The emotions in teaching and learning nature sciences and physics/chemistry in pre-service primary teachers

A study was made of different emotions that prospective primary school teachers report with respect to science subjects, when they were pupils, and during their practice teaching, taking into account the variables gender and the speciality they studied in the secondary education. The study consisted of a questionnaire completed by 63 primary education students at the University of Extremadura, Spain. The results show a great difference between the emotions related to the subjects of physics/chemistry and the nature sciences （biology/geology）. The scientific subject influences the emotions of pre-service primary teachers, both in learning and teaching. In physics and chemistry, the emotions are mostly negative. While in nature sciences they are very positive. In nature sciences, there is a correlation between the emotions felt as secondary school pupils learning science and those they feel as teachers. In physics and chemistry, there is a correlation in the women between the emotions felt as secondary school pupils learning science and those they feel as teachers, but not in the men. The memory of their emotions in learning science at school is more negative than in teaching science during their teaching practice, except in nervousness in physics/chemistry. By gender, men declared a greater predilection for science content than women, with more of them describing such feelings as sympathy or confidence. The results highlight the influential role that emotions play throughout the professional growth of future primary teachers.     

五年制大专幼师自然科学课程的改革建议

面对幼师生的科学素质与社会对幼师的科学素养的要求落差越来越大的现象,本文从课程设置、课程内容、课程目标、课程的评价四个方面提出幼师自然科学课程的改革。对初中起点的五年制大专和幼师职业教育的自然科学课程的教学有一定的参考意义。     

从合法性走向合理性--中小学教师教学研究的定位问题

随着基础教育课程改革的深入,校本课程的开发和校本教学研究开始引起人们的广泛关注,这在客观上要求中小学教师必须在课堂中开展教学研究。但在现实中,当前的教师教学研究却表现出研究方法的机械化、研究成果的形式化与功利化过程的理性化等“不合理”的特征。教师教学研究既不同于教育理论的研究,又不同于经验总结和工作报告,它具有实践性、价值性和科学性的特征。     

Going on a journey: a case study of nature therapy with children with a learning difficulty

Therapy is usually described as an indoor activity, centring on verbal dialogue between therapist and client(s). Based on a qualitative study conducted with a group of children with learning difficulties, this article presents a way in which therapy can take place creatively in nature, which serves not only as a therapeutic setting but also as a non‐verbal medium and partner in the process. Using participants' voices to highlight the programme's protocol and impacts, the article presents elements from the innovative framework of nature therapy, offering practitioners concepts and methods that can be incorporated into their practice.     

The effect of problem-based learning on the metacognitive awareness of pre-service science teachers

ABSTRACT

The purpose of this study was to investigate the effect of problem-based learning (PBL) on the metacognitive awareness of pre-service science teachers. In the study, an experimental design with pre-test/post-test control group was used. A total of 51 junior pre-service science teachers participated in the study. The study was carried out over 10 weeks and within the scope of an environmental science course. During the study, lessons in the experimental group were processed using a PBL approach while lessons in the control group were processed using a traditional teaching approach. Data were collected through a personal information form and Metacognitive Awareness Inventory. Data were then analysed using PASW Statistics 18 (SPSS Inc.). The findings of the study revealed that PBL could be an effective intervention to promote metacognitive awareness towards procedural knowledge, planning and debugging. The results are discussed based on the findings of the study.     

The effect of problem-based learning on the environmental attitudes of preservice science teachers

This study attempted to investigate the effect of problem-based learning (PBL) on the environmental attitudes of preservice science teachers. In the study, an experimental design was used with a pre-test and post-test control group. In all, 51 junior preservice science teachers participated in the study. The study was carried out over 10 weeks within the scope of an environmental science course. During the study, lessons in the experimental group were processed using a PBL approach while lessons in the control group were processed using a traditional teaching approach. Data were collected through a personal information form and environmental attitudes inventory. Data were then analysed using PASW Statistics 18 (SPSS Inc.). The findings of the study revealed a statistically significant increase in favour of the experimental group preservice science teachers’ environmental attitudes. An increase in environmental attitudes was also found in the control group; however, this increase was not statistically significant. As a result, PBL was found to be more effective than the traditional teaching approach in the development of environmental attitudes in preservice science teachers.     

The development of seventh graders' views of nature of science

This study investigated the development in students' nature of science (NOS) views in the context of an explicit inquiry‐oriented instructional approach. Participants were 18 seventh‐grade students who were taught by a teacher with “appropriate” knowledge about NOS. The intervention spanned about 3 months. During this time, students were engaged in three inquiry‐oriented activities that were followed by reflective discussions of NOS. The study emphasized the tentative, empirical, inferential, and creative aspects of NOS. An open‐ended questionnaire, in conjunction with semi‐structured interviews, was used to assess students' views before, during, and after the intervention. Before instruction, the majority of students held naïve views of the four NOS aspects. During instruction, the students acquired more informed and “intermediary” views of the NOS aspects. By the end of the intervention, the students' views of the NOS aspects had developed further still into informed and “intermediary.” These findings suggest a developmental model in which students' views develop along a continuum during which they pass through intermediary views to reach more informed views. Implications for teaching and learning of NOS are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 470–496, 2008     

从科学的本质看科学教育的发展趋势

科学本质上是一种大科学,它包括科学知识、科学活动及其与社会的关系。大科学观决定了科学教育应从分科走向综合。科学教育的综合不仅是自然学科内部、自然学科之间的综合,还应包括与人文、社会学科之间的综合,实际的综合程度则应视具体情况而定。     

Examining learning approaches of science student teachers according to the class level and gender

There are many factors influence the level of students＇ achievement in education. Studies show that one of these factors is ＂learning approach of a student＂. Research findings generally have identified two approaches of learning： deep and surface. When a student uses the deep approach, he/she has an intrinsic interest in subject matter and is interested in ideas and conclusions to understand the subject matter. When a student employs the surface approach, he/she merely memorizes knowledge to pass any exam in school. The aim of this study is to determine learning approaches of science student teachers and to examine the relationships among the variables, such as level of students＇ class and gender. The sample of this study consists of 108 student teachers from the Science Education Program at Department of Primary Science Education in Karadeniz Technical University. Approaches to learning of science student teachers are assessed using the Revised Two-factor Study Process Questionnaire （R-SPQ-2F）, a scale developed by Biggs, et al （2001） consisting of 20 items on a 5 point Likert Scale. According to findings, science student teachers generally have deep learning approaches. Moreover, learning approaches of science student teachers have not changed related to gender.     

The development of the nature of science view scale (NOSvs) at university level

Background: Determining individuals’ views of the nature of science is quite important for researchers since it is both a component of scientific literacy and a fundamental aim of science education.

Purpose: This study aims to develop a NOSvs for assessing prospective teachers’ views of the nature of science and to analyse their psychometric properties.

Sample: A total of 565 prospective teachers participated in the study.

Design and methods: The Kaiser–Meyer–Olkin (KMO) Index and Bartlett’s Sphericity Test were used in this study. Confirmatory factor analysis (CFA) was performed to determine the construct validity of the scale. Cronbach’s Alpha (α) coefficient was calculated for the reliability of the study.

Results: It was consequently found that the KMO was larger than .50. That Bartlett’s Sphericity Test was also statistically significant. The items with item-total correlations smaller than .30 were removed from the scale. Cronbach’s α values calculated for each sub-scale were above .70. In consequence of the first CFA performed, fit indices were found to be below the expected level. For this reason, three more items with the least item-total correlations were removed from the scale. Following the CFA, the final form of the scale included 36 items and five sub-scales.     

教学活动本质:问题的性质和致思的路径

对教学活动本质的认识是对“教学是什么”这一问题的哲学思考。教学理论界对教学活动的本质存在多种有争议的观点。我们认为，思考教学活动本质首先应明确它是一个哲学问题还是一个科学问题，作为一个哲学问题，它应关注的是教学活动的认识论问题还是本体论问题，不同性质的问题有不同的解答方式。对教学活动本质问题性质和致思途径的认识有利于消除对教学活动本质认识的无谓之争，并使之得到深化。     

Communicating about science and engineering practices and the nature of science: An exploration of American Sign Language resources

Science classrooms have been demonstrated to be educational contexts with unique and challenging language demands. Enhanced cognitive and linguistic demands arising from an emphasis on the science and engineering practices (SEPs) and the nature of science (NOS) in the Next Generation Science Standards warrant consideration of how to support students with different language abilities. Deaf and Hard of Hearing (DHH) students must negotiate multiple languages in the science classroom, including academic science vocabulary, written English, and spoken American Sign Language (ASL). However, science-specific ASL vocabulary is rather limited, and current development efforts mostly focus on developing signs for more traditional content vocabulary. Yet, effective science instruction for DHH students must also provide them opportunities to engage in and communicate about the NOS and the functions of the SEPs. The current study explores the availability of such ASL resources across a body of science-specific resources available for teachers of DHH students. Reviewing a body of publicly available resources, researchers identified a small list of 21 ASL signs that are common across multiple resources. These signs, and the larger data set, were reviewed to identify trends and patterns across them and how well they communicate scientific meanings for NOS and the SEPs. Issues that emerged and classroom implications are discussed.     

The influence of explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science

There exists a general consensus in the science education literature around the goal of enhancing learners' views of nature of science (NOS). An extensive body of research in the field has highlighted the effectiveness of explicit NOS instructional approaches in improving learners' NOS views. Emerging research has suggested that engaging learners in argumentation may aid in the development of their NOS views, although this claim lacks empirical support. This study assessed the influence of a science content course incorporating explicit NOS and argumentation instruction on five preservice primary teachers' views of NOS using multiple sources of data including questionnaires and surveys, interviews, audio‐ and video‐taped class sessions, and written artifacts. Results indicated that the science content course was effective in enabling four of the five participants' views of NOS to be improved. A critical analysis of the effectiveness of the various course components led to the identification of three factors that mediated the development of participants' NOS views during the intervention: (a) contextual factors (context of argumentation, mode of argumentation), (b) task‐specific factors (argumentation scaffolds, epistemological probes, consideration of alternative data and explanations), and (c) personal factors (perceived previous knowledge about NOS, appreciation of the importance and utility value of NOS, durability and persistence of pre‐existing beliefs). The results of this study provide evidence to support the inclusion of explicit NOS and argumentation instruction as a context for learning about NOS, and promote consideration of this instructional approach in future studies which aim to enhance learners' views of NOS. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1137–1164, 2010     

Comparing multimethod assessment of approaches to learning among preschool children: Direct measure,teacher report,and parent report

A multi‐informant or multimethod approach has been suggested for use in educational evaluation and children's development assessment. However, in the study field of approaches to learning, most previous studies used one method to measure approaches to learning. In addition, compared with kindergarten and elementary children, younger children have received little attention. This study was dedicated to determining whether a multimethod approach (direct measure, teacher report, and parent report) was needed to assess preschool children's approaches to learning. A total of 713 preschool children were enrolled in this study. Correlations and multiple regressions were conducted to analyze the correlation among the three methods as well as their criterion validity based upon comparisons with an assessment of children's early childhood development. The results revealed significant but weak correlations among the three assessment methods. The direct measure of approaches to learning was more relevant to children's early childhood development than the teacher report and the parent report. The criterion validity of using the direct measure to assess preschool children's approaches to learning was also better than that of the teacher report and the parent report. Therefore, the direct measure was recommended for use in assessing preschool children's approaches to learning, and teacher report can be used as a supplement.     

The nature of learning at forest school: practitioners' perspectives

This paper investigates forest school practitioners perceptions of learning at forest school to identify the topics covered, the learning styles, and the philosophies underpinning its delivery, based on interviews with experienced forest school practitioners. Practitioners identified the focus of learning at forest school as social development: teamwork, relationships with others, self-knowledge, and learning to take risks. Children also engaged with nature and developed an attachment to the woods where forest school took place. Learning styles were kinaesthetic, sensory, and experiential. Forest school leaders saw themselves as facilitators of learning rather than teachers.     

大学课堂教学改革的实践性研究

随着IT技术的发展,现代化的学习工具日趋普及,高校传统教学观念和方法必将被打破。重构与时俱进的以学习理论为基础的现代教学模式,教学由封闭走向开放,学习方式和方法纵横拓展,教学质量显著提高;突出学生的主体地位和教师的主导地位,更加注重创新型、应用型、复合型人才培养。     

The effect of reflective discussions following inquiry‐based laboratory activities on students' views of nature of science

This research investigated the effect of reflective discussions following inquiry‐based laboratory activities on students' views of the tentative, empirical, subjective, and social aspects of nature of science (NOS). Thirty‐eight grade six students from a Lebanese school participated in the study. The study used a pretest–posttest control‐group design and focused on collecting mainly qualitative data. During each laboratory session, students worked in groups of two. Later, experimental group students answered open‐ended questions about NOS then engaged in reflective discussions about NOS. Control group students answered open‐ended questions about the content of the laboratory activities then participated in discussions of results of these activities. Data sources included an open‐ended questionnaire used as pre‐ and posttest, answers to the open‐ended questions that experimental group students answered individually during every session, transcribed videotapes of the reflective discussions of the experimental group, and semi‐structured interviews. Results indicated that explicit and reflective discussions following inquiry‐based laboratory activities enhanced students' views of the target NOS aspects more than implicit inquiry‐based instruction. Moreover, implicit inquiry‐based instruction did not substantially enhance the students' target NOS views. This study also identified five major challenges that students faced in their attempts to change their NOS views. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1229–1252, 2010     

The Ethics of Post-compulsory Education and Training in a Democracy

This paper critically examines the ethical justification of non-advanced PostCompulsory Education and Training institutions, hereafter known as PCET, in a democracy. It concludes that, in terms of the major ethical theories, justification in this context is currently conducted primarily in terms of utilitarianism. References to PCET, both by government and by the institutions themselves, are frequently given in utilitarian terms. The organisations which comprise PCET, from Private Training Organisations to Colleges of Further Education, are presented as being instrumental in preparing individuals for work or fulfilling student (vocational) needs. Despite the current emphasis on vocationalism in PCET, the paper finds in democracy an ethical imperative to encourage the development of conceptual schemes and value literacy amongst all citizens. It concludes that policy measures have, despite the weaknesses in utilitarianism, encouraged wholesale vocationalism in PCET to the extent of neglecting the emergence of the reflective citizen. PCET is a stage in the educational process in which a democratic government should continue, through the curriculum, to realise its moral obligation to support a further generation of choosers.     

语言学与阅读教学

通常认为只要凭借对经验的探讨就能教好阅读课。然而,要科学地回答“为何阅读课要这样上或那样上？”的问题时,经验就无法给出一个明确的答复。作者认为：运用语言学理论知识,就能深化对语言的本质、语言的学习、语言的阅读以及语言的传授的认识,就能对阅读教学作出科学的评价,从而促进阅读教学。