![]() However, engaging students in developing and using models in science classrooms is still difficult given how modeling has only recently been emphasized in science classrooms as an important practice for knowledge development ( Campbell and Oh 2015). A special issue of The Science Teacher in September 2013 focused on the theme “Developing and Using Models,” and other supportive guides have also been released. More resources and preparation are needed to support teachers in using the three dimensions effectively in teaching science ( Krajcik 2015). DCIs, SEPs, and CCCs) in K–12 science instruction ( McFadden and Roehrig 2017). In addition, a limited amount of guidance to support teachers in the practical aspects of combining the three dimensions currently exists (i.e. Designing such experiences is not easy, and it is particularly challenging for new teachers who have little experience making decisions about the best way to develop specific knowledge and practices, especially in relation to choosing appropriate resources for engaging students in activity ( Kaufmann et al. ![]() ![]() Through these processes, students can visualize and understand complex systems as scientists do when they explore the natural world.Ĭultivating students’ scientific knowledge and developing their capability in scientific inquiry depends on a teacher’s ability to use existing resources to design rich learning opportunities ( Brown and Edelson 2003). As students engage with peers in developing models, they can move from using models to unpack their initial ideas to explain phenomena, to using evidence from observations, readings, and experiments to revise or refine their models. Among the SEPs, Developing and Using Models offers students a sense-making tool to reason about how real-world events or system works. ![]() The role of SEPs as stated in the Framework for K–12 Science Education is to “help students understand how scientific knowledge develops, … and gives them an appreciation of the wide range of approaches that are used to investigate, model, and explain the world” ( NRC 2012). The NGSS identifies three dimensions: disciplinary core ideas (DCIs), science and engineering practices (SEPs), and crosscutting concepts (CCCs) for teachers to consider as they design challenging and worthwhile instruction. Based on findings, the visual-spatial competencies of elementary school students were classified in two main themes of "Student-related competencies" include seven sub-themes: "Cognitive skills", "Mental function", "Learning power", "Making space of mind", "Perception" "Template", "Visual memory", "Simulation" and "Teacher-related competencies" include three sub-themes: "Appropriate content", "Teaching skills" and "Educational design", which are valid.The Next Generation Science Standards ( NGSS) focus on students’ application of sense-making and problem-solving skills to deepen their understanding about naturally occurring phenomena ( NGSS Lead States 2013). Quantitative data were analyzed using the confirmatory factor analysis method. The reliability of the instrument was also calculated by the internal consistency method. In order to determine the validity of the scale, the content validity method and the calculation of the content validity and content validity ratios were used. The statistical population of this section was primary school teachers, and the relevant tools were distributed among 65 primary school teachers in Shiraz. The quantitative part was performed using the descriptive survey method and the researcher-made scale. ![]() Afterward the quantitative section was defined to validate the model. The students' visual-spatial competence model in mathematics was designed in the form of two competencies related to students and teachers. The qualitative part was transformed using the Meta Synthesis method and performed in six stages of Sandloski and Barroso (2007). This research was one of the mixed method researches of consecutive exploratory type and classification model which was performed in two qualitative and quantitative stages. The aim of the present study was to design and validate the model of visual-spatial competencies of students in mathematics lessons for virtual education. ![]()
0 Comments
Leave a Reply. |