View in EDS

Fostering Conceptual Change and Critical Reasoning About HIV and AIDS

Saved in:
Bibliographic Details
Title: Fostering Conceptual Change and Critical Reasoning About HIV and AIDS
Language: English
Authors: Keselman, Alla, Kaufman, David R., Kramer, Sharon
Source: Journal of Research in Science Teaching. Aug 2007 44(6):844-863.
Availability: John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Peer Reviewed: Y
Physical Description: PDF
Page Count: 20
Publication Date: 2007
Document Type: Journal Articles
Reports - Descriptive
Education Level: Middle Schools
Descriptors: Intervention, Science Education, Concept Formation, Sexually Transmitted Diseases, Middle Schools, Teaching Methods, Critical Thinking, Thinking Skills, Problem Solving, Pretests Posttests, Health Education, Writing (Composition), Integrated Curriculum
DOI: 10.1002/tea.20173
ISSN: 0022-4308
Abstract: One of the challenges of science education is for students to develop scientific knowledge that is personally meaningful and applicable to real-life issues. This article describes a middle-school science intervention fostering adolescents' critical reasoning in the context of HIV by strengthening their conceptual understanding of HIV biology. The intervention included two components: critical reasoning activities that fostered knowledge integration and application to real-world problem solving, and science writing activities that promoted argument building. Two seventh-grade classes participated in the study. One class participated in the critical reasoning and writing activities ("CR&W"); the other class participated in critical reasoning activities only ("CR group"). Results demonstrate significant pre- and posttest improvements on measures of students' HIV knowledge, HIV understanding, and critical reasoning about realistic scenarios in the context of HIV, with the improvements being greater in the CR&W group. The discussion focuses on the role of conceptual knowledge in health reasoning, the role of science writing in fostering knowledge integration, and the benefits of a thinking curriculum approach to integrated health and science education.
Abstractor: Author
Entry Date: 2007
Accession Number: EJ771638
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ771638
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Fostering Conceptual Change and Critical Reasoning About HIV and AIDS
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Keselman%2C+Alla%22">Keselman, Alla</searchLink><br /><searchLink fieldCode="AR" term="%22Kaufman%2C+David+R%2E%22">Kaufman, David R.</searchLink><br /><searchLink fieldCode="AR" term="%22Kramer%2C+Sharon%22">Kramer, Sharon</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. Aug 2007 44(6):844-863.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: PhysDesc
  Label: Physical Description
  Group: PhysDesc
  Data: PDF
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2007
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Sexually+Transmitted+Diseases%22">Sexually Transmitted Diseases</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Education%22">Health Education</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/tea.20173
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-4308
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: One of the challenges of science education is for students to develop scientific knowledge that is personally meaningful and applicable to real-life issues. This article describes a middle-school science intervention fostering adolescents' critical reasoning in the context of HIV by strengthening their conceptual understanding of HIV biology. The intervention included two components: critical reasoning activities that fostered knowledge integration and application to real-world problem solving, and science writing activities that promoted argument building. Two seventh-grade classes participated in the study. One class participated in the critical reasoning and writing activities ("CR&W"); the other class participated in critical reasoning activities only ("CR group"). Results demonstrate significant pre- and posttest improvements on measures of students' HIV knowledge, HIV understanding, and critical reasoning about realistic scenarios in the context of HIV, with the improvements being greater in the CR&W group. The discussion focuses on the role of conceptual knowledge in health reasoning, the role of science writing in fostering knowledge integration, and the benefits of a thinking curriculum approach to integrated health and science education.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: Author
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2007
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ771638
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ771638
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/tea.20173
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 844
    Subjects:
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Sexually Transmitted Diseases
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Health Education
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Integrated Curriculum
        Type: general
    Titles:
      – TitleFull: Fostering Conceptual Change and Critical Reasoning About HIV and AIDS
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Keselman, Alla
      – PersonEntity:
          Name:
            NameFull: Kaufman, David R.
      – PersonEntity:
          Name:
            NameFull: Kramer, Sharon
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2007
          Identifiers:
            – Type: issn-print
              Value: 0022-4308
          Numbering:
            – Type: volume
              Value: 44
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Journal of Research in Science Teaching
              Type: main
ResultId 1