谈小学生的科学教育

我校自１９９８年以来,一直坚持在全体学生中开展形式多样、内容丰富的科学教育,使学生和学校的面貌发生了巨大的变化。我校地处天津市区西北部,远离市中心,原为城乡结合部的一所普通学校。这一带居民的科学文化素养普遍较低,学生长期生活在这种科学文化氛围淡薄的社区环境中,学科学、爱科学、讲科学、用科学的自觉性普遍较差。学校所处的这种社区文化环境,严重地影响和制约了我校学生科学文化素养的提高及学校的发展。面对这种现实,学校领导并没有消沉,而是高举科学的旗帜,带领全体教职工在学校内创设出一种浓厚的“学科学、爱科…     

Science Achievement for All: Improving Science Performance and Closing Achievement Gaps

This article addresses the serious and growing need to improve science instruction and science achievement for all students. We will describe the results of a 3-year study that transformed science instruction and student achievement at two high-poverty ethnically diverse public elementary schools in Texas. The school-wide intervention included purposeful planning, inquiry science instruction, and contextually rich academic science vocabulary development. In combination, these instructional practices rapidly improved student-science learning outcomes and narrowed achievement gaps across diverse student populations.     

“科学大众化”的困境：社会学的分析

科学大众化是当今科学教育的一个核心概念,但在教材和教学层面,科学大众化却面临困境。这种困境主要体现为科学素养内容的不均衡性,即过分重视学科内容而忽视相应的个人、社会和文化意义。文章从科学家的学术控制和学校文化两个角度分析了这种不均衡性的原因。文章最后从两种理科课程取向之间的张力出发,提出科学教育家可能是科学大众化走出困境的希望。     

Universal Design for Early Childhood Education: Ensuring Access and Equity for All

This article introduces the framework of Universal Design for Early Childhood Education (UDECE). The goal of the framework is to synthesize best practices within the field of early childhood education and special education, providing a template to support access and equity for all children. The UDECE framework includes examination of issues of access, the provision of high quality educational practices, and issues of accountability for success and equity. By placing the needs of all children at the core, UDECE extends philosophies embracing full inclusion into pathways through which this goal can be supported.     

Equity and Access: All Students are Mathematical Problem Solvers

Often mathematical instruction for students with disabilities, especially those with learning disabilities, includes an overabundance of instruction on mathematical computation and does not include high-quality instruction on mathematical reasoning and problem solving. In fact, it is a common misconception that students with learning disabilities are not strong problem solvers in general. This article highlights the inherent problem solving strengths that students with learning disabilities possess; how they use those skills to address everyday barriers and challenges, and how teachers can relate these skills to academic mathematical instruction. Additionally, practical classroom examples, suggested teaching strategies, and questions for further examinations are discussed.     

Mind the Gap: Looking for Evidence-Based Practice of Science Literacy for All in Science Teaching Journals

Science literacy for all is the central goal of science education reforms, and there is a growing importance of the language arts in science. Furthermore, there are strong calls for teacher professionalism and self-directed professional learning that involve evidence-based best practices. This raises questions about whether science teaching journals?? recommendations are anchored to high-quality evidence. We found that (a) most National Science Teacher Association journals?? science literacy recommendations have weak or no evidence base and (b) those with evidence reference teaching journals, teacher resource books, and literacy education more often than science education research. We concluded that all participants in the knowledge production cycle and transfer process??authors, editors, and reviewers??need to encourage evidence-based practices anchored to ongoing reforms and to literacy and science education research.     

数学课与科学素质教育

数学是研究现实世界的空间形式和数量关系的科学.科学素质教育的任务是培养学生的科学意识和科学素养.通过数学课与科学素质教育有机的结合,在提高学生的数学素养的同时,进而提高学生的科学素质,对学生进一步的学习、深造和成长都具有十分重要的意义.     

The Honour of the Science Teacher: Pupils, Knowledge, and Society

This address covers several aspects of a teacher's "sense of honour." There is the professional honour we accord ourselves as members of a group who have shared working values. This is shown to be seriously at risk in today's world of distrust in all experts. Research evidence helps to show how, through practice and reconstructed autobiography, teachers develop an important functional sense of personal identity. Pupils form a large part of the content of this practitioner honour, although the teachers' relationship with them is carefully distinguished from that between parent and child. It is further argued that the teachers' pedagogic knowledge of science is, and indeed should be, closer to post-modern epistemology than to the abstract logical approach taken during the Enlightenment. The final section looks at society's changing demands on education and how this affects teaching, teachers, and their sense of honour in the tasks they undertake.     

Access and Progress in Science

Pursuing the theme of differentiation which was the focus of the March issue of the journal, Bob Duerden, Don Fortune and Mel Johnson, members of Humberside Advisory Service, show how programmes of study can be made accessible to all pupils and illustrate their approach with an example from Key Stage 3.     

Opening Up Access to Science

Helen Richardson, senior lecturer, Special Educational Needs Resources Centre, University of Northumbria at Newcastle, discusses some of the issues which arise out of the National Curriculum requirement that all children should learn science.     

学习困难学生教育干预中的激励手段

学习困难学生(以下简称学困生)的动机水平和任务坚持性已越来越受到特殊教育界的关注.传统的学习困难研究一般从学困生的认知角度进行分析和设计教育手段,但现在人们越来越认识到非认知因素对学困生的影响.     

Living Language for Deaf Pupils

Dr Donald Wollman, director, and Joan Hickmott, Schools Council Project—Language Development for Deaf Pupils, Sussex University, describe the project materials and their application in the classroom     

The Effect of Attitudes on Science Achievement: A Study Conducted Among High School Pupils in Cyprus

The purpose of this study was to examine how pupils' attitudes towards science and their beliefs about themselves affect their achievements in science, and vice versa. Cyprus provided an interesting location for the study, being a developing nation that has adopted educational ideas from a variety of countries, including the US, UK and Greece. The results of this study demonstrated the differential effects that science achievement and science attitudes can have on each other, depending on the characteristics of the educational systems of the country. The findings indicate various directions for future research.     

How Pupils Can be Helped to Develop Socially and Emotionally in Science Lessons

In this article, the authors argue that secondary school academic subjects should integrate elements of pastoral work into their teaching through the use of collaborative group work. Pupils who are given the opportunity to develop emotionally and socially are more likely to understand each other, which can lead to a reduction of conflict in the classroom. Social and emotional development can be facilitated in normal school lessons, such as science, through structured group work. The evidence shows that pupils do improve their communication and understanding of other pupils in the class, developing their emotional literacy. Further investigation indicates that benefits are sustained and that the class is more cohesive and mutually supportive.