The Commonalities and Dissonances between High-School Students' and Their Science Teachers' Conceptions of Science Learning and Conceptions of Science Assessment: A Taiwanese Sample Study

Autor/inn/en	Lin, Tzung-Jin; Lee, Min-Hsien; Tsai, Chin-Chung
Titel	The Commonalities and Dissonances between High-School Students' and Their Science Teachers' Conceptions of Science Learning and Conceptions of Science Assessment: A Taiwanese Sample Study
Quelle	In: International Journal of Science Education, 36 (2014) 3, S.382-405 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.780317
Schlagwörter	Foreign Countries; High School Students; Science Teachers; Secondary School Teachers; Questionnaires; Science Education; Student Evaluation; Teacher Attitudes; Student Attitudes; Differences; Memorization; Testing; Computation; Comprehension; Factor Analysis; Reliability; Comparative Analysis; Correlation; Taiwan + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fragebogen; Naturwissenschaftliche Bildung; Schulnote; Studentische Bewertung; Lehrerverhalten; Schülerverhalten; Unterscheiden; Gedächtnistraining; Testdurchführung; Testen; Verstehen; Verständnis; Faktorenanalyse; Reliabilität; Korrelation
Abstract	The main purpose of this study was to concurrently investigate Taiwanese high-school students' and their science teachers' conceptions of learning science (COLS) and conceptions of science assessment (COSA). A total of 1,048 Taiwanese high-school students and their 59 science teachers were invited to fill out two questionnaires assessing their COSA and COLS. The main results indicated that, first, although a handful of different patterns occurred, students and teachers were found to have similar COLS-COSA patterns. In general, students and teachers with COSA as reproducing knowledge and rehearsing tended to possess lower-level COLS, such as learning science as memorizing, testing, and calculating and practicing. In contrast, if students and teachers viewed science assessment as improving learning and problem-solving, they would be prone to regard science learning as increase of knowledge, applying, and understanding and seeing in a new way. However, the students' conceptions did not align with those of the teachers' in certain aspects. The students tended to regard science learning and assessment at a superficial level (COLS as "memorizing", "testing", and "calculating and practicing" and COSA as "reproducing knowledge"), while the teachers' conceptions were at a more sophisticated level (COLS as "application" and "understanding and seeing in a new way" and COSA as "improving learning"). It is evident that a dissonance exists between the students' and teachers' COLS and COSA. Based on the results, practical implications and suggestions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10