共查询到20条相似文献,搜索用时 15 毫秒
1.
Julie A. Bianchini 《Cultural Studies of Science Education》2008,3(4):799-810
This article examines Mary Budd Rowe’s groundbreaking and far-reaching contributions to science education. Rowe is best known
for her research on wait-time: the idea that teachers can improve the quality and length of classroom discussions by waiting
at least 3 s before and after student responses. Her wait-time research grew from and helped inform her staunch advocacy of
science education as inquiry; Rowe saw wonder and excitement as central to the teaching and learning of science. She spent
much of her professional life designing professional development experiences and innovative curriculum materials to help teachers,
particularly elementary school teachers, enact inquiry in their classrooms.
相似文献
Julie A. BianchiniEmail: |
2.
Representatives from more than 20 institutions making up a research and teaching network met to discuss and investigate a
web application designed to promote knowledge sharing and understanding. The web application, called Fieldtrip, enables students,
professors and researchers to virtually share their experiences and findings from real field trips. This study investigates
how professors from the network conceived Fieldtrip and their approach to designing and teaching student learning experiences
using it. Results show that the professors had divergent understandings of the potential of the web application, and that
qualitatively better ways of conceiving Fieldtrip were related to more robust approaches to design for learning and teaching.
The implications of this study as an exploration into professor experiences of web applications are important if universities
wish to make the best use of technologies in learning for their students and professors.
相似文献
Brendan F. D. BarrettEmail: |
3.
Sze Yin Shirley Yeung 《Asia Pacific Education Review》2009,10(3):377-386
Hong Kong has been actively promoting a student-centered approach to teaching since the 1980s. Despite this effort, students
in Hong Kong still tend to be traditional learners who rarely experience and gain from real student-centered learning. While
teachers hold a “quantitative” concept of learning and focus on transmitting declarative knowledge to students (Biggs and
Watkins, Classroom learning: Educational psychology for the Asian teacher, 1995), students generally practise “rote learning.” Constructive learning models such as inquiry remain little used by students
in most Hong Kong classrooms. This article reports a study that examines the feasibility of implementing inquiry method in
Kong Kong’s primary classrooms. It analyses the implementation and some outcomes of an inquiry-based project conducted in
two local primary schools—a traditional elite Catholic school and a progressive, less-privileged school. Finally, it discusses
the contextual factors as well as cultural issues on teachers’ perception and implementation of inquiry in teaching. These
factors include the following: impacts of prevailing ideology in the community of Hong Kong, and the top-down policy-making
and management by the government.
相似文献
Sze Yin Shirley YeungEmail: |
4.
Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254
Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children
during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs
and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson
and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize
hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged
them to think more critically about their roles as teachers in creating spaces where all children have access to quality science
learning experiences.
相似文献
Tamara Holmlund NelsonEmail: |
5.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional
development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs
in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional
teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors
provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge
to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance
by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns
regarding student learning and the supporting professional development.
相似文献
Charles J. EickEmail: |
6.
Catherine Milne Susan Kirch Sreyashi Jhumki Basu Mary Leou Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our
discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss
conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual
change research for the teachers and students with whom we work.
相似文献
Catherine MilneEmail: |
7.
This article reports on the development of a methodology that integrates virtual and hands-on inquiry in a freshman introductory
biology course. Using a two time × two order-condition design, an effective combination (blend) of the two environments was
evaluated with 39 freshman biology participants. The quantitative results documented no significant effect of presentation
order but demonstrated a significant effect of the combined learning experience. The qualitative results showed a strong preference
by students for the virtual work preceding the hands-on laboratory. The study provides practitioners an effective alternative
to traditional instructional practices by combining virtual and hands-on inquiry learning.
相似文献
Lisa R. LudvicoEmail: |
8.
More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers 总被引:1,自引:0,他引:1
Sonya N. Martin Kathryn Scantlebury 《Educational Assessment, Evaluation and Accountability》2009,21(2):119-136
This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice
and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our
research findings from using cogenerative dialogues as an evaluative tool for general assessment of various program-related
issues. We discuss how engaging students in cogenerative dialogues improved teaching and learning in chemistry and chemistry
education courses. This research provides insights and direction for improving content-based professional development programs
for science teachers and the learning experiences of high school science students. Cogenerative dialogue has the potential
to expand evaluation methodologies that will position participants more centrally in not only the collection of data, but
also the analysis of these data to catalyze transformative practices in educational programs.
相似文献
Sonya N. MartinEmail: |
9.
Youjun Wang 《Science & Education》2009,18(5):631-640
In modern mathematical teaching, it has become increasingly emphasized that mathematical knowledge should be taught by problem-solving,
hands-on activities, and interactive learning experiences. Comparing the ideas of modern mathematical education with the development
of ancient Chinese mathematics, we find that the history of mathematics in ancient China is an abundant resource for materials
to demonstrate mathematics by hands-on manipulation. In this article I shall present two cases that embody this idea of a
hands-on approach in ancient Chinese mathematics, at the same time offering an opportunity to show how to utilize materials
from the history of Chinese math in modern mathematical education.
相似文献
Youjun WangEmail: |
10.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
Angela Calabrese BartonEmail: |
11.
Tamara van Gog Fred Paas Nadine Marcus Paul Ayres John Sweller 《Educational Psychology Review》2009,21(1):21-30
Learning by observing and imitating others has long been recognized as constituting a powerful learning strategy for humans.
Recent findings from neuroscience research, more specifically on the mirror neuron system, begin to provide insight into the
neural bases of learning by observation and imitation. These findings are discussed here, along with their potential consequences
for the design of instruction, focusing in particular on the effectiveness of dynamic vs. static visualizations.
相似文献
Tamara van GogEmail: |
12.
Technology in Support of Collaborative Learning 总被引:1,自引:0,他引:1
This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative
learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction
analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research
gaps and issues that may help focus future research in this emerging field of study.
相似文献
Paul RestaEmail: |
13.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
Angela Calabrese BartonEmail: |
14.
Jennifer S. Beers 《Cultural Studies of Science Education》2009,4(2):443-447
This paper draws on my personal experiences with coteaching and my participation in the research described by Wassell and
LaVan (2009). It examines the role of coteaching in the development of structures that afforded opportunities for shared reflection and
shared responsibility between stakeholders in the classroom. It also describes how the schema and practices developed through
coteaching and cogenerative dialogue helped mediate the transition between my preservice and inservice teaching experiences.
相似文献
Jennifer S. BeersEmail: |
15.
To better inform and improve classroom teaching and learning, now more than ever before, educational researchers need to effectively and efficiently describe essential components of positive learning environments. In this article, we discuss how our research findings about motivation in classrooms have led to a closer examination of emotions. We describe how motivation theories such as Academic Risk Taking, Flow Theory, and Goal Theory have helped us better understand emotions in our classroom research. Our findings suggest that engaging students in learning requires consistently positive emotional experiences, which contribute to a classroom climate that forms the foundation for teacher–student relationships and interactions necessary for motivation to learn. We conclude that we need to integrate emotion, motivation, and cognition theoretically and methodologically to move our research forward. New theories and methods, even new forms of intellectual discourse, are required. Therefore, we end this article by beginning a discussion of new directions for conceptualizing and researching classrooms in ways that will involve examining the emotions of students and teachers.
相似文献
Debra K. MeyerEmail: |
16.
17.
A research framework for creative and imitative reasoning 总被引:1,自引:0,他引:1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
Johan LithnerEmail: |
18.
Aesthetic principles for instructional design 总被引:1,自引:0,他引:1
This article offers principles that contribute to developing the aesthetics of instructional design. Rather than describing
merely the surface qualities of things and events, the concept of aesthetics as applied here pertains to heightened, integral
experience. Aesthetic experiences are those that are immersive, infused with meaning, and felt as coherent and complete. Any
transformative learning experience will have significant aesthetic qualities, and all instructional situations can benefit
from attention to these qualities. Drawn from aesthetics theory and research and informed by current ID and learning theories,
a set of five first principles and twelve guidelines for their application are described. The principles are not only compatible
with existing ID theory bases but can complement and support that theory by offering ways to embody it in engaging learning
experiences.
相似文献
Patrick E. ParrishEmail: |
19.
Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers 总被引:1,自引:0,他引:1
Ken Appleton 《Journal of Science Teacher Education》2008,19(6):523-545
Elementary teachers are typically hesitant to teach science. While a limited knowledge of science content is a reason for
this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes
two case studies of a professional development program for elementary teachers involving mentoring by a university professor.
The mentor took the role of a critical friend in joint planning and teaching of science. The study examines the nature of
the mentoring relationship and reports the type of teacher learning that occurred, with a particular focus on the teachers’
development of science PCK.
相似文献
Ken AppletonEmail: |
20.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
Leonard J. WaksEmail: |