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1.
Advocates of constructivist science recommend that school science begins with children’s own constructions of reality. This
notion of the way in which students’ knowledge of science grows is closely paralleled by recent research on teachers’ knowledge.
This paper draws on case study evidence of teachers’ work to show how two experienced teachers’ attempts to develop alternative
ways of teaching science involved reframing their previous patterns of understanding and practice. Two alternative interpretations
of the case study evidence are offered. One interpretation, which focuses on identifying gaps in the teachers’ knowledge of
science teaching, leads to theconstructivist paradox. The second interpretation explores theconstructivist parallel, an approach which treats the process of teachers’ knowledge growth with the same respect as constructivists treat students’
learning of science. This approach, the authors argue, is not only more epistemologically consistent but also opens up the
possibilities of helping teachers lead students towards a constructivist school science.
Specializations: Teachers’ knowledge and culture, educational change, qualitative research methodology.
Specializations: Teachers’ knowledge, imagery and teachers’ work, teacher collegiality, supervision of teachers’ work. 相似文献
2.
DR. Paul Gardner 《Research in Science Education》1992,22(1):140-148
The notion that technology is the application of science to the making of artefacts is a widely-held, persistent and influential
view. Considerable scholarly work has been done during the past quarter century to refute it on the grounds that it is historically
and ontologically inaccurate. It is a view which fails to recognise the contribution of non-scientific factors to technological
development,which neglects the reverse contribution of technology to science, and which offers a superficial account of the
process of application. This paper focusses on this last point, and argues that in those cases where science is applied to
technology, the application process is usually exceedingly complex. The process involves the selection of appropriate knowledge,
the adoption of differing criteria and the translation and re-shaping of knowledge to make it amenable to the technologist.
The issue has important implications for the school curriculum.
Specializations: science/technology education, technology teacher education, educational evaluation. 相似文献
3.
Dr Denis Goodrum MS Judith Cousins Dr Adrianne Kinnear 《Research in Science Education》1992,22(1):163-169
The study attempts to identify the factors which affect teacher's reluctance to teach science, then explains an approach to
help teachers teach science in a worthwhile manner over the school year while monitoring any changes in their confidence and
competence. It was found that the condidence and competence of the teachers improved during the year such that they were able
to teach successful science lessons on a regular basis.
Specializations: primary science and technology education, curriculum development and implementation, teacher education.
Specializations: primary science curriculum, early childhood education, gender and science.
Specializations: primary science and technology education, issues related to girls in science and technology. 相似文献
4.
This research was carried out over a period of ten months with children in Grades 2 and 3 (aged 7 and 8) who were participating
in a sequence of technology activities. Since the introduction into Victorian primary schools ofThe Technology Studies Framework P-10 (Crawford, 1988), more teachers are including technology studies in their classrooms and by so doing may assist children's
understanding of science concepts. Children are being exposed to science phenomena related to the technology activities and
Technology Studies may be a way of providing children with science experiences. ‘Technology Studies’ in this context refers
to children carrying out practical problem solving tasks which can be completed without any particular scientific knowledge.
Participation in the technology activities may encourage children to become actively involved, thereby facilitating an exploration
of the related science concepts. The project identified the importance of challenge in relation to the children's involvement
in the technology activities and the conference paper (available from the first author) discusses particular topics in terms
of the balance between cognitive/metacognitive and affective influences (Baird et al., 1990)
Specializations: science and technology education, interest and attitudinal change.
Specialization: technology in the primary school. 相似文献
5.
Gender-inclusive technology materials for the primary school: A case study in curriculum development
Dr. Adrianne Kinnear Dr. David Treagust Dr. Leonie Rennie 《Research in Science Education》1991,21(1):224-233
This paper describes how an idea for technology education materials developed into a process for producing unique curriculum
modules for teaching technology in a gender-inclusive way to primary children. Using a case-study format, the paper describes
the interaction between participants, the sequential evolution of the materials themselves and the degree to which success
was achieved in terms of the original goals. The study demonstrates how an awareness of gender bias needs to be a feature
from the earliest stages of curriculum development, through to the trialling and modification stages. The curriculum materials
were a product of effective cooperation between teachers, science educators and community representatives. They utilise a
“process” approach to the teaching of technology and in this presentation, we demonstrate how this same approach is a useful
framework for describing this particular curriculum development.
Specializations: primary science and technology education, gender issues.
Specializations: diagnosis of student learning and teaching for conceptual change, technology education, curriculum evaluation.
Specializations: affective aspects of science and technology education, gender issues. 相似文献
6.
Concern is increasingly being expressed about the teaching of higher order thinking skills in schools and the levels of understanding
of scientific concepts by students. Metaphors for the improvement of science education have included science as exploration
and science as process skills for experimentation. As a result of a series of studies on how children relate evidence to their
theories or beliefs, Kuhn (1993a) has suggested that changing the metaphor to science as argument may be a fruitful way to
increase the development of higher order thinking skills and understanding in science instruction. This report is of a case
study into the coordination of evidence and theories by a grade 7 primary school student. This student was not able to coordinate
these elements in a way that would enable her to rationally consider evidence in relation to her theories. It appeared that
the thinking skills associated with science as argument were similar for her in different domains of knowledge and context.
Specializations: science learning, scientific reasoning, learning environments, science teacher education.
Specializations: cognition, reasoning in science and mathermatics. 相似文献
7.
Mr. Ray Peterson Associate Professor David Treagust 《Research in Science Education》1992,22(1):323-330
This paper discusses a preliminary investigation into primary pre-service teachers' pedagogical reasoning skills. Results
from this investigation led to the development of a problem-based learning model which focused on improving primary pre-service
teachers' pedagogical reasoning skills. The problem-based learning model uses pedagogical reasoning as the basis for creating
problem situations for the pre-service teachers to investigate. The paper reports on pre-service teachers' views on the use
of the approach to improve their pedagogical reasoning skills.
Specializations: science teacher education, learning in science, chemistry education.
Specializations: student learning, conceptual change, technology education, curriculum evaluation. 相似文献
8.
The preservice training of primary teachers is an opportunity to provide positive experiences which may ameliorate students'
anxiety about science and science teaching, and enhance their beliefs that they may become effective science teachers. The
previous and current science related experiences, and beliefs, of an intake of primary teachers participating in an introductory
science content subject, were explored. Matter and energy concepts were major content components of the subject. Data were
collected from pre- and post-test administrations of psychometric tests designed to measure students' science teaching self-efficacy,
science related attitudes, interest in science teaching, and preferred learning environment. A randomly selected sample of
students was interviewed at the commencement and finish of the subject. One third of the sample was assigned to a study group
in which a constructivist approach to laboratorys sessions was adopted. The remainder of the sample experienced a more traditional
transmissive format in laboratory sessions. Analysis of the quantitative data revealed no group differences in self-efficacy.
Interesting contrasts between students evident in the data from the interviews facilitated the articulation of tentative assertions
about the causative factors that may influence the development of students' sense of self-efficacy and possible science related
anxiety.
Specialisations: science teacher education, conceptual change, scientific reasoning.
Specialisations: science teacher education, conceptual change, scientific reasoning. 相似文献
9.
MS. Christine Chin DRS. Ngoh-Khang Goh Lian-Sai Chia Kam-Wah Lucille Lee DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information
to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science
curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service
primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting
their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes
part of the science curriculum, as teaching behaviour influences student learning outcomes.
Specializations: science eeducation
Specializations: educational measurement, research methodology. 相似文献
10.
In recent years Australian primary schools have adopted an across-the-curriculum approach to writing. However, relatively
little research has been conducted in the area of primary science. This paper reports the result of a small scale collaborative
study involving a Year 2 and a Year 5 class, and their classroom teacher, which used science activities as the basis for developing
report-writing skills using a framework consisting of three focus questions. Students in both classes learned to use the framework
in one term and it was found that it improved the quality of reports.
Specialisations: science and technology curriculum development, secondary and primary teacher education in agriculture, science and environmental
education.
Specialisations: cognition and curriculum, early childhood and primary teacher education in science and social education. 相似文献
11.
Alison Grindrod Andrea Klindworth Dr. Marjory-Dore Martin Russell Tytler 《Research in Science Education》1991,21(1):151-160
In 1990, a large proportion of third year primary trainee teachers at Victoria College had observed or taught very few or
no science lessons during the first two years of their course. The students felt that a lack of content knowledge, a crowded
school curriculum, and problems associated with managing resources and equipment, were the main factors contributing to the
low level of science being taught in schools. By the end of their third year significantly more students had taught science
than after the second year. There was also a change in approach to teaching science with more practical activities being included
than previously. The science method unit taught to the students in the third year of their course contributed to this increase.
The students considered the hands-on activities in class to have been the most effective aspect of the unit in their preparation
for the teaching of primary science.
Specializations: children's learning in science, primary teacher education.
Specializations: student understanding of biology, evaluation of formal and informal educational settings.
Specializations: gender, science and technology, environmental education.
Specializations: children's learning in science, language and science. 相似文献
12.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
13.
Deborah Corrigan Peter Fensham Jennifer Sheed Rosemary Hutchinson 《Research in Science Education》1992,22(1):403-405
Conclusion The difficulty of sharing meaning of curriculum intentions between different groups is highlighted in this study. The acceptance
of the novel features of the Chemistry Study Design is mixed. The longitudinal nature of the study helped to identify the
difficulty teachers had in understanding the meaning of these novel features although the experiences of teaching units in
the VCE chemistry course have enabled some teachers to shift in their construction of the meaning of the words and messages
around them.
Specializations: chemistry and science education, technology and industry links with sicence in schools.
Specializations: science and technology curriculum, environmental education, educational disadvantage.
Specializations: curriculum change, science career paths.
Specializations: science education, computers in schools. 相似文献
14.
The Sci-Tec project was based on an interactive, non-deficit model of in-service in which the fundamental principle was to
value the expertise of all participants, and to encourage them to share that expertise with others. As part of the unfolding
of the project, the participants also identified various areas of need as they arose, and these too became elements of the
in-service agenda. The model has proved to be robust when applied in a wide range of schools, and with teachers who originally
expressed widely varying degrees of confidence and interest in teaching primary science and technology.
Specializations: primary science in-service education, curriculum leadership
Specializations: in-service and pre-service primary science and technology 相似文献
15.
Dr. Marilyn Fleer 《Research in Science Education》1992,22(1):132-139
The National Statement on Technology Education will soon be released in Australia. The statement advocates adesign,make andappraise approach to technology education. The document includes Year One children and provides exemplars of curriculum activities
for early childhood children. Although much curriculum development in technology education for primary and early childhood
has taken place in the UK, little research has been conducted within the early childhood area in Australia. This paper describes
a study which sought to investigate how thedesign,make andappraise approach could be implemented within early childhood using existing materials, procedures and teaching programmes. In particular,
the pre-school programme was considered to see if the approach was suitable for young children, and if girls could be encouraged
into this newly defined area of study.
Specializations: early childhood science education, early childhood technology education. 相似文献
16.
Mary Hanrahan 《Research in Science Education》1994,24(1):156-165
This paper presents a model for the type of classroom environment believed to facilitate scientific conceptual change. A survey
based on this model contains items about students' motivational beliefs, their study approach and their perceptions of their
teacher's actions and learning goal orientation. Results obtained from factor analyses, correlations and analyses of variance,
based on responses from 113 students, suggest that an empowering interpersonal teacher-student relationship is related to
a deep approach to learning, a positive attitude to science, and positive self-efficacy beliefs, and may be increased by a
constructivist approach to teaching.
Specializations: secondary school science learning environments, writing in science, alternative frameworks, the language of science. 相似文献
17.
The premise that underlies the pre-service science teacher education program at Monash University is the need to focus on
the nature of learning in ways that encourage student-teachers to reconsider their conceptions of learning and how this relates
to their view of teaching. The purpose of teaching portfolios is to act as a prompt for student-teachers to reconsider these
conceptions and as a way of helping them to better articulate their professional knowledge. The Science (Stream 3) student
teachers construct a portfolio of teaching strategies, episodes, ideas, etc. that demonstrate how they see their role as science
teachers. The portfolio is ungraded, openended and organised as a dynamic assessment task, not just a static end product.
This paper reports on student-teachers' understanding of, and approach to portfolios as they come to understand its purpose
and value.
Specializations: chemistry and science education, technology and industry links with science curriculum
Specializations: science education, reflection, curriculum and evaluation 相似文献
18.
Olugbemiro J. Jegede James C. Taylor Peter Akinsola Okebukola 《Research in Science Education》1991,21(1):198-207
Most of the curriculum design models within the technical-scientific approach utilise the rational and sequential process
of designing and inter-relating the various elements of the design process. While this procedure may be efficient and adequate
for conventional education in which the designers are professional science educators, there is doubt if it satisfies the particular
needs of distance education.
The experience accumulated through a multi-disciplinary team approach to distance learning courseware development for higher
education at the University of Southern Queensland Distance Education Centre motivated this study which primarily focused
on a search for an alternative approach to curriculum development with a more satisfactory functional value.
Using selected units in Engineering as a focus, an experiment was designed in which a variant of the classical Wheeler model
was used. This paper reports the results of this experiment. The implications for contemporary curriculum development initiatives
in science especially within distance education settings are pointed out.
Specializations: science education, learning strategies, curriculum development, instructional design, research and development in distance
education.
Specializations: Cognitive Science, curriculum development, instructional design, expert systems, research and development in distance education.
Specializations: science education, learning strategies, curriculum development, instructional design, research and development in distance
education. 相似文献
19.
Intelligent computer-assisted instructional systems have been constructed and applied within a wide range of fields. Very
few of these systems make explicit a central or set of core learning theories or learning environments upon which a system
is based. However, many of these systems have implicitly employed learning theories and environments. This paper looks at
a variety of intelligent computer-assisted systems with a view towards uncovering the latent learning theories they employ.
The interplay of the various learning theories needed to realise a student-initiated learning environment are discussed. The
central features required for such an environment to function and the limitations of realising such a learning environment
due to the state of the art of present day systems are also discussed.
Specializations: physics education; computer education; intelligent computer-assisted instructional systems; physics problem solving.
Specializations: chemical education, technology education, history and philosophy of science, learning theories. 相似文献
20.
This research focusses on the role of science educators in preparing technically educated graduates for their careers. A comparison
was made between the skills and abilities in science and technology students desired by industrial employers and whether New
Zealand graduates exhibit these qualities. To address some of the management-based issues identified by the research, the
design of a new Science and Technology Management course is outlined.
Specializations: science and technology education, co-operative education, development of professional skills.
Specializations: co-operative education programmes. 相似文献