct it, we argue for the necessary role of
scaffolding the conceptual structure of the curriculum
materials to achieve learning.
In Gr. Makrides, A. Gagatsis, K. Nicolaou (eds), Proceedings of the CASTME International and CASTME Europe Conference, 15-18 April 2004, Nicosia, Cyprus, pp. 249-258
The current research study focused on the development and evaluation of the Learning Space Platfo... more The current research study focused on the development and evaluation of the Learning Space Platform as a resource for improvement of the student teachers practicum. The research reflects upon describing processes followed both by student teachers and their supervisors when engaging in school practicum. The results of this research were the identification of standards that a platform, which is used for educational purposes, must have in order to effectively facilitate and manage the teaching and learning process during school practicum and students' and supervisors opinions on using the elearning platform for the purposes of School Practicum.
Proceedings of the Seventh International Conference on Computer Based Learning in Science, CBLIS 2005, University of Zilina, Slovakia, 2-6 July, 2005, pp. 570-581
This paper reports on an effort to use Stagecast CreatorTM as a means for developing modelling sk... more This paper reports on an effort to use Stagecast CreatorTM as a means for developing modelling skills among
undergraduate students taking an introductory course in science that took place in a virtual learning environment
(WebCTTM). An inquiry-based curriculum was implemented, which guided students working in small groups to collect
and study moon observations and construct a series of successive models of the moon phases using Stagecast
CreatorTM. Students’ reflective journals and reports of synchronous discussions were the means for collecting data.
The findings show that the WebCTTM platform supported the on-line collaboration among students in the course that
was used to help them improve their models through the use of Stagecast CreatorTM. Specifically, students’ groups
shared their models with other groups through WebCTTM, and provided feedback about each other’s models,
indicating model limitations and suggesting possible improvements. The results also suggest that students believed
that the on-line collaboration supported their learning growth as well as the process of developing modelling skills.
Students found it extremely fruitful to exchange ideas with other groups, to read and make suggestions for model
improvements and to collaborate with almost all students in the course – which would have been impossible without
the on-line collaboration tool. Collaboration in learning situations like the one presented in this paper involves
exchanging, negotiating and critiquing ideas for the purpose of building new, more refined knowledge. This
collaborative process became feasible due to the fact that sharing and viewing Stagecast CreatorTM files through the
Internet is fully compatible with web-browsers. We suggest that the process of model deployment was practically
made possible due to the combined use of Stagecast CreatorTM and WebCTTM.
We investigated whether it is possible for 12-year-old students to develop a qualitative conceptu... more We investigated whether it is possible for 12-year-old students to develop a qualitative conceptualization of energy and four associate features (forms of energy, transfer processes, conservation, and degradation) as a framework for constructing interpretive accounts for the operation of physical phenomena (specifically, for changes taking place in simple physical systems). We implemented, in authentic classroom environments, a specific teaching–learning sequence designed to promote this particular learning objective. The implementation involved three intact classes (N = 64) and lasted nine 80-minute sessions. We collected data through open-ended tasks and follow-up interviews, so as to investigate what could be achieved by students in terms of employing energy for analyzing the operation of physical systems. The findings suggest that, to a large extent, the students were able to productively meet this challenge. At the same time, the data revealed specific conceptual, reasoning, or other difficulties they encountered. Our findings have implications for specific issues debated in the literature on teaching and learning about energy, including the developmental appropriateness of energy as a learning objective for the lower middle school grades and the instructional value of forms of energy. We discuss boundary conditions in terms of what falls within the reach of lower middle school students and highlight implications for the characteristics of physical systems that could be productively analyzed by students of this age.
We report on a study of the effect of meta-level awareness on the use of evidence in discourse. T... more We report on a study of the effect of meta-level awareness on the use of evidence in discourse. The
participants were 66 pre-service teachers who were engaged in a dialogic activity. Meta-level awareness
regarding the use of evidence in discourse was heightened by having same-side peers collaborating in
arguing on the computer against successive pairs of peers on the opposing side of an issue on the topic of
Climate Change and by engaging in explicit reflective activities on the use of evidence. Participants
showed significant advances both in their skill of producing evidence-based arguments and counterarguments
and regarding the accuracy of the evidence used. Advances were also observed at the metalevel,
reflecting at least implicit understanding that using evidence is an important goal of argumentation.
Another group of pre-service teachers, who studied about the role of evidence in science in the
context of regular curriculum and served as a control condition, did not exhibit comparable advances in
the use of evidence in argumentation. Educational implications are discussed.
Journal of Science Teacher Education 11/2014; 25(8):911-933, Nov 2014
Energy is recognized as a core idea in science and, hence, a significant learning objective of sc... more Energy is recognized as a core idea in science and, hence, a significant learning objective of science education. The effective promotion of this learning objective posits that teachers themselves possess sound conceptual understanding. This is needed for enabling them to organize effective learning environments for their students. In this study, we report on the results of an empirical investigation of teachers’ understanding of energy. In particular, the focus is placed on pre-service teachers’ ability to employ energy as a framework for analyzing the operation of physical systems. We have collected data from 198 pre-service teachers through
three open-ended tasks that involved the application of the energy conservation principle to simple physical systems. The results corroborate the claim made in the literature that teachers typically do not possess functional, coherent understanding of this principle. Most importantly, the data serve to identify and document specific difficulties that hamper attempts to use energy for the analysis of the operation of physical systems. The difficulties we were able to document lend support to the idea that it is important to introduce the idea of energy degradation alongside the conservation of energy principle. The findings of this study have implications for the design of preparation programs for teachers, about energy. The findings also provide insights into the limitations of conventional teaching of energy, to which the participants had been exposed as students, in fostering coherent understanding of energy conservation.
Science Education (SCI EDUC) 03/2015; 99(2):282-311. National Association for Research in Science Teaching, ISSN 0036-8326, Mar 2015
The aim of this study was to examine how students used evidence in argumentation while they engag... more The aim of this study was to examine how students used evidence in argumentation while they engaged in argumentive and reflective activities in the context of
a designed learning environment. A Web-based learning environment, SOCRATES, was developed, which included a rich data base on the topic of climate change. Sixteen 11th
graders, working with a partner, engaged in electronic argumentive dialogs with classmates who held an opposing view on the topic and in some evidence-focused reflective activities, based on transcriptions of their dialogs. Another sixteen 11th graders, who studied the data base in the learning environment for the same amount of time as experimental-condition students but did not engage in an argumentive discourse activity, served as a comparison
condition. Students who engaged in an evidence-focused dialogic intervention increased the use of evidence in their dialogs, used more evidence that functioned to weaken opponents’ claims and used more accurate evidence. Significant gains in evidence use and in metalevel communication about evidence were observed after students engaged in reflective activities. We frame our discussion of these findings in terms of their implications for promoting
use of evidence in argumentation and in relation to the development of epistemological understanding in science.
In recent years, the rapid progress in science and technology tends to bring about dilemmas on a ... more In recent years, the rapid progress in science and technology tends to bring about dilemmas on a range of socio-scientific issues. Thus, science education needs to prepare students to deal with such issues in an informed manner. In this paper, four learning environments (LEs) addressing topical socio-scientific issues (i.e. biotechnology, climate change, the impact of fog on human life and nicotine addiction) are presented. The data-rich environments are hosted on the STOCHASMOS web-based teaching and learning platform which offers adjustable scaffolding tools for students’ inquiry. Each of the LEs was designed and implemented in authentic classroom settings of public and private schools of Cyprus’ (n=121) and Israel’s (n=40) secondary education and of Greece’s primary education (n=53). Data collection tools included pre-post tests and observations. Results from the implementation of these LEs are also presented.
Quality in education has been regognized as an issue that should guide our efforts for improvemen... more Quality in education has been regognized as an issue that should guide our efforts for improvement for many years.
eLearning is the latest attempt to take advantage of developments in technology to improve learning. In this paper, we
discuss the possibility of establishing a theory of elearning, the value of design patterns, and the possible scenarios of
implementation by higher education institutions attempting to use new technologies in their courses of study. A survey
concerning the elearning paradigm that was conducted at the University of Cyprus (UCY) at the beginning of the
spring semester 2003 is presented. The main purpose of this survey was to report on the views and experiences of the
UCY students and faculty members regarding elearning implementation in university courses. Data collection was
accomplished through a specially designed questionnaire administered to 1938 students and 46 faculty members. Ten
faculty members were also interviewed for more in-depth analysis. Based on the results of the survey, we propose a
series of possible actions which could form the basis for developing a vital elearning policy through continuous
improvement of the university’s teaching program.
This paper presents a small-scale study implementing the model-based learning cycle in middle sch... more This paper presents a small-scale study implementing the model-based learning cycle in middle school
science teaching. We review the significance of developing modeling skills and we discuss the theoretical
basis of the model-based learning cycle. We describe the development of a teaching approach, promoting
modeling skills and conceptual understanding in an integrated manner. We then report on the
implementation of this approach in two phases: developing conceptual understanding about light and its
properties and developing models of a single-lens camera. Student understanding was monitored
continuously through pre-tests and post-tests. We analyze students’ conceptual path while learning about
light and its properties. We also analyze students’ consecutive models of image formation in a single-lens
camera. We discuss the process of curriculum design and implementation and the importance of
integrating conceptual understanding and process skills in middle school science curricula. Finally, we
discuss the potential of computer-based microworlds as modeling environments and their implications for
teaching and learning.
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Articles by Costas Constantinou
In Greek:
H παρούσα εργασία επικεντρώνεται στη διερεύνηση του βαθμού στον οποίο οι προ-υπηρεσιακοί εκπαιδευτικοί εκτιμούν την ενέργεια ως ένα πλαίσιο ανάλυσης συστημάτων και στον εντοπισμό των δυσκολιών που αντιμετωπίζουν στην προσπάθειά τους να αναλύσουν ενεργειακά, απλά συστήματα. Για το σκοπό αυτό έχουν συλλεχθεί δεδομένα χρησιμοποιώντας τρία έργα αξιολόγησης ανοικτού τύπου τα οποία αφορούν στην εφαρμογή του νόμου διατήρησης της ενέργειας σε απλά συστήματα. Στην έρευνα συμμετείχαν 190 φοιτητές του Τμήματος Επιστημών Αγωγής του Πανεπιστημίου Κύπρου. Τα αποτελέσματα της έρευνας επιβεβαιώνουν τον ισχυρισμό που διατυπώνεται στη βιβλιογραφία για ανεπαρκή κατανόηση των εκπαιδευτικών για την ενέργεια. Επίσης, καταδεικνύουν συγκεκριμένες δυσκολίες που αντιμετωπίζουν. Στην εργασία συζητούνται οι συνέπειες που φαίνονται να απορρέουν σχετικά με την επιμόρφωση και προετοιμασία των εκπαιδευτικών, ώστε να μπορούν να οργανώνουν και να διαχειρίζονται επιτυχώς μαθησιακά περιβάλλοντα για τη διδακτική επεξεργασία της ενέργειας.
Learning in science can be analyzed into a number of constituent components: the acquisition of experiences with
natural phenomena provides the basis for the subsequent development of concepts; the mental representation of
the structure and organization of scientific knowledge that is needed to avoid knowledge fragmentation and
meaningless use of jargon comes with the development of epistemological awareness; scientific and reasoning
skills provide the strategies and procedures for making operational use of one’s conceptual understanding in order
to analyze and understand every day phenomena but also to undertake critical evaluation of evidence in decision
making situations. Finally, positive attitudes towards inquiry feed students motivation and safeguard sustainable
engagement with the learning process. Traditional instruction has failed to explicitly take into account many of
these components. This has severely constrained the ability of traditional teaching approaches to promote real
learning. Effective instructional programs need to promote all these components in unison in a manner that
enhances situated learning and promotes awareness of the significance of coherent operational understanding and
its power in shaping decisions, both public and personal. At the level of the individual student, modeling can
provide a theme that runs through the whole of science learning and through appropriate instructional design can
be used to continuously focus in on all the components mentioned above in a systematic and constructive way.
The Learning in Physics Group has a program to explore the way modeling can shape the teaching and learning
process in science and the extent to which computer-based modeling tools can support this process. We have
designed and implemented an intervention to develop the modeling skills of students in upper elementary grades
in the context of division of labour in an ant colony. In this paper, we present the design of our ant colony
simulation environment and the learning outcomes of one classroom trial of our intervention.
The development of student understanding of phases of the moon is notoriously difficult due to the
spatial reasoning requirements posed by the relative motion of three celestial bodies. We have used the
Greek version of Physics by Inquiry to develop two alternative three-body models with a class of
prospective elementary teachers. At the end of the semester we used a computer-based evaluation
instrument that we developed in order to assess student understanding of the formation of the phases of
the moon as well as the evidence on which students base their models. In this paper, we discuss the
design of the simulation software and the interpretation of the assessment results we obtained in the
context of this application.
Quality in education has been regognized as an issue that should guide our efforts for improvement for many years.
eLearning is the latest attempt to take advantage of developments in technology to improve learning. In this paper, we
discuss the possibility of establishing a theory of elearning, the value of design patterns, and the possible scenarios of
implementation by higher education institutions attempting to use new technologies in their courses of study. A survey
concerning the elearning paradigm that was conducted at the University of Cyprus (UCY) at the beginning of the
spring semester 2003 is presented. The main purpose of this survey was to report on the views and experiences of the
UCY students and faculty members regarding elearning implementation in university courses. Data collection was
accomplished through a specially designed questionnaire administered to 1938 students and 46 faculty members. Ten
faculty members were also interviewed for more in-depth analysis. Based on the results of the survey, we propose a
series of possible actions which could form the basis for developing a vital elearning policy through continuous
improvement of the university’s teaching program.
The challenge facing new technologies is whether they can contribute to a qualitative step up and to education for
all as a process of facilitating the development of creative people with the ability to think critically and to engage
in socially relevant decision making. In this paper, we describe a project whose purpose is to develop a learning
environment that takes into account current expertise in learning theory in order to facilitate productive
collaboration in a way that leads to active construction of meaning.
the environment and the role of cognitive readiness in
young childrens’ construction of operational definitions
in magnetism. We discuss various resource constraints
and the conceptual background of preschoolers. Then we
present an experimental study of 165 children aged 4-6
who took part in an extended structured intervention in
which they were guided to construct two operational
definitions of a magnet. The two definitions differed with
regard to the cognitive demands imposed upon the
children attempting to construct them. The construction
of the second operational definition required cognitive
abilities that the construction of the first did not. Our
results demonstrate that children older than 5 years are
mostly able to construct both definitions while younger
children are able to construct only the first one. Based on
this result, we discuss the issue of cognitive readiness
and its role in learning. Additionally, by teaching one
experimental group of older children the second
definition directly and observing their limited success to
construct it, we argue for the necessary role of
scaffolding the conceptual structure of the curriculum
materials to achieve learning.
undergraduate students taking an introductory course in science that took place in a virtual learning environment
(WebCTTM). An inquiry-based curriculum was implemented, which guided students working in small groups to collect
and study moon observations and construct a series of successive models of the moon phases using Stagecast
CreatorTM. Students’ reflective journals and reports of synchronous discussions were the means for collecting data.
The findings show that the WebCTTM platform supported the on-line collaboration among students in the course that
was used to help them improve their models through the use of Stagecast CreatorTM. Specifically, students’ groups
shared their models with other groups through WebCTTM, and provided feedback about each other’s models,
indicating model limitations and suggesting possible improvements. The results also suggest that students believed
that the on-line collaboration supported their learning growth as well as the process of developing modelling skills.
Students found it extremely fruitful to exchange ideas with other groups, to read and make suggestions for model
improvements and to collaborate with almost all students in the course – which would have been impossible without
the on-line collaboration tool. Collaboration in learning situations like the one presented in this paper involves
exchanging, negotiating and critiquing ideas for the purpose of building new, more refined knowledge. This
collaborative process became feasible due to the fact that sharing and viewing Stagecast CreatorTM files through the
Internet is fully compatible with web-browsers. We suggest that the process of model deployment was practically
made possible due to the combined use of Stagecast CreatorTM and WebCTTM.
participants were 66 pre-service teachers who were engaged in a dialogic activity. Meta-level awareness
regarding the use of evidence in discourse was heightened by having same-side peers collaborating in
arguing on the computer against successive pairs of peers on the opposing side of an issue on the topic of
Climate Change and by engaging in explicit reflective activities on the use of evidence. Participants
showed significant advances both in their skill of producing evidence-based arguments and counterarguments
and regarding the accuracy of the evidence used. Advances were also observed at the metalevel,
reflecting at least implicit understanding that using evidence is an important goal of argumentation.
Another group of pre-service teachers, who studied about the role of evidence in science in the
context of regular curriculum and served as a control condition, did not exhibit comparable advances in
the use of evidence in argumentation. Educational implications are discussed.
three open-ended tasks that involved the application of the energy conservation principle to simple physical systems. The results corroborate the claim made in the literature that teachers typically do not possess functional, coherent understanding of this principle. Most importantly, the data serve to identify and document specific difficulties that hamper attempts to use energy for the analysis of the operation of physical systems. The difficulties we were able to document lend support to the idea that it is important to introduce the idea of energy degradation alongside the conservation of energy principle. The findings of this study have implications for the design of preparation programs for teachers, about energy. The findings also provide insights into the limitations of conventional teaching of energy, to which the participants had been exposed as students, in fostering coherent understanding of energy conservation.
a designed learning environment. A Web-based learning environment, SOCRATES, was developed, which included a rich data base on the topic of climate change. Sixteen 11th
graders, working with a partner, engaged in electronic argumentive dialogs with classmates who held an opposing view on the topic and in some evidence-focused reflective activities, based on transcriptions of their dialogs. Another sixteen 11th graders, who studied the data base in the learning environment for the same amount of time as experimental-condition students but did not engage in an argumentive discourse activity, served as a comparison
condition. Students who engaged in an evidence-focused dialogic intervention increased the use of evidence in their dialogs, used more evidence that functioned to weaken opponents’ claims and used more accurate evidence. Significant gains in evidence use and in metalevel communication about evidence were observed after students engaged in reflective activities. We frame our discussion of these findings in terms of their implications for promoting
use of evidence in argumentation and in relation to the development of epistemological understanding in science.
eLearning is the latest attempt to take advantage of developments in technology to improve learning. In this paper, we
discuss the possibility of establishing a theory of elearning, the value of design patterns, and the possible scenarios of
implementation by higher education institutions attempting to use new technologies in their courses of study. A survey
concerning the elearning paradigm that was conducted at the University of Cyprus (UCY) at the beginning of the
spring semester 2003 is presented. The main purpose of this survey was to report on the views and experiences of the
UCY students and faculty members regarding elearning implementation in university courses. Data collection was
accomplished through a specially designed questionnaire administered to 1938 students and 46 faculty members. Ten
faculty members were also interviewed for more in-depth analysis. Based on the results of the survey, we propose a
series of possible actions which could form the basis for developing a vital elearning policy through continuous
improvement of the university’s teaching program.
science teaching. We review the significance of developing modeling skills and we discuss the theoretical
basis of the model-based learning cycle. We describe the development of a teaching approach, promoting
modeling skills and conceptual understanding in an integrated manner. We then report on the
implementation of this approach in two phases: developing conceptual understanding about light and its
properties and developing models of a single-lens camera. Student understanding was monitored
continuously through pre-tests and post-tests. We analyze students’ conceptual path while learning about
light and its properties. We also analyze students’ consecutive models of image formation in a single-lens
camera. We discuss the process of curriculum design and implementation and the importance of
integrating conceptual understanding and process skills in middle school science curricula. Finally, we
discuss the potential of computer-based microworlds as modeling environments and their implications for
teaching and learning.
In Greek:
H παρούσα εργασία επικεντρώνεται στη διερεύνηση του βαθμού στον οποίο οι προ-υπηρεσιακοί εκπαιδευτικοί εκτιμούν την ενέργεια ως ένα πλαίσιο ανάλυσης συστημάτων και στον εντοπισμό των δυσκολιών που αντιμετωπίζουν στην προσπάθειά τους να αναλύσουν ενεργειακά, απλά συστήματα. Για το σκοπό αυτό έχουν συλλεχθεί δεδομένα χρησιμοποιώντας τρία έργα αξιολόγησης ανοικτού τύπου τα οποία αφορούν στην εφαρμογή του νόμου διατήρησης της ενέργειας σε απλά συστήματα. Στην έρευνα συμμετείχαν 190 φοιτητές του Τμήματος Επιστημών Αγωγής του Πανεπιστημίου Κύπρου. Τα αποτελέσματα της έρευνας επιβεβαιώνουν τον ισχυρισμό που διατυπώνεται στη βιβλιογραφία για ανεπαρκή κατανόηση των εκπαιδευτικών για την ενέργεια. Επίσης, καταδεικνύουν συγκεκριμένες δυσκολίες που αντιμετωπίζουν. Στην εργασία συζητούνται οι συνέπειες που φαίνονται να απορρέουν σχετικά με την επιμόρφωση και προετοιμασία των εκπαιδευτικών, ώστε να μπορούν να οργανώνουν και να διαχειρίζονται επιτυχώς μαθησιακά περιβάλλοντα για τη διδακτική επεξεργασία της ενέργειας.
Learning in science can be analyzed into a number of constituent components: the acquisition of experiences with
natural phenomena provides the basis for the subsequent development of concepts; the mental representation of
the structure and organization of scientific knowledge that is needed to avoid knowledge fragmentation and
meaningless use of jargon comes with the development of epistemological awareness; scientific and reasoning
skills provide the strategies and procedures for making operational use of one’s conceptual understanding in order
to analyze and understand every day phenomena but also to undertake critical evaluation of evidence in decision
making situations. Finally, positive attitudes towards inquiry feed students motivation and safeguard sustainable
engagement with the learning process. Traditional instruction has failed to explicitly take into account many of
these components. This has severely constrained the ability of traditional teaching approaches to promote real
learning. Effective instructional programs need to promote all these components in unison in a manner that
enhances situated learning and promotes awareness of the significance of coherent operational understanding and
its power in shaping decisions, both public and personal. At the level of the individual student, modeling can
provide a theme that runs through the whole of science learning and through appropriate instructional design can
be used to continuously focus in on all the components mentioned above in a systematic and constructive way.
The Learning in Physics Group has a program to explore the way modeling can shape the teaching and learning
process in science and the extent to which computer-based modeling tools can support this process. We have
designed and implemented an intervention to develop the modeling skills of students in upper elementary grades
in the context of division of labour in an ant colony. In this paper, we present the design of our ant colony
simulation environment and the learning outcomes of one classroom trial of our intervention.
The development of student understanding of phases of the moon is notoriously difficult due to the
spatial reasoning requirements posed by the relative motion of three celestial bodies. We have used the
Greek version of Physics by Inquiry to develop two alternative three-body models with a class of
prospective elementary teachers. At the end of the semester we used a computer-based evaluation
instrument that we developed in order to assess student understanding of the formation of the phases of
the moon as well as the evidence on which students base their models. In this paper, we discuss the
design of the simulation software and the interpretation of the assessment results we obtained in the
context of this application.
Quality in education has been regognized as an issue that should guide our efforts for improvement for many years.
eLearning is the latest attempt to take advantage of developments in technology to improve learning. In this paper, we
discuss the possibility of establishing a theory of elearning, the value of design patterns, and the possible scenarios of
implementation by higher education institutions attempting to use new technologies in their courses of study. A survey
concerning the elearning paradigm that was conducted at the University of Cyprus (UCY) at the beginning of the
spring semester 2003 is presented. The main purpose of this survey was to report on the views and experiences of the
UCY students and faculty members regarding elearning implementation in university courses. Data collection was
accomplished through a specially designed questionnaire administered to 1938 students and 46 faculty members. Ten
faculty members were also interviewed for more in-depth analysis. Based on the results of the survey, we propose a
series of possible actions which could form the basis for developing a vital elearning policy through continuous
improvement of the university’s teaching program.
The challenge facing new technologies is whether they can contribute to a qualitative step up and to education for
all as a process of facilitating the development of creative people with the ability to think critically and to engage
in socially relevant decision making. In this paper, we describe a project whose purpose is to develop a learning
environment that takes into account current expertise in learning theory in order to facilitate productive
collaboration in a way that leads to active construction of meaning.
the environment and the role of cognitive readiness in
young childrens’ construction of operational definitions
in magnetism. We discuss various resource constraints
and the conceptual background of preschoolers. Then we
present an experimental study of 165 children aged 4-6
who took part in an extended structured intervention in
which they were guided to construct two operational
definitions of a magnet. The two definitions differed with
regard to the cognitive demands imposed upon the
children attempting to construct them. The construction
of the second operational definition required cognitive
abilities that the construction of the first did not. Our
results demonstrate that children older than 5 years are
mostly able to construct both definitions while younger
children are able to construct only the first one. Based on
this result, we discuss the issue of cognitive readiness
and its role in learning. Additionally, by teaching one
experimental group of older children the second
definition directly and observing their limited success to
construct it, we argue for the necessary role of
scaffolding the conceptual structure of the curriculum
materials to achieve learning.
undergraduate students taking an introductory course in science that took place in a virtual learning environment
(WebCTTM). An inquiry-based curriculum was implemented, which guided students working in small groups to collect
and study moon observations and construct a series of successive models of the moon phases using Stagecast
CreatorTM. Students’ reflective journals and reports of synchronous discussions were the means for collecting data.
The findings show that the WebCTTM platform supported the on-line collaboration among students in the course that
was used to help them improve their models through the use of Stagecast CreatorTM. Specifically, students’ groups
shared their models with other groups through WebCTTM, and provided feedback about each other’s models,
indicating model limitations and suggesting possible improvements. The results also suggest that students believed
that the on-line collaboration supported their learning growth as well as the process of developing modelling skills.
Students found it extremely fruitful to exchange ideas with other groups, to read and make suggestions for model
improvements and to collaborate with almost all students in the course – which would have been impossible without
the on-line collaboration tool. Collaboration in learning situations like the one presented in this paper involves
exchanging, negotiating and critiquing ideas for the purpose of building new, more refined knowledge. This
collaborative process became feasible due to the fact that sharing and viewing Stagecast CreatorTM files through the
Internet is fully compatible with web-browsers. We suggest that the process of model deployment was practically
made possible due to the combined use of Stagecast CreatorTM and WebCTTM.
participants were 66 pre-service teachers who were engaged in a dialogic activity. Meta-level awareness
regarding the use of evidence in discourse was heightened by having same-side peers collaborating in
arguing on the computer against successive pairs of peers on the opposing side of an issue on the topic of
Climate Change and by engaging in explicit reflective activities on the use of evidence. Participants
showed significant advances both in their skill of producing evidence-based arguments and counterarguments
and regarding the accuracy of the evidence used. Advances were also observed at the metalevel,
reflecting at least implicit understanding that using evidence is an important goal of argumentation.
Another group of pre-service teachers, who studied about the role of evidence in science in the
context of regular curriculum and served as a control condition, did not exhibit comparable advances in
the use of evidence in argumentation. Educational implications are discussed.
three open-ended tasks that involved the application of the energy conservation principle to simple physical systems. The results corroborate the claim made in the literature that teachers typically do not possess functional, coherent understanding of this principle. Most importantly, the data serve to identify and document specific difficulties that hamper attempts to use energy for the analysis of the operation of physical systems. The difficulties we were able to document lend support to the idea that it is important to introduce the idea of energy degradation alongside the conservation of energy principle. The findings of this study have implications for the design of preparation programs for teachers, about energy. The findings also provide insights into the limitations of conventional teaching of energy, to which the participants had been exposed as students, in fostering coherent understanding of energy conservation.
a designed learning environment. A Web-based learning environment, SOCRATES, was developed, which included a rich data base on the topic of climate change. Sixteen 11th
graders, working with a partner, engaged in electronic argumentive dialogs with classmates who held an opposing view on the topic and in some evidence-focused reflective activities, based on transcriptions of their dialogs. Another sixteen 11th graders, who studied the data base in the learning environment for the same amount of time as experimental-condition students but did not engage in an argumentive discourse activity, served as a comparison
condition. Students who engaged in an evidence-focused dialogic intervention increased the use of evidence in their dialogs, used more evidence that functioned to weaken opponents’ claims and used more accurate evidence. Significant gains in evidence use and in metalevel communication about evidence were observed after students engaged in reflective activities. We frame our discussion of these findings in terms of their implications for promoting
use of evidence in argumentation and in relation to the development of epistemological understanding in science.
eLearning is the latest attempt to take advantage of developments in technology to improve learning. In this paper, we
discuss the possibility of establishing a theory of elearning, the value of design patterns, and the possible scenarios of
implementation by higher education institutions attempting to use new technologies in their courses of study. A survey
concerning the elearning paradigm that was conducted at the University of Cyprus (UCY) at the beginning of the
spring semester 2003 is presented. The main purpose of this survey was to report on the views and experiences of the
UCY students and faculty members regarding elearning implementation in university courses. Data collection was
accomplished through a specially designed questionnaire administered to 1938 students and 46 faculty members. Ten
faculty members were also interviewed for more in-depth analysis. Based on the results of the survey, we propose a
series of possible actions which could form the basis for developing a vital elearning policy through continuous
improvement of the university’s teaching program.
science teaching. We review the significance of developing modeling skills and we discuss the theoretical
basis of the model-based learning cycle. We describe the development of a teaching approach, promoting
modeling skills and conceptual understanding in an integrated manner. We then report on the
implementation of this approach in two phases: developing conceptual understanding about light and its
properties and developing models of a single-lens camera. Student understanding was monitored
continuously through pre-tests and post-tests. We analyze students’ conceptual path while learning about
light and its properties. We also analyze students’ consecutive models of image formation in a single-lens
camera. We discuss the process of curriculum design and implementation and the importance of
integrating conceptual understanding and process skills in middle school science curricula. Finally, we
discuss the potential of computer-based microworlds as modeling environments and their implications for
teaching and learning.
Inquiry-Based Science Teaching and Learning (IBST/L) has been promoted as a policy response to pressing educational challenges, including disengagement from science learning and the need for citizens to be in a position to evaluate evidence on pressing socio-scientific issues. Effective IBST/L requires well-prepared and skilful teachers, who can act as facilitators of student learning and who are able to adapt inquiry-based activity sequences to their everyday teaching practice. Teachers also need to engage creatively with the process of nurturing student abilities and to acquire new assessment competences. The task of preparing teachers for IBST/L is a challenging one. This book is a resource for the implementation of inquiry-oriented approaches in science education and illustrates ways of promoting IBST/L through initial teacher preparation, induction and professional development programmes.
As the world becomes more inter-connected and competitive and as research and technological know-how expands, new opportunities along with more complex societal challenges arise. Overcoming these challenges will require all citizens to have a better understanding of science and technology if they are to participate actively and responsibly in science-informed decision-making and knowledge-based innovation. It will involve input from user groups, specialists and stakeholder groups. Professionals, enterprise and industry have an important role to play. In this way, together with learns and benefits from the involvement.
At the moment, Europe faces a shortfall in science-knowledgeable people at all levels of society and the economy. Over the last decades, there has been an increase in the numbers of students leaving formal education with science qualifications. But, there has not been a parallel rise in the numbers interested in pursuing science related careers nor have we witnessed enhanced science-based innovation or any increase in entrepreneurship.
Science education research, innovation and practices must become more responsive to the needs and ambitions of society and reflect its values. They should reflect the science that citizens and society need and support people of all ages and talents in developing positive attitudes to science. We must find better ways to nurture the curiosity and cognitive resources of children. We need to enhance the educational process to better equip future researchers and other actors with the necessary knowledge, motivation and sense of societal responsibility to participate actively in the innovation process.
This is a good time to expand opportunities for science learning, in formal, non-formal and informal settings. Evidence shows that European citizens, young and old, appreciate the importance of science and want to be more informed and that citizens want more science education. Over 40 % believe science and technological innovation can have a positive impact on the environment, health and medical care and basic infrastructure in the future.
This report identifies the main issues involved in helping all citizens acquire the necessary knowledge of and about science to participate actively and responsibly in, with and for society, successfully throughout their lives. It provides guidance concerning increasing the participation of enterprise and industry to science education policy and activities. It sets out the challenges we face and how science education can help Europe meet its goals and equip citizens, enterprise and industry in Europe with the skills and competences needed to provide sustainable and competitive solutions to these challenges. A more responsive science education can promote broader participation in knowledge-based innovation that meets the highest ethical standards and helps ensure sustainable societies into the future.
The Framework for Science Education for Responsible Citizenship identifies six key objectives and associated recommendations, which in combination, can help bring about the systemic changes required to generate a sustainable effect across our societies and in our communities.
Modeling Based Learning in Science
inquiry settings. The framework served as a guide for the design and administration of a set of assessment tasks, and it was empirically tested through the analysis of the data collected from these assessment tasks administered during several teaching interventions.