Background
Recent reports have noted a need for increasing both the recruitment and retention of young people into the STEM disciplines. While many studies have reported on the benefits of classroom reform in formal education environments, less is known about the role of informal education programs in young people’s academic aspirations, interest and competence in science and math domains. 相似文献Background
An in-depth understanding of pre-service primary teachers’ progression towards teaching science through inquiry is critical for improving teacher education programmes and, ultimately, improving the quality of science teaching and learning in the classroom. 相似文献Background and Context
Women are underrepresented in the field of computer science, a trend that in part can be traced to girls’ early experiences with the discipline. 相似文献Background
Inquiry pedagogy has been advocated as means to engage and motivate students to learn science. The development of teacher formative assessment practice in inquiry is key for a successful implementation of student-centred inquiry pedagogy in the classroom. 相似文献Background
Inquiry-based learning has been widely adopted in educational practice especially in science education. Scaffolding plays an important role in fostering learning in sophisticated inquiry. Meanwhile, it is important not to undermine the open-endedness of inquiry activities and the nature of student-centred learning. 相似文献Objectives
This study aims to examine the association between attitudes, perceived competence, and social limitation among older adults with hearing impairment. 相似文献Background
Information Communication Technologies are increasingly present in the African educational system at all educational levels. However, their integration into pedagogical practices to improve the quality of teaching and learning across disciplines remains the exception. 相似文献Background
Cyberbullying is a significant problem for young people and secondary schools are the main institutions expected to address it. School anti-bullying measures have only modestly reduced the problem to date. 相似文献Background and Context
Sports and technology are often pitted as being at odds with one another. While there are several educational activities that make reference to sports we seldom see sports used as an authentic context for learning computing. 相似文献Background
The proportion of young people suffering from poor mental health is on the increase, including in Scandinavian countries. This increase seems paradoxical, as Scandinavian countries are among those with the lowest degree of material deprivation, economic inequality, and social exclusion. 相似文献Background
While open-cohort blended education programmes allow for accessible and flexible study trajectories, they may present social challenges to learners. Social presence is a possible a way of enhancing adult learners’ success. It can lead to an increased perception of community, which may result in lower rates of dropping out. 相似文献Background
This article focuses on the complementarity between formative interventions research conducted within the framework of cultural historical activity theory, action research and learning, as well as how this complementarity influences the researcher’s role. 相似文献Purpose: The purpose of this study was to identify preservice teachers’ ideas about how to increase students’ long-term interest in science.
Sample: The participants were 235 preservice primary teachers and 33 preservice secondary science teachers.
Design and Methods: Data collection was by questionnaire, interview and classroom observations.
Results: It was found that participants in both primary and secondary groups had very similar ideas about how to develop pupils’ long-term interest in science. These ideas mainly involved the use of hands-on activities, making science relevant, and using student-centred strategies or electronic media to make lessons fun and to enhance engagement. These can be interpreted as representing sources of situational interest (i.e. short-term interest arousal). These ideas broadly parallel the current theory on interest development, such that long-term individual interest is thought to develop from repeated experiences of short-term, situational interest.
Conclusion: The participants’ ideas in this study were intuitive, because they were not derived from an understanding of theory, but rather from their personal experiences of interest arousal at university, school and practicum. Nevertheless, their ideas were workable for a practitioner, because they broadly paralleled current theory on interest development. 相似文献