Linking Science Education to the Workplace

This article examines the issue of linking education in the sciences with the world of work for all students. Traditionally, science teaching has been limited to preparing student for research career in science at the university level. The reform movement in science education is focused on intellectual skills that serve to fortify the human capital of all students and the economic productivity of the nation. The educational issue arises from evolutionary changes that are taking place in the practice of science, the development of a global economy, the nation's entrance into an Information Age, and the changing nature of the workplace. To identify and integrate these factors in the practice of science teaching is the goal of this article.     

Meeting the Demands of the Workplace: Science Students and Written Skills

Over the last 15 years, surveys in a range of English-speaking countries, from North America and the United Kingdom, to New Zealand and Australia, have consistently shown that employers rank oral and written communication skills as highly as or more highly than any technical or quantitative skills. However, in New Zealand there has been very little research into determining exactly what is meant by the “written communication skills” employers state they desire. A further issue in this research to date has been a lack of differentiation between employers—no study has specifically targeted the requirements of employers of science graduates. This article reports the findings of ongoing research into the expectations of science students and of employers of science graduates, and centers around several key questions:

• What do New Zealand employers of science graduates specifically want in terms of their new hires' writing skills?
• How can information gained from employers of science graduates be used to motivate science students to take seriously the need to develop their writing skills?
• How can writing programs be evaluated and developed to help science students acquire communication skills that are important for their future learning and for their employment and promotion prospects?

Findings are compared with the findings of the 2004 National Commission on Writing's survey of American businesses.

     

多媒体计算机辅助教学之"真""善""美"

多媒体计算机辅助教学手段与科学技术密切相关,科学性是其基本属性.作为传统教学的延伸和拓展,多媒体计算机辅助教学还体现了其固有的道德性和艺术性.本文主要从科学性、道德性和艺术性三个层面阐述多媒体辅助教学在具体教学实践中的"育人"的本质.     

Myth, Music, and Science: Teaching the Philosophy of Science through the Use of Non-Scientific Examples

This essay explores the benefits of utilizing non-scientificexamples and analogies in teaching philosophy of science courses. These examples can helpresolve two basic difficulties faced by most instructors, especially when teachinglower-level courses: first, they can prompt students to take an active interest in the classmaterial, since the examples will involve aspects of the culture well-known, or atleast more interesting, to the students; and second, these familiar, less-threatening exampleswill lessen the students' collective anxieties and open them up to learning thematerial more easily. To demonstrate this strategy of constructing and employing non-scientificexamples, a lengthy analogy between musical styles and Kuhn's theory ofscientific revolutions is developed.     

《兽医外科学》网络课程的建设与优化

在当今的互联网时代,网络已经成为了我们生活中不可获取的一部分,通过网络我们能够提高工作效率和教学质量。兽医外科学主要研究家畜的外科疾病,是一个新型的学科。本文对兽医外科学课程教学中存在的问题进行了分析和研究,探析了网络课程的功能和意义,最后对兽医外科学的网络课程建设进行了探索和实践,对兽医外科学的教学有着重要的意义。     

对环境学专业使用《环境学概论》教材的体会

对环境学专业在使用《环境学概论》时 ,应如何取舍和补充教材内容进行了讨论。并指出了教材中存在的某些问题     

人文主义课程与科学主义课程的历史对话

人文主义课程与科学主义课程作为两种重要课程类型,两者有着悠久的历史传统和渊源,两者的关系也并非人们所认为的只存在着冲突和对立。从课程史的角度来看,两者自产生以来经历着一种“统一-对立-融通”的关系。正是在这种对立与统一的关系中,人文主义课程与科学主义课程不断发展和完善自己,吸对方之精华,去自身之糟粕,共同推动着课程向前发展。     

From the Workplace to Academia: Nontraditional Students and the Relevance of Workplace Experience in Technical Writing Pedagogy

In this study, I compared initial drafts of job application cover letters by nontraditional students in an introductory professional writing course with those by traditional students to determine if prior workplace experience improves rhetorical adaptability in students' writing. Although one might expect nontraditional students to display more rhetorical adaptability, this study reveals no difference. These results suggest that minor changes in pedagogy may help nontraditional students use their workplace experience to improve workplace-oriented writing in the classroom.     

畜牧兽医专业实践教学的创新与改革探讨

针对畜牧兽医专业实践教学改革的背景及改革与创新的内容,结合周口职业技术学院畜牧兽医专业的实际探讨改革的措施,旨在为同类院校的专业实践教学改革提供借鉴。     

现代学徒制中企业课程内容与教学过程分析——基于工作场所学习理论的视角

企业课程是现代学徒制课程体系建设的主要组成部分。工作场所学习理论是现代学徒制企业课程建设的理论基础,现代学徒制企业课程实质上是一种工作场所学习体系。基于工作场所学习理论的视角,企业课程的内容可分为:概念性知识、程序性知识、倾向性知识三种知识类型,其教学过程包括知识获得、参与实践共同体、知识系统化生成三个阶段。在工作场所学习理论的指导下,应该合理地对现代学徒制中企业课程的内容进行组织,同时根据学习的过程,有计划、有步骤地设计教学,最终促进现代学徒制中学徒工作场所学习的规范化。     

促进个人知识形成的离散数学课程改革与实践

本文通过分析课程特点以及传统教学过程中存在的问题,以个人知识秩序理论为基础,提出了促进个人知识形成的离散数学课程改革与实践方案,对离散数学的课程开发模式、授课内容、教学模式进行研究与探索,构建离散数学课程的新秩序,进而提高教学质量,促进个人知识的形成。     

Reconstructing Iconic Experiments in Electrochemistry: Experiences from a History of Science Course

The decomposition of water by electricity, and the voltaic pile as a means of generating electricity, have both held an iconic status in the history of science as well as in the history of science teaching. These experiments featured in chemistry and physics textbooks, as well as in classroom teaching, throughout the nineteenth and twentieth centuries. This paper deals with our experiences in restaging the decomposition of water as part of a history of science course at the Norwegian University of Science and Technology, Trondheim, Norway. For the experiment we used an apparatus from our historical teaching collection and built a replica of a voltaic pile. We also traced the uses and meanings of decomposition of water within science and science teaching in schools and higher education in local institutions. Building the pile, and carrying out the experiments, held a few surprises that we did not anticipate through our study of written sources. The exercise gave us valuable insight into the nature of the devices and the experiment, and our students appreciated an experience of a different kind in a history of science course.     

脑科学与美国小学科学课程改革新进展

目前，我国的科学课程改革正处于攻坚阶段,然在许多方面已经取得了很大的改观，但从总体上来看，改革所依托的心理学基础不够厚实，脑科学方面的理论尤为薄弱。本文介绍了美国科学课程改革和脑科学之间的关系，希望通过此文，能对国内的科学教育改革有所启示。     

科学课的特点及其对专任教师的要求

作为新课改中的科学课有其自身的特点，把握这些特点，对科学课专任教师提出新的要求，是如何进一步推进新课程改革应该重视的问题。     

科技英译汉50例

本文从正误两方面分析了50例典型的英译汉句子。指出了科技翻译中常见的错误和应着重注意的问题,介绍了从实践中总结出来的行之有效的方法,诸如在词汇、语法结构及表达方法等方面的翻译技巧。     

In-service Initial Teacher Education in the Learning and Skills Sector in England: Integrating Course and Workplace Learning

The aim of the paper is to advance understanding of in-service learning and skills sector trainee teachers’ learning and propose ways of improving their learning. A conceptual framework is developed by extending Billett’s (International Journal of Educational Research 47:232–240, 2008) conceptualisation of workplace learning, as a relationally interdependent process between the opportunities workplaces afford for activities and interactions and how individuals engage with these, to a third base of participation, the affordances of the initial teacher education course. Hager and Hodkinson’s (British Educational Research Journal 35:619–638, 2009) metaphor of ‘learning as becoming’ is used to conceptualise the ways trainees reconstruct learning in a continuous transactional process of boundary crossing between course and workplace. The findings of six longitudinal case studies of trainees’ development, and evidence from other studies, illustrate the complex interrelationships between LSS workplace affordances, course affordances and trainee characteristics and the ways in which trainees reconstruct learning in each setting. The experience of teaching and interacting with learners, interactions with colleagues, and access to workplace resources and training are important workplace affordances for learning. However, some trainees have limited access to these affordances. Teaching observations, course activities and experiences as a learner are significant course affordances. Trainees’ beliefs, prior experiences and dispositions vary and significantly influence their engagement with course and workplace affordances. It is proposed that better integration of course and workplace learning through guided participation in an intentional workplace curriculum and attention to the ways trainees choose to engage with this, together with the use of practical theorising has the potential to improve trainee learning.     

非海洋科学专业“海洋科学导论”的教学改革研究

二十一世纪是海洋的世纪。大学生是社会主义的建设者和接班人,有责任和义务推进我国的海洋强国建设。“海洋科学导论”涵盖海洋科学主要分支学科的基本内容,有利于快速提高大学生的海洋意识。针对非海洋科学专业学生学习“海洋科学导论”以及教师授课过程中遇到的问题展开讨论,结合实例提出了相应的教学改革建议,有助于提高学生的学习热情,使学生更深刻地理解海洋学理论,进而更好地将其应用到自己的专业领域。     

从高校扣税历程探讨个人所得税改革

在肯定高校个人所得税扣缴工作成绩的基础上,通过采用数字对比的论证方法揭示出现行个人所得税体制在高校个人所得税扣缴历程中表现出的诸多弊端、漏洞及与实际扣缴工作的不协调之处,分析其造成的危害和产生的原因,并在此基础上探讨了个人所得税改革的方向以及可实现的途径。     

Introducing Undergraduates to the Nature of Science Through the Co-construction of Evolutionary Trees Evidence from a University Biology Course

Research in Science Education - Contrary to the situation at primary, middle, and secondary school levels, university science courses provide students with very few opportunities to reflect upon...