Journal directory listing - Volume 58 (2013) - Journal of Research in Education Sciences【58(3)】September (Special Issue: Research, theory, and practice)
Directory
(Special Issue) Marine Science Literacy and Misconceptions among Senior High School Students
Author: Lwun-Syin Lwo(Institute of Education & Center of Teacher Education,National Taiwan Ocean University),Cheng-Chieh Chang(Institute of Education & Center of Teacher Education, National Taiwan Ocean University),Yuan-Ping Tung(Institute of Education,National Taiwan Ocean University),Wen-Cheng Yang(Zhong-Huo Elementary,Keelung City)
Vol.&No.：Vol. 58, No. 3
Date：September 2013
Pages：51-83
DOI：10.6209/JORIES.2013.58(3).03
Abstract：
The purposes of this study were to examine the literacy of senior high school students regarding marine-science concepts by using the concept-map method (open-ended tasks) and an open-ended question, and to assess their misconceptions about marine science. A survey was conducted among students from five senior high schools in northern Taiwan. A total of 361 questionnaires were distributed and a validity count of 346 was returned. The results of this study were as follows:
(1) The terms “warming,” “earthquake,” and “earth” were most commonly used by students to express marine-science concepts.
(2) The terms “bioenergy,” “Kuroshio Currents,” and “Oyashio Currents” caused the most confusion among students.
(3) The marine concepts described by the students were more in cognitive domain, than in attitude and affective domains.
(4) The students’ average correct response rate in the marine-science misconception assessment was 53%.
(5) The term “Kuroshio Currents” received the lowest score (16% correct) in the marine-science misconception assessment of students.
(6) Students typically misconstrued the following marine-science competence index: “Increases and decreases in sea levels during glacial and interglacial periods may influence global biology and the natural environment.”
The results of this study can assist marine-science researchers and senior high school teachers to improve the quality and effectiveness of marine-science education and promote marine-science literacy.
Keywords：marine-science literacy, marine education, misconception, concept map
《Full Text》
References：
- 李文旗、張俊彥（2005）。中學生應達到的地球科學素養？－中學地科老師的觀點。師大學報：科學教育類，50（2），1-27。【Lee, W.-C., & Chang, C.-Y. (2005). Taiwan’s secondary school teachers’ expectations with regard to the earth science literacy of their students. Journal of National Taiwan Normal University: Mathematics & Science Education, 50(2), 1-27.】
- 吳穎沺（2011）。建構主義。載於黃鴻博（主編），自然與生活科技教材教法（pp. 57-82）。臺北市：五南。【Wu, Y.-D. (2011). Constructivism. In H.-B. Huang (Ed.), Instructional materials and methodology for science and living technology (pp. 57-82). Taipei, Taiwan: Wu-Nan Book.】
- 張子超（1998）。從環境教育觀點談中小學海洋教育之目標與推行。載於國立臺灣海洋大學主辦之「國際海洋年海洋之心研討會」論文集（pp. 62-70），基隆市。【Chang, T.-C. (1998). Analyzing the objectives and implementation of marine education in elementary and middle schools from environmental education perspective. In National Taiwan Ocean University (Ed.), “Ocean love of international ocean year” symposium (pp. 62-70), Keelung, Taiwan.】
- 柯金源（2003）。「海洋教育的方向」回應。載於邱文彥（主編），海洋永續經營，海洋與臺灣：過去現在未來叢書之四（pp. 225-228）。臺北市：胡氏圖書。【Ko, G.-Y. (2003). Feedbacks for “The directions of marine education”. In W.-Y. Chiu (Ed.), Sustainable for marine development (pp. 225-228). Taipei, Taiwan: Hu’s Bookstore.】
- 許籐繼（2011）。國民小學教師海洋教育能力指標及權重體系建構之研究。教育科學研究期刊，56（3），61-90。doi:10.3966/2073753X2011095603003【Sheu, T.-J. (2011). Construction of competence indicators and weight system of marine education for elementary school teachers. Journal of Research in Education Sciences, 56(3), 61-90. doi:10.3966/2073753X201109560 3003】
» More
- 李文旗、張俊彥（2005）。中學生應達到的地球科學素養？－中學地科老師的觀點。師大學報：科學教育類，50（2），1-27。【Lee, W.-C., & Chang, C.-Y. (2005). Taiwan’s secondary school teachers’ expectations with regard to the earth science literacy of their students. Journal of National Taiwan Normal University: Mathematics & Science Education, 50(2), 1-27.】
- 吳穎沺（2011）。建構主義。載於黃鴻博（主編），自然與生活科技教材教法（pp. 57-82）。臺北市：五南。【Wu, Y.-D. (2011). Constructivism. In H.-B. Huang (Ed.), Instructional materials and methodology for science and living technology (pp. 57-82). Taipei, Taiwan: Wu-Nan Book.】
- 張子超（1998）。從環境教育觀點談中小學海洋教育之目標與推行。載於國立臺灣海洋大學主辦之「國際海洋年海洋之心研討會」論文集（pp. 62-70），基隆市。【Chang, T.-C. (1998). Analyzing the objectives and implementation of marine education in elementary and middle schools from environmental education perspective. In National Taiwan Ocean University (Ed.), “Ocean love of international ocean year” symposium (pp. 62-70), Keelung, Taiwan.】
- 柯金源（2003）。「海洋教育的方向」回應。載於邱文彥（主編），海洋永續經營，海洋與臺灣：過去現在未來叢書之四（pp. 225-228）。臺北市：胡氏圖書。【Ko, G.-Y. (2003). Feedbacks for “The directions of marine education”. In W.-Y. Chiu (Ed.), Sustainable for marine development (pp. 225-228). Taipei, Taiwan: Hu’s Bookstore.】
- 許籐繼（2011）。國民小學教師海洋教育能力指標及權重體系建構之研究。教育科學研究期刊，56（3），61-90。doi:10.3966/2073753X2011095603003【Sheu, T.-J. (2011). Construction of competence indicators and weight system of marine education for elementary school teachers. Journal of Research in Education Sciences, 56(3), 61-90. doi:10.3966/2073753X201109560 3003】
- 教育部（2007）。海洋教育政策白皮書。臺北市：作者。【Ministry of Education. (2007). Whitepaper of marine education. Taipei, Taiwan: Author.】
- 教育部（2008）。國民中小學九年一貫課程綱要重大議題（海洋教育）。臺北市：作者。【Ministry of Education. (2008). Major issues of grades 1-9 curriculum guidelines for elementary and junior high school education (marine education). Taipei, Taiwan: Author.】
- 邵廣昭（2007）。台灣海洋生物的多樣性及其保育。海洋生物多樣性專刊，9-25。【Shao, K.-T. (2007). The variety and protection of marine biology of Taiwan. Special Issues for the Variety of Marine Biology, 9-25.】
- 謝金青（2011）。社會科學研究法。新北市：威仕曼。【Hsieh, K.-C. (2011). The methodology of research of social science. New Taipei City, Taiwan: Wiseman.】
- 鍾國南、李展榮、方力行（2003）。海洋教育的方向。載於邱文彥（主編），海洋永續經營，海洋與臺灣：過去現在未來叢書之四（pp. 205-223）。臺北市：胡氏圖書。【Chung, K.-N., Lee, Z.-Z., & Fang, L.-S. (2003). The directions of marine education. In W.-Y. Chiu (Ed.), Sustainable for marine development (pp. 205-223). Taipei, Taiwan: Hu’s Bookstore.】
- 蔡清田（2012）。素養：課程改革的DNA。臺北市：高等教育。【Tsai, C.-T. (2012). Literacy: The DNA of curriculum. Taipei, Taiwan: Higher Education.】
- 蔡錦玲（2006）。台灣海洋教育藍圖。教育資料與研究，70，1-10。【Tsai, C.-L. (2006). A blueprint for marine education of Taiwan. Journal of Educational Resources and Research, 70, 1-10.】
- 鄭淑菁（2007）。淺談迷思概念。教育趨勢報導，25，108-144。【Cheng, S.-C. (2007). Talking about misconceptions. Educational Trends, 25, 108-144.】
- 靳知勤（2002）。有素養或無素養？－解讀非科學主修大學生對三項全球性環境問題之敘述表徵。科學教育學刊，10（1），59-86。【Chin, C.-C. (2002). Scientific literacy or not?─Non-science college students’ understandings about greenhouse effect, ozone layer depletion, and acid rain. Chinese Journal of Science Education, 10(1), 59-86.】
- 羅希哲、溫漢儒、曾國鴻（2007）。概念圖融入電腦輔助教學法應用於高中生化學科之學習成效及態度之研究。科學教育學刊，15（2），169-194。【Lou, S.-J., Wen, H.-R., & Tseng, K.-H. (2007). A study of integrating concept mapping into computer assisted instruction in chemistry learning achievement and learning attitude at a comprehensive high school. Chinese Journal of Science Education, 15(2), 169-194.】
- 羅綸新、王力中（2009）。中小學海洋教育課程與教學之資源需求調查。教育資料與研究，89，1-22。【Lwo, L.-S., & Wang, L.-C. (2009). Needs on maritime education for elementary and secondary schools: A survey of the curriculum and teaching materials. Journal of Educational Resources and Research, 89, 1-22.】
- 羅綸新、林先釧、李秀卿（2005）。建構具海洋特色之教育研究所課程與教學。海洋文化學刊，創刊號，181-200。【Lwo, L.-S., Lin, S.-Z., & Lee, S.-C. (2005). Constructing a marine specific curriculum & teaching for Institute of Education in Taiwan Ocean University. Oceanic Culture, 1, 181-200.】
- 羅綸新、黃明惠、張正杰（2012）。海洋教育：認識海洋的教與學。臺北市：高等教育。【Lwo, L.-S., Hung, M.-H., & Chang, C.-C. (2012). Marine education: Teaching and learning ocean. Taipei, Taiwan: Higher Education.】
- Adamson, L. B., Foster, M. A., Roark, M. L., & Reed, D. B. (1998). Doing a science project: Gender differences during childhood. Journal of Research in Science Teaching, 35(8), 845-857. doi:10. 1002/(SICI)1098-2736(199810)35:8<845::AID-TEA3>3.0.CO;2-U
- Ausubel, D. P. (1968). Education psychology: A cognitive view. New York, NY: Holt, Rinehart & Winston.
- Ausubel, D., Novak, J. D., & Hanesian, H. (1978). Educational psychology: A cognitive view (2nd ed.). New York, NY: Holt, Rinehart and Winston.
- Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, NY: Longman, Green.
- Brody, M. J. (1996). An assessment of 4th-, 8th-, and 11th-grade students’ environmental science knowledge related to Oregon’s marine resources. Journal of Environmental Education, 27(3), 21-27. doi:10.1080/00958964.1996.9941463
- Bybee, R. (1997). Toward an understanding of scientific literacy. In W. Graber & C. Bolte (Eds.), Scientific literacy (pp. 37-68). Kiel, Germany: Institute for Science Education (IPN).
- Farenga, S. J., & Joyce, B. A. (1999). Intentions of young students to enroll in science courses in the future: An examination of gender differences. Science Education, 83(1), 55-75. doi:10.1002/ (SICI)1098-237X(199901)83:1<55::AID-SCE3>3.0.CO;2-O
- Feller, R. J. (2007). 110 Misconceptions about the ocean. Oceanography, 20(4), 170-173. doi:10. 5670/oceanog.2007.22
- Goldsmith, T. E., Johnson, P. J., & Acton, W. H. (1991). Assessing structural knowledge. Journal of Educational Psychology, 83, 88-96. doi:10.1037//0022-0663.83.1.88
- Jessica, F. G. (2009). Common misconceptions about oceans. Retrieved from http://beyondpenguins. ehe.osu.edu/issue/polar-oceans/common-misconceptions-about-oceans
- Heinze-Fry, J. A., & Novak, J. D. (1990). Concept mapping brings long term movement toward meaningful learning. Science Education, 74(4), 461-472. doi:10.1002/sce.3730740406
- Hirsch, L. S., & O’Donnell, A. M. (2001). Representativeness in statistical reasoning: Identifying and assessing misconceptions. Journal of Statistics Education [Online], 9(2). Retrieved from http://www.amstat.org/publications/jse/v9n2/hirsch.html
- Mannes, S. M., & Kintsch, W. (1987). Knowledge organization and text organization. Cognition and Instruction, 4(2), 91-115. doi:10.1207/s1532690xci0402_2
- Marshall, B., Chen, H.-C., & Madhusudan, T. (2005). Matching knowledge elements in concept maps using a similarity flooding algorithm. Decision Support System, 42(3), 1-13. doi:10.1016/ j.dss.2005.10.009
- Mason, C. L. (1992). Concept mapping: A tool to develop relative science education. Science Education, 76(l), 51-63. doi:10.1002/sce.3730760105
- Miller, J. D. (1983). Scientific literacy: A concept and empirical review. Daedalus, 112(2), 29-48.
- Novak, J. (1976). Understanding the learning process and effectiveness of teaching methods in the classroom, laboratory, and field. Science Education, 60(4), 493-512.
- Novak, J. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, NJ: Lawrence Erlbaum Associates.
- Novak, J., & Gowin, D. B. (1984). Learning how to learn. Cambridge, UK: Cambridge University Press.
- Ocean Literacy Network. (2008). One big ocean. Retrieved from http://www.coexploration.org/ oceanliteracy/
- Okebukola, P. A. (1992). Can good concept mappers be good problems solvers in science? Educational Psychology, 12(2), 113-129. doi:10.1080/0144341920120203
- Osborne, R. J., & Gilbert, J. K. (1980). A technique for exploring students’ view of the world. The Institute of Physics, 15(6), 376-379. doi:10.1088/0031-9120/15/6/312
- Osborne, R. J., & Wittrock, M. C. (1983). Learning science: A generative process. Science Education, 67(4), 489-508. doi:10.1002/sce.3730670406
- Pankratius, W. J. (1990). Building an organized knowledge base: Concept mapping and achievement in secondary school physics. Journal of Research in Science Teaching, 27(4), 315-333. doi:10. 1002/tea.3660270404
- Piaget, J. (1972). Science of educational and the psychology of the child. New York, NY: Viking Press.
- Snead, D., & Young, B. (2003). Using concept mapping to aid African American students’ understanding in middle grade science. The Journal of Negro Education, 72(3), 333-343. doi:10. 2307/3211251
- Starr, M. L., & Krajcik, J. S. (1990). Concept maps as a heuristic for science curriculum development: Toward improvement in process and product. Journal of Research in Science Teaching, 27(10), 987-1000. doi:10.1002/tea.3660271007
- Stoddart, T., Abrams, R., Gasper, E., & Canaday, D. (2000). Concept maps as assessment in science inquiry learning report of methodology. The International Journal of Science Education, 22(12), 1221-1246. doi:10.1080/095006900750036235
- Wallace, J. D., & Mintzes, J. J. (1990). The concept map as a research tool: Exploring conceptual change in biology. Journal of Research in Science Teaching, 27(10), 1033-1052. doi:10.1002/ tea.3660271010
- Wandersee, J. H. (1990). Concept mapping and the cartography of cognition. Journal of Research in Science Teaching, 27(10), 923-936. doi:10.1002/tea.3660271002
- Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Research on alternative conceptions in science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 177-210). New York, NY: Macmillan.
- Willerman, M., & MacHarg, R. (1991). The concept map as an advance organizer. Journal of Research in Science Teaching, 28(8), 705-711. doi:10.1002/tea.3660280807
- Year of the Ocean. (1998). Marine education, U.S.A.: An overview. Retrieved from http://www. yoto98.noaa.gov/yoto/meeting/mar_edu_316.html