ERIC Number: EJ1029880
Record Type: Journal
Publication Date: 2014
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: N/A
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
Lin, Tzung-Jin; Lee, Min-Hsien; Tsai, Chin-Chung
International Journal of Science Education, v36 n3 p382-405 2014
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.
Descriptors: 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
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A