Girls,boys and conceptual physics: An evaluation of a senior secondary physics course

This paper reports an evaluation of the physics course at Dickson College (ACT) looking at students' high school experience, their expectations before beginning and their impressions and feelings during the course. In general, students seem to have a fairly negative approach to physics, enrolling for a variety of often vague utilitarian reasons but with little expectation of enjoyment or interest. These opinions were most prevalent in girls who tend to find the content difficult and the course as a whole uninteresting. There is also a significant difference between girls and boys in their response to different types of assessment items. In an attempt to enhance the level of interest and enjoyment in students we have been phasing in a more ‘conceptual’ approach to the teaching of physics. Specializations: senior Physics, Chemistry and Biology.     

The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme

This paper reports a study ofthe effectiveness of an innovative approach tostaff development, the conceptual changeapproach, which attempts to change teachers'frameworks for conceptualising teaching andlearning. The evaluation investigated theprogramme at three levels: the impact on theconceptions of teaching of the participants,the resultant impact on teaching practices, andthe consequential effect on student learning.Encouraging results were obtained. Theprogramme brought about detectable conceptualchange or conceptual development in two-thirdsof the sample group. Subsequently, all the`changed' teachers received better ratings ontheir teaching practices from their students inthe following academic year while none of thosewho did not change their conceptions showedsimilar gains in student rating scores. Aresultant positive impact on their students'studying approaches was observed for half ofthe teachers who changed their conceptions.     

高校物理教学改革浅见

本在分析我国高校当前物理教育中存在的不足,从师资、教材、教学方式等方面提出了改革的必要性和可行性。     

Assessing the impact of a university teaching development programme

Four different indicators are used to assess the impact of a year‐long university teaching development programme in an Australian research‐led university. All four indicators show small positive outcomes. Teachers who complete the programme have higher rates of receipt of teaching awards and teaching development grants than their colleagues who do not participate in the programme. Students in the classes of teachers who complete the programme report, on average, higher satisfaction scores than students in the classes of the same teacher before she/he completed the programme. Students in the faculties where the programme is completed by a higher proportion of academic staff report greater change to levels of satisfaction in the quality of their degree over the seven‐year period of the study. The methodology adopted involves several new approaches to evaluation and confirms the need for the use of an evaluation framework and multi‐indicator strategy.     

A Markovian evaluation of a tertiary education faculty

A tertiary education faculty is modelled using an absorbing Markov chain. The model takes account explicitly of full-time and part-time student stocks and flows, and thus facilitates some interesting observations. The evaluation of steady state statistics, gives rise to some worrying results, raising the question as to how efficiently resources are being utilized in tertiary (post secondary) education. The above evaluation is performed for undergraduate sections of the Faculty of Business at the Swinburne Institute of Technology (SIT), Victoria, Australia.     

解决好办学经费问题 促进高等教育持续健康发展——以加拿大高等教育发展为例

经费短缺是目前制约我国高等教育持续发展的一个突出问题。文章借鉴加拿大解决高等教育发展经费问题的做法和经验,提出了解决我国高等教育发展经费问题的思路和措施：一是大幅度增加财政投入;二是从现阶段的国情出发创新收费机制;三是完善有关政策,鼓励社会捐赠;四是高等院校自身广开增收渠道。     

Classroom leadership: the effect of a school development programme

Using a cohort longitudinal design, this study examined pupils' perceptions of their teachers' classroom leadership, both before and after implementation of the Respect programme. Pupils in Grades 5–10 (age 11–16) in four Norwegian schools reported their perceptions of their teachers' emotional support, academic support, and monitoring five times over a period of five years. The results revealed increases in the pupils' perceptions of one or more of the three aspects of classroom leadership for all grade levels except Grade 9. Pupils in Grades 5, 7, 8, and 10 reported effect sizes larger than .20 for all three aspects. The largest effect size reported was .80, for increases in Grade 6 pupils' perception of teachers' monitoring. In order to rule out selection bias, which is a major threat to cohort longitudinal designs, pupils' reports of three measures of aggression were used as a control. The results indicated that there were no biases.     

浅议物理教师专业发展

《中学教师专业标准》的制定和实施给教师的专业发展提供了新的方向,也向当今的教师展开了新的挑战,物理教师踏上专业发展道路势在必行。教师的专业发展必须具备健全的专业知识、专业技能、专业情意,着重建立全面、完整的物理知识体系,进行创新实验教学,进行角色转换。     

Subject disciplines and student evaluation of a degree programme in education

The primary purpose of this study is to report the evaluation of a degree programme in Education by final year undergraduate students of a university. The results show that arts and science students rated the courses, instruction and instructors in the education department significantly higher than those in their teaching subject departments; social science students rated their subject departments higher than the education department; the physical and health education students were indifferent in their ratings of both departments. The study further reveals that educational administration, educational psychology and guidance and counselling were rated in descending order as the most interesting courses in education.     

从中学物理教育探究科学态度及其评价(下)

三、结论与建议 １．主要结论 经过上文实验、分析与对比,可以得出如下结论。 ①《中学生科学态度评价量表》中的各个评价指标得到了我国部分科学教育界人士的认同与支持,符合中国的文化传统和思想认识;而且统计计算过程科学严谨;指标覆盖了态度的三种成分,内容较为完整、丰富,因此在内容效度方面具有一定的有效性。 ②经过样本测试,《中学生科学态度评价量表》与被试的物理考试成绩之间呈现高度正相关,与国外的《科学态度问卷》之间呈现一定的正相关,这进一步说明该量表具有一定的有效性和可靠性。 ③《中学生科学态度评价量表》…