A Framework for Defining Scientific Concepts in Science Education

Abstract

Studies have shown that inadequate definitions of scientific concepts could complicate the learning of science and could prevent students from understanding the definitions of scientific concepts. The article provides a framework for defining scientific concepts in primary, secondary, and university education by proposing teachers draw attention to five common features of a definition: object/system, nature/characteristics, cause/effect, mathematical expression/equation, and condition/ reference frame that can help students to consider four dimensions, including, ‘comprehensiveness,’ ‘precision,’ ‘consistency,’ and ‘circularity’ when learning science concepts. This framework can be used by science teachers to guide students to analyze and redefine scientific concepts in the classroom and may be especially beneficial for students in Asian countries where teachers and students often rely on rote memorization as a strategy for learning scientific concepts. We conclude by describing the need for future studies in educational contexts in Asian countries where pedagogical strategies have traditionally emphasized memorization of science concepts.

Desarrollo y Validación de una Escala de Espiritualidad para uso en Servicios de Salud Mental

“…Aunque no se encontró un acuerdo total en la definición, lo cual era esperable y apoya la metodología empleada, si existía un acuerdo significativo en la coherencia, claridad y pertinencia de los componentes de la definición. La inclusión de las observaciones desde diferentes disciplinas permite que el concepto sea más preciso, integral y consistente (61). Por ejemplo, se agregó "lo que estima más importante" un elemento que fue aportado por el grupo de evaluadores y le dio mayor integralidad a la definición.…”

The effect of technological pedagogy knowledge and technological content knowledge on TPACK of primary prospective teachers

“…The materials applied innovative learning media, concrete material, examples of equipment, and daily activities related to the studied science material. Science is an abstract concept that requires analysis to create learning (Wong et al, 2020). Indonesian students' survey found that students liked practical learning with real-life relevance (Rohandi, 2017).…”

Visibilidade ao empoderamento fomentado pelo uso de mapas conceituais no estudo de conceitos biológicos abstratos

“…Para garantir o rigor de uma investigação, é fundamental que os conceitos sejam definidos de forma clara e, nesse sentido, Wong et al (2020) destacam a importância do esclarecimento dos conceitos científicos e, propõem um esquema teórico que define esses atributos. Segundo Memory (1990), Musheno e Lawson (1999), a compreensão acerca dos termos de um conteúdo é necessária, merecendo uma atenção especial antes, durante e após a leitura de um assunto.…”