排序方式: 共有19条查询结果,搜索用时 31 毫秒
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Fatma Gizem Karaoglan Yilmaz Burçin Gökkurt Özdemir Zehra Yasar 《International Journal of Mathematical Education in Science & Technology》2018,49(6):867-898
The aim of this study is to determine the mistakes and misconceptions about fractions of the fourth-grade students in a primary school and to eliminate these mistakes and misconceptions through digital stories. The study has been conducted with a total of 25 students in the fourth-grade of a private primary school in Turkey. An action research method based on qualitative research approach has been used in the study. In the preparation of activities related to digital stories, the mistakes and misconceptions that students have regarding fractions are taken into account. As a data collection tool, the Determination of Misconceptions Form consisting of 30 open ended questions about the fractions prepared by the researchers and the observation notes taken during the implementation process have been used. In addition, semi-structured interviews have been conducted to identify views of teachers and students about activities designed with digital stories. The implementation has been carried out for 5 weeks. Qualitative data analysis techniques have been used in analysing the data. As a result of the research, it has emerged that teaching implementations designed with digital stories have eliminated the mistakes and misconceptions that a large majority of students have about fractions. Most of the students who had a limited perception about the concept of fraction before implementation have fully perceived the definition of fractions after the activities designed with digital stories. Likewise, most of the students who incorrectly modelled the operations with fractions before the implementation, have been able to use the correct model for the operations with fractions after the-implementation fractions. When opinions about the activities designed with digital stories have been examined, it has been found that most students’ express positive opinions on digital story use in lessons and found digital stories fun, instructive and constructive. 相似文献
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Farida Kachapova Ilias Kachapov 《International Journal of Mathematical Education in Science & Technology》2013,44(7):963-971
This article describes some misconceptions about random variables and related counter-examples, and makes suggestions about teaching initial topics on random variables in general form instead of doing it separately for discrete and continuous cases. The focus is on post-calculus probability courses. 相似文献
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经过30年的发展,经典概念转变理论的内涵已发生了变化。通过对概念转变理论发展历程的分析,总结了概念转变研究的视角、研究的共识和研究的争议,指出当前概念转变研究面临3方面的挑战:寻找概念转变有效证据的研究方法;如何将成功的概念转变策略引入课堂教学实践;要进一步明确"概念转变"的含义。 相似文献
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评估学生的已有知识 促进大学物理教学 总被引:1,自引:0,他引:1
学生在上大学前储备了一定的数理知识,称之为己有知识.学生的己有知识来源于课堂、课外的各种环节.对于一个将要学习的物理概念,学生在上大学前至少可能带有3种类型的已有知识.只有了解学生具有的己有知识,才能对学生的学习初始状态有一个合理的评估,进而拟定有的放矢的教学计划.这对于大学物理基础课教学是至关重要的. 相似文献
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