共查询到20条相似文献,搜索用时 31 毫秒
1.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
2.
Panos Kokkotas Panagiotis Piliouras Katerina Malamitsa Efthymios Stamoulis 《Science & Education》2009,18(5):609-629
Our paper presents an in-service primary school teachers’ training program which is based on the idea that the history of
science can play a vital role in promoting the learning of physics. This training program has been developed in the context
of Comenius 2.1 which is a European Union program. This program that we have developed in the University of Athens is based
on socioconstructivist and sociocultural learning principles with the intention of helping teachers to appropriate the basic
knowledge on the issue of falling bodies. Moreover, it has the aim to make explicit through the exploitation of authentic
historical science events, on the above topic (Aristotle’s, Galileo’s and Newton’s theories on falling bodies) the Nature
of Science (NoS), the Nature of Learning (NoL) and the Nature of Teaching (NoT). During the implementation of the program
we have used a variety of teaching strategies (e.g. group work, making of posters, making of concept maps, simulations) that
utilize historical scientific materials on the issue of falling bodies.
Panos Kokkotas is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius 2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training) (2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published in science education. His recent books include Science Education I (Athens, 2000), Science Education II—The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts), having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008 in Athens. Panagiotis Piliouras is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. His research interest is focused on teaching science in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis of social activity, sociocultural perspectives to learning and development, and applications of the educational technology. Katerina Malamitsa is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984. From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee). Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation (CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae, CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development of teachers etc. Efthymios Stamoulis is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. He is a director in primary school in Athens, Greece. 相似文献
Panos KokkotasEmail: |
Panos Kokkotas is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius 2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training) (2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published in science education. His recent books include Science Education I (Athens, 2000), Science Education II—The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts), having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008 in Athens. Panagiotis Piliouras is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. His research interest is focused on teaching science in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis of social activity, sociocultural perspectives to learning and development, and applications of the educational technology. Katerina Malamitsa is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984. From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee). Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation (CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae, CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development of teachers etc. Efthymios Stamoulis is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia. He is a director in primary school in Athens, Greece. 相似文献
3.
Steed Elizabeth A. Shapland Dorothy Leech Nancy 《Early Childhood Education Journal》2022,50(7):1121-1132
Early Childhood Education Journal - The promotion of Social emotional learning (SEL) in elementary schools has increased; however, little is known about early childhood teachers’ perceptions... 相似文献
4.
Education and Information Technologies - In this qualitative case study, we examined in-service elementary school teachers’ learning of coding and robotics in a blended professional learning... 相似文献
5.
Ho Jana Chi-San Hung Yu-Sheng Kwan Letty Y.-Y. 《Education and Information Technologies》2022,27(3):3833-3866
Education and Information Technologies - This study is a meta-analytical study that examines the effectiveness of gamification in learning performance in educational settings (n = 29;... 相似文献
6.
Education and Information Technologies - We focus on students’ mathematical reasoning in a technology-enhanced collaborative learning environment. We adopt a dialogical approach to analyze... 相似文献
7.
Amelita P. de Mesa Allan B. de Guzman 《Educational Research for Policy and Practice》2006,5(3):235-253
The intent of this qualitative study is to narrate (Brodkey, (1987a). Education Quarterly, 18, 67–76; Written communication, 4, 25–70; Qualitative communication research methods. (1987b). Lindlof, (1995). (pp. 172–174): London Sage Publications)
the master teachers as aggregate sample subjects’ pedagogical understanding and classroom practices. A qualitative analysis
of the classroom activities and journal entries of 13 teacher-participants in the Basic Education Curriculum core learning
areas is included. Findings reveal that the subject participants’ pedagogical practices still verging toward the formal suggest
a traditional inclination. However, the importance of change should be realized. Various concepts of teaching and learning,
today, are imperative. Teachers must be resocialized on their new roles and make their students have a more active role in
the teaching-learning process. 相似文献
8.
Vanithamani Saravanan 《Educational Research for Policy and Practice》2005,4(2-3):97-113
‘Thinking schools’ will be sites of learning for everyone declared the Singapore Prime Minister, Goh Chok and Minister of
Education Teo Chee Hean’s in 1997 also spoke on the model of’ ‘thinking schools, learning nation’. Gardner’s model was used
for the thinking school model in Singapore, in order to develop critical and creative thinking in students. This was to be
done with the use of instructional technology as an enabling tool using a diversity of approaches including integrated project
work. This paper reports on how one school went about changing approaches to teaching and learning by implementing integrated
project work as a way of integrating the content areas of the curriculum, mathematics and science through English language,
supported by the tools of instructional technology. 相似文献
9.
Lori Beckett 《The Australian Educational Researcher》2011,38(1):109-124
This paper reports on the work of a small group of Education academics to build a professional learning community in a regional
university in the north of England. Their efforts form part of a ‘Leading Learning’ school–university partnership serving
schools in disadvantaged communities in inner city Leeds. This is designed to support teachers’ professional learning and
development and reclaim their sense of collaborative professionalism in a new era of austerity Britain. The account given
here is about the new partnerships being created between and among academic colleagues, who are learning to work effectively
with each other and their schooling colleagues on their collective professional learning and to build their collaborative
sense of professionalism. The complexities of this task—of working in a professional learning community within Faculty in
order to model and support a city-wide professional learning community with teacher partners, school communities, and civil
servants in the local Authority—are framed in terms of knowledge-building for the improvement of educational provision for
disadvantaged students in local schools and the university. 相似文献
10.
Neal Strudler Leanna Archambault Lisa Bendixen Don Anderson Risa Weiss 《Educational technology research and development : ETR & D》2003,51(1):41-56
This article describes Project THREAD (Technology Helping Restructure Educational Access and Delivery), an initiative funded
by the U.S. Office of Education through its PT3 grant program. The project’s overarching goal is to prepare teachers to integrate
modern technologies to fundamentally enhance teaching and learning in K-12 schools. Project initiatives include: (a) a series
of in-service workshops for university faculty, administrators, field supervisors, and mentor teachers; (b) one-on-one follow-up
support provided by project staff; (c) a minigrant program to support the development of technology-based learning activities
for university courses; (d) expanded opportunities for students to apply technology in thier courses and field experiences;
and (e) a redesign of selected courses that impact a large number of teacher candidates. The project’s evaluation is described,
along with a discussion of outcomes and lessons learned. in recognition of the project’s scope and accomplishments thus far,
the College of Education at the University of Nevada, Las Vegas (UNLV), was named the 2002 winner of the Best Practice Award
for the Innovative Use of Technology by the American Association of Colleges for Teacher Education (AACTE). 相似文献
11.
In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing
with them, or invite responses, or both. “Classroom” is equally a forum for raising broader issues and sharing personal experiences
and viewpoints on matters related to teaching and learning science.
This project was done as part of the Research Education Advancement Programme held over weekends at the Bangalore Association
for Science Education, Jawaharlal Nehru Planetarium, Bangalore. 相似文献
12.
M. Daniel Smith A. Joyce Bolyard 《Educational technology research and development : ETR & D》1966,14(4):514-531
Summary This study suggests that nonwordal sequences can be employed advantageously in teaching certain concepts; trials to criterion,
time, and accuracy all favor nonwordal sequences and, in some cases, successive treatment as well.
This study indicates the feasibility of replicating aspects of basic concept-formation research in applied subject-matter
areas and suggests that terminology from such research is relevant.
This study implies that small-group program-development studies which emphasize experimental analysis of behavior can be given
an experimental-design emphasis without going to prohibitively high “N’s”; however, results from such a study should be taken
as suggestive for more rigorous investigations by others who concentrate on experimental design and comparisons of treatments.
Finally, this study demonstrates that research in curriculum design involving the experimental use of new approaches to teaching,
stemming from advanced subject-matter frames of reference, can be carried on in conjunction with research in learning; indeed,
in the opinion of the investigators, it is unrealistic to separate these dimensions. The need to draft nonwordal stimuli produced
a learning sequence which has powerful implications for the teaching of algebra.
The research reported herein was supported by a grant from the Office of Education, U.S. Department of Health, Education,
and Welfare. 相似文献
13.
The present study aims to analyse the complex relationships between the relevant constructs of students’ demographic background,
perceptions, learning patterns and (proxy measures of) learning outcomes in order to delineate the possible direct, indirect,
or spurious effects among them. The analytical methodology is substantively framed against the studies of Richardson (British
Journal of Educational Psychology 76:867–893, 2006, Higher Education 54:385–416, 2007) that utilised a regression-based methodology to infer the possible causal relationships among the relevant learning constructs.
A composite research instrument, written in Chinese and derived from the Inventory of Learning Styles (ILS) and the Course
Experience Questionnaire (CEQ), was used to collect students’ feedback on their perceptions of the learning environment and
their learning patterns. Valid responses were obtained from 1,572 students studying at six institutions in the post-secondary
education sector in Hong Kong, a new response-context for both the CEQ and the ILS. In adapting the research instruments to
a new Chinese response-context, the findings are generally consistent with those reported in other published works (e.g. no
relationship between students’ demographic background and their satisfaction with the programme, and a significant relationship
between students’ exhibition of undirected learning patterns and low expected performance), but there are also some noteworthy
discrepancies. The findings therefore buttress the confidence with which an ILS-based General Theoretical Model of student
learning, adapted from Richardson (British Journal of Educational Psychology 76:867–893, 2006, Higher Education 54:385–416, 2007), may be used to conceptualise and interpret the dynamics of variation across different cultural response-contexts. While
the CEQ provides some valuable complementary insights, it is an instrument that requires further development in the response-context
of the present study. 相似文献
14.
In this contribution we describe a short development course for in-service physics teachers. The course structure and materials
are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact
with the active learning strategy “Tutorials in Introductory Physics,” developed by the Physics Education Research Group at
the University of Washington. The course was organized in a constructivist, active learning environment, so that teachers
have first to experience, as regular students, the whole Tutorial sequence of activities: Tutorial pre-test, Tutorial, and
Tutorial Homework. After each Tutorial, teachers reflect on, and recognize their own students’ learning difficulties, discussing
their teaching experiences with their colleagues in small collaborative groups first and the whole class later. Finally they
read and discuss specific Physics Education Research literature, where these learning difficulties have been extensively studied
by researchers. At the beginning and at the end of the course the participants were given the conceptual multiple-choice test
Force Concept Inventory (FCI). The pre-/post-instruction FCI data were presented as a practical example of the use of a research-based
test widely used in educational research and in formative assessment processes designed to improve instruction. 相似文献
15.
Pat Drake 《Journal of Mathematics Teacher Education》2009,12(1):67-82
This article derives from a case study of 10 secondary school teaching assistants (TAs) who did not have conventional pre-qualifications
in mathematics but who undertook an honours degree in mathematics education studies at a Higher Education Institution in England
whilst continuing to work as TAs in school. Work-based learning was thus undertaken in parallel with advancement through the
hierarchical undergraduate mathematics curriculum. Lave and Wenger’s work on communities of practice is used as a framework
to explore the TAs’ learning of mathematics alongside their professional work in schools. This case illustrates how and where
institution-based undergraduate teaching relates to work in school, and where it does not, thus signalling the importance
of the TAs’ informal learning strategies in bringing together these experiences. 相似文献
16.
Marina Papastergiou 《Education and Information Technologies》2011,16(3):281-299
The increasing importance that Information and Communication Technologies (ICT) have been gaining for Physical Education (PE)
and sports pedagogy has generated the need to prepare ICT-proficient prospective PE teachers within PE and sport science university
departments. This study was aimed at: (a) the design and implementation of two project-based elective courses on ICT in education
(entitled ‘Informatics in Education’ and ‘Computers in Physical Education Teaching’) for the undergraduate students of a PE
and sport science department, and (b) the investigation of students’ responses to the courses and instructor’s experiences
from organizing and imparting the courses. The courses were focused on educational multimedia and web development for PE.
Twenty-three students that had attended ‘Informatics in Education’ and 13 students that had attended ‘Computers in Physical
Education Teaching’ participated in the study. Research data were collected through student questionnaires and instructor’s
notes. It was found that students were helped to acquire basic multimedia and web development skills for educational purposes,
and that their responses to the courses were positive overall. The courses fulfilled students’ expectations and were successful
in equipping students with self-confidence in their ability to make use of ICT in PE courses and to construct multimedia and
web-based learning materials. Furthermore, students were provided with opportunities to express their creativity and improve
their future instructional practices. However, the study also brought to light the various difficulties and challenges of
training prospective PE teachers in the didactical utilization of ICT at undergraduate level. 相似文献
17.
Education and Information Technologies - English pronunciation training for real-world communication tasks is crucial in EFL learning because it is essential to learners’ listening... 相似文献
18.
Guppy Neil Boud David Heap Tania Verpoorten Dominique Matzat Uwe Tai Joanna Lutze-Mann Louise Roth Mary Polly Patsie Burgess Jamie-Lee Agapito Jenilyn Bartolic Silvia 《Higher Education》2022,84(3):487-504
Higher Education - Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students’... 相似文献
19.
Greg Burnett Govinda Ishwar Lingam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,11(5):303-321
This article reports on a study of Pacific primary school teachers’ and university lecturers’ reflections on their involvement
in the in-service Bachelor of Education degree programme offered at the regional University of the South Pacific (USP) in
Fiji. Two rich sets of data have emerged from this study. Firstly, there are a number of critical reflections by ourselves
as teacher educators concerning levels of equitable student access and participation in our degree as it is reconceptualised
for distance and flexible delivery to increase levels of teacher professionalism across the Pacific region. Secondly, there
has emerged a set of statements from teachers themselves about: teaching and learning; professional development opportunities;
and what it means to be a professional educator in the Pacific region. This later data suggests an alternative set of voices
in what has largely been a “conversation between us about them” conducted by Ministries of Education, Curriculum Development
Units, USP, other educational bodies and the media in the Pacific, but particularly Fiji, about teachers and teachers’ work.
Critical reflection upon our own practice as teacher educators and the voices of experienced teachers are particularly pertinent
not only as we seek to reshape a degree programme to suit the needs of the region’s primary school teachers but also as “rethinking”
debates about the purposes of education in the Pacific region are on-going yet exclusive. 相似文献
20.
Dr. Manuela Welzel 《Research in Science Education》1997,27(3):383-394
During the 1970s, student-centred instruction—that is, “play orientation in physics education” (Spielorientierter Unterricht)—was
at the centre of curriculum development at the Institute of Physics Education in Bremen. During the past decade, we investigated
this kind of instruction with a particular focus on students' learning processes using a situated cognition perspective. Our
research group at the Institute conducted several empirical studies of physics learning for different age groups. The aim
of these case studies was to construct detailed understandings of how individual learning processes unfold. On the basis of
these studies, we attempt to design physics lessons more effectively than they have been in the past. This paper exemplifies
our approach providing information about the theoretical and methodological frameworks, the main outcomes of our studies;
and reflections about the possibilities for “more effective” student-centred instruction. 相似文献