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1.
The d’Arbeloff Interactive Mathematics Project or d’AIMP is an initiative that seeks to enhance and ultimately transform the
teaching and learning of introductory mathematics at the Massachusetts Institute of Technology. A result of this project is
a suite of “mathlets,” a carefully developed set of dynamic computer applets for use in the university’s ordinary differential
equations course. In this paper, we present the rationale for such computer innovations, the philosophy behind their design,
as well as a discussion of their careful development and implementation. Survey results are reported which yielded positive
student feedback and suggestions for improvement.
相似文献
Haynes R. MillerEmail: |
2.
Christina V. Schwarz Jason Meyer Ajay Sharma 《Journal of Science Teacher Education》2007,18(2):243-269
This study infused computer modeling and simulation tools in a 1-semester undergraduate elementary science methods course
to advance preservice teachers’ understandings of computer software use in science teaching and to help them learn important
aspects of pedagogy and epistemology. Preservice teachers used computer modeling and simulation tools within their own science
investigations; discussed general technology issues; and explored, evaluated, and taught their peers about a particular modeling
tool. Preservice teachers expanded their vision of the software available and the role that software can play in science teaching,
but desired fun, easy-to-use software with scientifically accurate information within a clear, familiar learning task. Such
conflict provided a fruitful platform for discussion and for potentially advancing preservice teachers’ pedagogical and epistemological
understandings.
相似文献
Christina V. SchwarzEmail: |
3.
Language in Science Education as a Gatekeeper to Learning,Teaching, and Professional Development 总被引:1,自引:0,他引:1
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(2):319-343
In this study, I used a feminist poststructural perspective to explain how language is a gatekeeper in learning science, in
achieving professional honors in teaching science, and in teaching science to English language learners. The various uses
of language revealed interesting dynamics related to the culture of power of language and the culture of power of science
along race–ethnicity, gender, and class dimensions for teachers. Teachers did not necessarily see language as having distinct
purposes and uses. This further maintained the gatekeeping nature of language and discourse in science education. I discuss
implications for looking at language in science education for teacher professional development and student learning.
相似文献
Felicia M. MooreEmail: |
4.
Uffe Thomas Jankvist 《Educational Studies in Mathematics》2009,71(3):235-261
This is a theoretical article proposing a way of organizing and structuring the discussion of why and how to use the history
of mathematics in the teaching and learning of mathematics, as well as the interrelations between the arguments for using
history and the approaches to doing so. The way of going about this is to propose two sets of categories in which to place
the arguments for using history (the “whys”) and the different approaches to doing this (the “hows”). The arguments for using
history are divided into two categories; history as a tool and history as a goal. The ways of using history are placed into
three categories of approaches: the illumination, the modules, and the history-based approaches. This categorization, along
with a discussion of the motivation for using history being one concerned with either the inner issues (in-issues) or the
metaperspective issues (meta-issues) of mathematics, provides a means of ordering the discussion of “whys” and “hows.”
相似文献
Uffe Thomas JankvistEmail: |
5.
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: |
6.
The notion of historical “parallelism” revisited: historical evolution and students’ conception of the order relation on the number line 总被引:1,自引:1,他引:0
This paper associates the findings of a historical study with those of an empirical one with 16 years-old students (1st year
of the Greek Lyceum). It aims at examining critically the much-discussed and controversial relation between the historical
evolution of mathematical concepts and the process of their teaching and learning. The paper deals with the order relation
on the number line and the algebra of inequalities, trying to elucidate the development and functioning of this knowledge
both in the world of scholarly mathematical activity and the world of teaching and learning mathematics in secondary education.
This twofold analysis reveals that the old idea of a “parallelism” between history and pedagogy of mathematics has a subtle
nature with at least two different aspects (metaphorically named “positive” and “negative”), which are worth further exploration.
相似文献
Constantinos Tzanakis (Corresponding author)Email: |
7.
Marilyn Fleer 《Cultural Studies of Science Education》2008,3(3):781-786
“Culturally-Sensitive Schooling” as proposed by Brayboy and Castagno offers an important way of thinking about the relations
between formal and informal science learning and between Western and Indigenous science. The constructivist framework adopted
by Brayboy and Castagno in their discussions is consistent with the theoretical approach traditionally used by many researchers
and scholars interested in science learning. In this article I explore the basic concepts introduced in their paper, but use
a different theoretical lens for explicating concept formation. Through a cultural-historical reading of “Culturally Sensitive
Schooling,” different insights can be gained about the relations between everyday informal learning and schooled learning
in science. I argue that dialectical logic is more productive for re-theorising science teaching and learning in culturally
diverse communities.
相似文献
Marilyn FleerEmail: |
8.
9.
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: |
10.
While a vast literature exists on students and their learning, work on lecturers and their teaching continues to lag some
way behind. This paper explores the notion that the complexity of Higher Education (HE) today significantly impacts upon what
goes on in the classroom through a two-tiered study. Semi-structured interviews were conducted to explore lecturers’ perceptions
and experiences of teaching a specific module. Interviewees raised issues pertaining to the wider departmental, institutional
and socio-political context. Consequently, focus groups were run with key people in the University to explore their perceptions
of teaching and learning within the current HE climate. The findings suggest that lecturers perceive numerous external factors
to impinge upon their teaching and attempt to militate against these in various ways in order to achieve ongoing enhancement
of learning for students.
相似文献
Susan J. LeaEmail: |
11.
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: |
12.
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: |
13.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
Daniel L. Dickerson (Corresponding author)Email: |
Karen R. DawkinsEmail: |
John E. PenickEmail: |
14.
15.
Socio-emotional orientations and teacher change 总被引:1,自引:0,他引:1
Raimo Kaasila Markku S. Hannula Anu Laine Erkki Pehkonen 《Educational Studies in Mathematics》2008,67(2):111-123
In this article we consider how elementary education students’ views of mathematics changed during their mathematics methods
course. We focus on four female students: two started the course with mainly positive views of mathematics and a task orientation,
two with negative views of the subject and an ego-defensive orientation. The biggest change observed was that the trainees’
views of teaching and learning mathematics became more positive. Moreover, what had been an ego-defensive orientation changed
towards a social-dependence orientation. The crucial facilitators of change seemed to be (1) handling of and reflection on
one’s experiences of learning and teaching mathematics, (2) exploring content with concrete materials, and (3) collaboration
with a partner or working as a tutor of mathematics.
相似文献
Raimo KaasilaEmail: |
16.
Compatibility between cultural studies and conceptual change in science education: there is more to acknowledge than to fight straw men! 总被引:1,自引:0,他引:1
In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable
construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on
conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best
theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.
David F. Treagust is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development. 相似文献
Reinders DuitEmail: |
David F. Treagust is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development. 相似文献
17.
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: |
18.
Postcolonial foldings of space and identity in science education: limits, transformations, prospects
The four essays reviewed here constitute a worthwhile attempt to discuss various aspects of postcolonial theory, and offer
constructive ideas to ongoing academic as well as public conversations with respect to whether science education can meet
the challenges of educating an increasingly diverse population in the 21st century. These essays are grounded in the assumption
that it is difficult to make meaningful and transformative changes in science education so that educators’ efforts take into
consideration the dramatic changes (i.e., diverse culture and racial origins, language, economic status etc.) of ‘an era of
globalization’ in order to meet the demands of today’s schools. Each of these four essays problematizes various aspects of
the social and cultural conditions of science education nowadays using different ‘postcolonial’ ideas to interpret the implications
for science learning and teaching. Although the term ‘postcolonial’ has certainly multiple meanings in the literature, we
use this term here to describe the philosophical position of these essays to challenge long-standing and hegemonic practices
and taken-for-granted assumptions in science education. Through critical analysis of these essays, we engage in a dialogue
with the authors, focusing on two of what seem crucial issues in understanding the potential contributions as well as the
risks of postcolonial concepts in science education; these issues are space and identity. We choose these issues because they permeate all four essays in interesting and often provocative ways.
相似文献
Michalinos ZembylasEmail: |
19.
Ireland has two official languages—Gaeilge (Irish) and English. Similarly, primary- and second-level education can be mediated
through the medium of Gaeilge or through the medium of English. This research is primarily focused on students (Gaeilgeoirí)
in the transition from Gaeilge-medium mathematics education to English-medium mathematics education. Language is an essential
element of learning, of thinking, of understanding and of communicating and is essential for mathematics learning. The content
of mathematics is not taught without language and educational objectives advocate the development of fluency in the mathematics
register. The theoretical framework underpinning the research design is Cummins’ (1976). Thresholds Hypothesis. This hypothesis infers that there might be a threshold level of language proficiency that bilingual
students must achieve both in order to avoid cognitive deficits and to allow the potential benefits of being bilingual to
come to the fore. The findings emerging from this study provide strong support for Cummins’ Thresholds Hypothesis at the key
transitions—primary- to second-level and second-level to third-level mathematics education—in Ireland. Some implications and
applications for mathematics teaching and learning are presented.
相似文献
John O’DonoghueEmail: |
20.
Okhee Lee Karen Adamson Jaime Maerten-Rivera Scott Lewis Constance Thornton Kathryn LeRoy 《Journal of Science Teacher Education》2008,19(1):41-67
Our 5-year professional development intervention is designed to promote elementary teachers’ knowledge, beliefs, and practices
in teaching science, along with English language and mathematics for English Language Learning (ELL) students in urban schools.
In this study, we used an end-of-year questionnaire as a primary data source to seek teachers’ perspectives on our intervention
during the first year of implementation. Teachers believed that the intervention, including curriculum materials and teacher
workshops, effectively promoted students’ science learning, along with English language development and mathematics learning.
Teachers highlighted strengths and areas needing improvement in the intervention. Teachers’ perspectives have been incorporated
into our on-going intervention efforts and offer insights into features of effective professional development initiatives
in improving science achievement for all students.
相似文献
Scott LewisEmail: |