复杂科学与教学管理工作

扩大招生规模、与世界先进教育方式接轨、引进先进教育理念,这一切对我国高等学校的教学管理工作提出了更高的要求。教学管理,在21世纪已经成为带有复杂性特征的事物,它需要新的教学管理模式和新的思维与管理方法。     

Game-display board activities for science teaching

This paper presents samples of game-display board activities developed by the instructors, technicians, and teacher-participants of the course The Teaching of Integrated Science within the Postgraduate Diploma in Education program offered by the Chinese University of Hong Kong. Designed for junior high science classes, the board activities employ ideas from traditional seatwork and end-of-chapter exercises, such as matching, multiple choice, word puzzles and summary tables. The activities are carried out by means of a vertical magnetic white board and magnetic backed word and picture cards. Unlike ordinary paper-and-pencil exercises which are usually done by students individually, game-display board activities facilitate classroom interaction by providing a center of attention to every student. Moreover, because of the game element involved, these activities foster group cooperation as well as allow whole-class participation. Comprehensive samples of the activities will be provided in this paper. A study of the teacher-participants' attitudes toward the activities will also be reported.     

对科学教学实践的思考

本文以问卷调查为基本方法 ,了解中学师生对科学素养概念的认识 ,了解师生对我国现行物理课程及科学教育的评价 ;并对我国科学教学实践进行了思考 ,提出自己的一些观点。     

Definition in science teaching

Summary Definitions, I have suggested, have both a function and a form. The function pursued and the form used should depend on the situation and on the term being defined. In the situation described at the outset, Mr. Beta should probably have seen to it that a stipulation of some sort was given-just in order to get on with the task at hand. The stipulation might have been based upon a true reported definition-or it might not-depending on political considerations and the linguistic flexibility of the people concerned. Since no one involved could plausibly have been trying to embody a program in a definition of dough, a programmatic definition was not appropriate in that situation.Several different forms for a definition of dough might reasonably have been used, but in this case the old reliable classification form was probably best, because of its completeness, neatness, and brevity. Two reasonable alternatives are the equivalent-expression form and the range form. The synonym, example-nonexample, and operational forms were probably not appropriate.My main point is that there is not just one way to define. I hope that my delineation of some major possibilities and variations will help those who read this article to be flexible in handling problems of definition when they arise; and they arise more often than most people realize.An ealier draft of this article was presented at a colloquium at the University of Illinois in honor of Professor B. Othanel Smith at his retirement.     

Improving science teaching practices

A review of research relating to the problem of using research findings to improve classroom practice is presented. There are two aspects to this problem: familiarizing teachers with relevant research and identifying an aspect of teaching that needs to be improved. Research conducted in local settings appears to have most relevance to teachers and is more likely to be accepted by them. Studies indicate that research can have an impact on practice as long as teachers are involved in identification of problems in their class and are provided with a context in which they can learn the strategies to be implemented and understand why they are likely to improve teaching. Teachers need opportunities to practice teaching in peer groups where errors can be made without jeopardizing student learning; receive performance feedback; practice the strategies in their own classes; observe others teach; and discuss teaching with others. Strategy analysis, coaching and peer coaching are techniques which enable most of these criteria to be met and to facilitate science teaching improvement.     

Towards a theoretical basis for students' alternative frameworks in science and for science teaching

As there is nothing as practical as a good theory, there is a continuing need in the field of science education enquiry to look for theories which help to interpret the findings about students' alternative frameworks and to inform the design of teaching strategies which relate to a research focus on ‘how the student learns’. The developmental model of cognitive functioning based on the SOLO Taxonomy (Biggs & Collis, 1982) as updated in 1991 (Biggs & Collis, 1991; Collis & Biggs, 1991) is being applied in this way. Questionnaire data from two large studies of science learning of Australian students (conducted by ACER and NBEET) are being re-analysed in terms of the current theory. This paper illustrates the theory and describes a plan of further research. Specializations: science education, students' understandings of phenomena in science. Specializations: cognitive development, evaluation, mathematics and science education. Specializations: mathematics education, students' understanding of chance and data concepts.     

护理学虚拟现实实验教学平台的构建

基于虚拟现实技术,自主研发了护理学实验教学软件,构建了护理学虚拟仿真实验教学平台,创设了"真人对练+模型辅助+虚拟固化"的实验教学体系,形成了以岗位胜任力为导向的多元化实践教学模式。该平台避开了医学实验教学的伦理问题,实现了护理技术训练标准化,提高了实验教学的互动性、情境性、沉浸性,有利于培养学生的动手能力、实践能力和创新能力。     

Science teaching in science education

Reading the interesting article Discerning selective traditions in science education by Per Sund, which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.     

Emotions in teaching environmental science

This op-ed article examines the emotional impact of teaching environmental science and considers how certain emotions can broaden viewpoints and other emotions narrow them. Specifically, it investigates how the topic of climate change became an emotional debate in a science classroom because of religious beliefs. Through reflective practice and examination of positionality, the author explored how certain teaching practices of pre-service science teachers created a productive space and other practices closed down the conversations. This article is framed with theories that explore both divergent and shared viewpoints.     

Connecting university science experiences to middle school science teaching

Summary Science teachers naturally rely on their university science experiences as a foundation for teaching middle school science. This foundation consists of knowledge far too complex for the middle level students to comprehend. In order for middle school science teachers to utilize their university science training they must search for ways to adapt their college experiences into appropriate middle school learning experience. The criteria set forth above provide broad-based guidelines for translating university science laboratory experiences into middle school activities. These guidelines are used by preservice teachers in our project as they identify, test, and organize a resource file of hands-on inquiry activities for use in their first year classrooms. It is anticipated that this file will provide a basis for future curriculum development as the teacher becomes more comfortable and more experienced in teaching hands-on science. The presentation of these guidelines is not meant to preclude any other criteria or considerations which a teacher or science department deems important. This is merely one example of how teachers may proceed to utilize their advanced science training as a basis for teaching middle school science.