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国外研究者分别探讨了小学教师科学教学效能感的测量、影响因素、来源及其转变,但这些研究多基于西方文化背景,由于测量工具单一而导致一些研究结论不一致。我国小学教师科学教学效能感的研究还是空白,因此,应基于我国的实情和文化环境进行一些开创性研究。本领域的一些研究难题也昭示了将来的研究方向。 相似文献
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This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers’ science teaching self-efficacy, teaching and learning conceptions, technological–pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes) using a mediational model approach. A total of 233 science teachers from 41 elementary schools in Taiwan were invited to take part in the study. After ensuring the validity and reliability of each questionnaire, the results indicated that each measure had satisfactory validity and reliability. Furthermore, through mediational models, the results revealed that TPACK-I and Attitudes mediated the relationship between teaching and learning conceptions and science teaching self-efficacy, suggesting that (1) knowledge of and attitudes toward Internet-based instruction (KATII) mediated the positive relationship between constructivist conceptions of teaching and learning and outcome expectancy, and that (2) KATII mediated the negative correlations between traditional conceptions of teaching and learning and teaching efficacy. 相似文献
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Journal of Science Teacher Education - 相似文献
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Barbara K. Sullivan-Watts Barbara L. Nowicki Minsuk K. Shim Betty J. Young 《Journal of Science Teacher Education》2013,24(5):879-905
This study examined the influence of a professional development program based around commercially available inquiry science curricula on the teaching practices of 27 beginning elementary school teachers and their teacher mentors over a 2 year period. A quantitative rubric used to score inquiry elements and use of data in videotaped lessons indicated that education students assigned to inquiry-based classrooms during their methods course or student teaching year outperformed students without this experience. There was also a significant positive effect of multi-year access to the kit-based program on mentor teaching practice. Recent inclusion of a “writing in science” program in both preservice and inservice training has been used to address the lesson element that received lowest scores—evaluation of data and its use in scientific explanation. 相似文献
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In this paper we report on teachers’ and students’ participation in authentic science research in out of school time science
clubs at elementary schools. In the program four to five teachers worked alongside practicing scientists as part of their
research groups. Each teacher facilitated a club with 10–15 students who, by extension, were members of the scientists’ research
groups. Over the 3 years of the project nearly 30 teachers and over 500 children participated in the clubs. In this paper
we present a case study of teachers and children who worked with an analytic chemist at a major university whose field of
research is environmental arsenic. We illustrate how the professor mentored the teachers and how they in turn mentored the
children. We show how the elementary school teachers who had very little formal science education gained the expertise needed
to mentor the children. We found that in less than one academic year the teachers were able to gain the knowledge and skills
to facilitate the children’s legitimate participation in authentic scientific research; and that the children gained the methodological
and intellectual proficiency needed to contribute useful data and findings to the scientist’s research program. 相似文献
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文章针对小学科学课堂教学的现状与小学科学课堂教学的特殊性,结合新课程条件下小学科学教学的目标、理念和课堂教学设计有效性的要求,以小学科学《七色光》这一具体的教学内容片断为对象,探索小学科学课堂教学设计的有效性策略和实施途径。提出了"五步-四层"的课堂教学模式。 相似文献
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《The Journal of educational research》2012,105(3):139-143
AbstractThe study investigated the effect of two testing approaches on informational achievement in a technical industrial education course. Two equated groups of students were administered either a high difficulty or low difficulty form of unit achievement examinations which served as the experimental factor. Informational achievement was measured by pretest-posttest gain of each testing approach. Comparisons were made (1) between the total populations of the treatment groups, (2) of the ability levels between the treatments, and (3) of the ability levels within each treatment. The findings revealed that while significant gains were found in the informational achievement of both groups, the gains associated with the “low difficulty testing approach” were significantly higher than those of the “high difficulty testing approach.” 相似文献
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中小学双语与双语教学:理念与模式 总被引:3,自引:0,他引:3
本文对中小学双语教学的理念与模式进行了学术上和运作两个层面的探讨,提出对双语和双语教学的概念应该从语言学和教育学的双重视角进行解读,并要根据我国国家的语言政策规定和教育行政部门的语言教学指导,在有条件的地区和学校进行。为了更好的推进当前的双语教学改革实践,本文借鉴国际上八大双语教学模式,提出我国中小学双语教学四大板块运作方案。 相似文献
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自19世纪中叶起,西方小学科学课程发展经历了实物教学、自然学习和现代小学科学课程三种形态,教育目的从最初的促进个人心智发展到今天的促进个人-社会共同发展.进入21世纪,重视小学科学课程的基础性作用、构建平衡的科学课程将成为未来的重要发展方向. 相似文献
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陈丽艳 《延边教育学院学报》2010,24(3):107-109
小学英语教学中,运用好教材中的英语儿童歌曲并把它贯穿在单元教学中,对提高学生的英语学习效果和兴趣有很大的帮助。课前欣赏歌曲,可用音乐烘托氛围;用歌曲导入新课,可使学生耳目一新;用歌曲提出问题、回答问题,可以增强教学效果;用歌曲巩固教学,可以拓展新知,开阔学生的视野。 相似文献
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Inquiry-Events as a Tool for Changing Science Teaching Efficacy Belief of Kindergarten and Elementary School Teachers 总被引:1,自引:1,他引:1
Researchers agree that science education should begin at childhood, due to its contribution to later cognitive skill development. However, in most cases only a small portion of kindergarten and elementary school activities is related to science. Given the tremendous impact teachers have on children and on the success or failure of their curriculum, teachers' efficacy belief toward science teaching (TEBTST) should be of significant concern. It is suggested herein that in order to improve TEBTST, the science curriculum should be developed not only from the perspective of the child's needs, but will explicitly consider the teachers' needs as well. Such an approach is described in this study, and is labeled as the Inquiry Events (IE) teaching method. This method involves relating to an open-ended problem situated in real life, that encourages investigation of a variety of issues—ethical, economic, scientific, etc.—which both kindergarten and elementary school teachers are accustomed to considering. The method encourages teachers to relate to these daily situations by introducing scientific questions, which they would ordinarily ignore or omit. Using the STEBI (Science Teaching Efficacy Beliefs Instrument) questionnaire before and after a 4-day workshop introducing the IE method, it was found that IE improved TEBTST and increased their confidence in teaching science. 相似文献
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于秋叶 《黑龙江教育学院学报》2014,(4):95-97
自组织方法论作为一种科学的方法论,将课堂教学这个复杂大系统下的诸多要素抽象出来,使复杂的科学教学简单化。它突破了经典科学范式的局限,揭示了事物自主演化的规律,提出了一种整体性教学的思想,打破了传统教学将教学内容分割成几个部分来认识的思维定式。为突破传统思维下的被组织教学提供了新的方法论视角,有助于教师更好地把知识、技能、能力、人格转化成学生适应社会生活的现实力量。 相似文献
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This paper reports a test on the feasibility and educational value of probeware and associated instructional materials in middle school science education. We addressed feasibility through consideration of costs, teacher professional development, and instructional design. In order to test our approach, we developed 2 middle school science curriculum units, 6 low-cost probes that interface between handheld Palm computers, and CCLabBook software for the Palms that presents the curriculum, interfaces with the probes for data collection and visualization, and supports guided exploration. The materials were tested by 30 teachers in the first year, and in a follow-up study by 8 of those teachers the second year. We found that teachers were able to conduct the investigations successfully in their classrooms, and that student learning was enhanced through the use of the probes and handhelds. Specifically, students experienced the physical correlation between phenomenon and modeling, which helped them to develop understanding and to confront misconceptions. 相似文献
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The role of aesthetic experiences for learning was examined in elementary school science. Numerous authors have argued for
a science education also involving aesthetic experiences, but few have examined what this means empirically. Recordings of
children’s talk with each other and with the teacher during hands-on activities in nine different science units were made.
How the children and teachers used aesthetic judgements and how these judgements were part of aesthetic experiences of the
science assignments were analysed. For the analysis a pragmatist perspective was used, especially drawing on Dewey and the
later Wittgenstein. The results showed how aesthetic judgements occurred in moments of anticipation and moments when the science
activities were brought to fulfilment. In this way children used aesthetic judgements normatively about what belonged in science
class and what to include and exclude. In this way aesthetic judgements were an important part of learning how to proceed
in science class. In using aesthetic judgements the children also talked about their own place in science class and whether
they belonged there or not. In this way aesthetic experience is tightly related to learning science as participation. Learning
science also meant learning a special kind of aesthetics, that is, learning how to distinguish the science context from other
contexts. The fact that children liked or disliked something outside school did not necessarily mean that it was experienced
aesthetically in the same way in school, but needed to be re-learnt. What these results mean for science education is discussed
at length. The connection between aesthetics and learning to observe is also briefly discussed.
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Britt JakobsonEmail: |