Students' Perception of Biology Fieldwork: The example of students undertaking a preliminary year at a UK university

It is widely held among biology teachers that fieldwork is valuable, but little is heard about students' perception of fieldwork or about the reasons for their liking or disliking fieldwork. This paper uses data from students to explore the hypotheses (1) that biology students with a positive perception of fieldwork have a less positive perception of laboratory work and vice versa and (2) that perception of fieldwork is related to demographic/personal factors and/or to pre-university perceptions and experience of fieldwork. Numeric indices of appreciation of biology field and laboratory work (I _field and I _lab) were determined using questionnaire information from 54 students. I _field and I _lab were positively correlated and there was no evidence of polarization of views; the problem that some students have a poor perception of both needs to be addressed. Mature students had a more positive view of fieldwork than 18–20-year-olds. However, regression analysis of I _field against principal components suggested that demographic/personal factors had relatively little overall influence (< 20%) on appreciation of fieldwork. Perception of fieldwork at university was related to the rank given to fieldwork when choosing a university course. However, students who had participated in pre-university fieldwork did not have a more positive perception of university fieldwork; although students who recalled a worst memory of pre-university fieldwork had a less positive perception of fieldwork at university. The seeming mixed relevance of pre-university fieldwork suggests that the relationship between perception of fieldwork undertaken at university and quality of pre-university fieldwork is an area for future research.     

社会工作专业实习教学的阶段模式

本文重点讨论我院社工专业实习教学的设计原则、实施过程,并介绍了我专业在实习教学本土化的一 个尝试--阶段模式的特点和操作方法。     

The Teacher-Student Relationship in Secondary School: Insights from excluded students

This paper is derived from a study of excluded students' perceptions of their educational experience. It is based on the accounts of 33 young people, all permanently excluded from school. Through in-depth, semi-structured interviews a number of salient features of the school experience were raised. One of these features is the students' relationships with teachers. This paper considers excluded students' perceptions of teacher qualities that either foster or hinder the development of positive relations, disciplinary practice as a particularly significant set of interactions that affect relationships, and the hierarchical social structure in which these relationships are formed and operate. The result is an ideal model of the teacher-student relationship based on the excluded students' accounts. This model reconsiders power relations in order to create a set of interactions that recognises the students' non-child status while, at the same time, highlighting teacher-specific responsibilities such as duty of care.     

The Benefits of Cooperative Learning to Socio-scientific Discussion in Secondary School Science

The aim of this research was to determine the benefits of cooperative learning to opening up socio-scientific discussion in secondary science. Seventy-four classes of 20 13–14-year-old pupils in one secondary school were observed engaging in discussion concerning climate change over three rounds of action research involving 12 teachers associated with the implementation of a Topical Science strand of a new national science curriculum. Pupil views on the cooperative learning approach used to facilitate the lessons and the associated discussion were determined using a pupil questionnaire (n?=?171). By the end of the action research, the overall average typical exchange in the observed lessons was between pupil-to-pupil (mean?±?SD, 41%?±?5%) and pupil-to-teacher (32%?±?4%) with teacher-to-pupil interactions accounting for only 27%?±?5% of exchanges. However, the pace of the typical exchanges was predominantly fast with most of the questions being a mixture of low order on task questions from teacher-to-pupil; technical exchanges, inquiring what to do from pupil-to-teacher; and quiz questions from teacher-to-pupil or from pupil-to-pupil. Questionnaire data indicated that overall 50.3% of pupils enjoyed the discussion (on global warming) and 59.7% did not find it boring. Nevertheless, only 45% felt that they were given the chance to express their own opinions during these discussions. Prior to these lessons, 59.6% were not interested in the issue of climate change and global warming. Cooperative learning facilitated a shift in the pattern of typical exchanges away from a teacher-dominated discourse towards a more pupil-centred, open discourse.     

Twenty First Century Science: Insights from the Design and Implementation of a Scientific Literacy Approach in School Science

Although the term “scientific literacy” has been increasingly used in recent years to characterise the aim of school science education, there is still considerable uncertainty about its meaning and implications for the curriculum. A major national project in England, Twenty First Century Science, is evaluating the feasibility of a more flexible science curriculum structure for 15‐year‐old and 16‐year‐old students, centring around a core course for all students with a scientific literacy emphasis. Over 12,000 students in 78 schools have followed this course since September 2003. The development of a detailed teaching programme is an important means of clarifying the meanings and implications of a “scientific literacy” approach. Questionnaire data from teachers at the end of the first and second years of the project (N = 40 and N = 51) show a strongly positive evaluation of the central features of the course design. Teachers perceive the scientific literacy emphasis as markedly increasing student interest and engagement. Key challenges identified are the language and reasoning demands in looking critically at public accounts of science, and the classroom management of more open discussion about science‐related issues.     

Resilience following emotional abuse by teachers: Insights from a cross-sectional study with Greek students

An integrative socio-ecological model was developed to investigate the impact of emotional abuse by teachers on children’s psychological functioning and test the role of social support and self-confidence as protective factors associated with resilience. Emotional abuse by teachers, social support from family, peers, school and a significant adult from the community, self-confidence and psychological functioning were assessed in a sample of young Greek school students aged 9–12 years (n = 223, mean age = 10.8, SD = 0.885). Results revealed that exposure to emotional abuse by teachers predicted behavioural problems in school students suggesting a negative effect of these experiences on psychological functioning. The bootstrapped mediation model showed that the impact of emotional abuse by teachers on psychological functioning was significantly diminished through the influence of social support and self-confidence. Also, social support exerted a strong positive impact on self-confidence. This is the first study to show that individual and environmental factors using a socio-ecological model of resilience influence the adverse outcomes of this form of abuse in school aged children. These findings suggest that emotional abuse by teachers should be considered as a potential source of behavioural problems and adjustment in elementary students. Social support through its strong effect on self-confidence is an important protective factor of resilience against emotional abuse by teachers.     

Learning experiences in a giant interactive environment: insights from The Cube

In November 2012, Queensland University of Technology in Australia launched a giant interactive learning environment known as The Cube. This article reports a phenomenographic investigation into visitors’ different experiences of learning in The Cube. At present very little is known about people’s learning experience in spaces featuring large interactive screens. We observed many visitors to The Cube and interviewed 26 people. Our analysis identified critical variation across the visitors’ experience of learning in The Cube. The findings are discussed as the learning strategy (in terms of absorption, exploration, isolation and collaboration) and the content learned (in terms of technology, skills and topics). Other findings presented here are dimensions of the learning strategy and the content learned, with differing perspectives on each dimension. These outcomes provide early insights into the potential of giant interactive environments to enhance learning approaches and guide the design of innovative learning spaces in higher education.     

高师院校大学生非正式学习的现状探究——社会性软件使用的调研与结果分析

从实证研究角度出发,对高师院校在校大学生利用社会性软件进行非正式学习的现状进行了调研,对调查数据进行统计分析,发现存在问题及影响因素并探究解决方案.研究统计结果对科学掌握在基于网络的协作环境下进行非正式学习的现状,对相关教学内容的选择和设计提供了思路,也对其他院校利用社会性软件进行非正式学习具有一定的参考价值.     

Towards a pedagogy of science teaching: an exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school

This mixed method study investigated the extent to which the use of a model built around student-led questioning and feedback improved the learner engagement and attainment of a cohort of students. It compared outcomes from an experimental with a control group of students in Key-Stage 3 using a set of parameters. It found that the experimental group, who were taught using this model, showed improvements in engagement and attainment when compared to the control group. A model of discourse was proposed to help students take ownership of their learning and offered as a means of helping to transform science teachers’ classroom pedagogy.     

School Innovation in Science: A Model for Supporting School and Teacher Development

‘School Innovation in Science’ represents a model, developed through working with more than 200 Victorian schools, to improve science teaching and learning. SIS works at the level of the science team and the teacher, providing resources to challenge and support the change process. Its emphasis is on strategic planning supported by a framework for describing effective teaching, materials for auditing practice and planning initiatives, and a networked support structure. Experience and results from the project, concerning the nature and extent of change, will be used to provide insight into the multidimensional nature of the change process and to suggest a number of principles concerning support for change. Arising out of this, the major elements of a School Innovation Model are identified, that supports a transformative agenda for schools more generally.     

Computer support for knowledge communication in science exhibitions: Novel perspectives from research on collaborative learning

In this article, the potentials of advanced technologies for learning in science exhibitions are outlined. For this purpose, we conceptualize science exhibitions as dynamic information space for knowledge building which includes three pathways of knowledge communication. This article centers on the second pathway, that is, knowledge communication among visitors. We argue that advanced technologies have specific potentials to support all forms of visitor-to-visitor knowledge communication and, furthermore, allow for new forms of knowledge communication among unacquainted visitors and beyond the actual museum visit. We discuss mechanisms of collaborative learning with regard to their relevance for visitor-to-visitor knowledge communication and present prototypical advanced media applications in science exhibitions that address these mechanisms. This article both contributes to our understanding of collaborative learning in science exhibitions and the support advanced technologies can provide for visitor-to-visitor knowledge communication in science exhibitions.     

Learning while playing: Children's Forest School experiences in the UK

Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are informing learning in mainstream settings. This novel study examined primary school children's experiences of engaging in a Forest School programme in relation to this intersection between formal and informal approaches to learning. It explored how children interpret their experiences when faced with a fusion of learning environments and critically evaluates the benefits children realise, when asked to reflect on their learning engagement in both classroom and outdoor settings. Interviews were conducted with 33 children from two mainstream primary schools in England who had recently completed a 6-week Forest School programme. A rigorous phenomenological thematic analysis revealed three inter-related themes: a break from routine; learning through play; collaboration and teamwork. The findings suggest that the blending of Forest School with mainstream settings contributes to children's social, cognitive, emotional and physical skill development through experiential learning using play. These findings are significant because they not only emphasise the values of social constructivist play-pedagogy which underpin Forest School practice, but also highlight the need for primary schools to consider learning outside of the classroom as an effective pedagogy.     

School building design for feeding programmes and community outreach: Insights from Ghana and South Africa

This article investigates how school building design can support primary school feeding programmes in low- and middle-income countries. Furthermore it argues for schools to become community “development hubs”; incorporating both local access to education and also to programmes for nutrition, ICT, health education and other services, outside of school hours. It reviews the literature on school feeding programmes. Data from field research on schools in Ghana and South Africa is used to identify the key design issues for schools delivering feeding programmes. It considers how national education policies can affect school planning and building priorities. The article concludes by calling for the evolution of a new school design model, in which the school site becomes a “development hub”, supporting children” education, associated support activities including school feeding, and importantly also, integrated community development outreach activities.     

Placement-based learning and learner engagement: findings from a new university in the UK

This paper addresses the potential for engaged learning among final-year undergraduate Education Studies students at a new, post-1992. It discusses a case study analysis of a ‘Directed Experiential Learning’ (DEL) intervention in the final year of an education studies degree designed to engage and motivate students and emphasise the links between theory and practice for them. Implementation took place in 2012–2013 with a cohort of 37 students and quantitative and qualitative analysis was performed afterwards to investigate the perspectives of students (online questionnaire and interview with 2 students) and tutors (4 individual interviews) on the DEL approach applied. The study described should be of particular interest to those teaching on and designing third level education studies programmes as well as related disciplines that might participate in integrated working arrangements in practice (e.g. nursing, social care).     

Encouraging IT students to get serious about assignment writing: evaluation of a Web-based initiative

Traditionally, students attending university have received support for their assignment writing within a face-to-face framework. Academic writing support delivered via the Internet needs to be rendered in very subject-specific terms for the resource to be perceived as valuable. This paper reports on a project involving writing support staff and a computer science subject leader to develop and evaluate a Web-based academic skills tutorial. The tutorial sought to provide online learning support for interpreting an information technology (IT) assignment topic, extracting information from sources, and integrating the material into a report with the support of online lexical tools. The evaluation sought to determine whether the students found the resource helpful, if improvements were still required, and what implications there were for integrating the resource with subject teaching. Students perceived most value in those sections of the resource that provided them with examples and models, and least in those that required them to engage in interactive activity.     

The Roles of Aesthetic Experience in Elementary School Science

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.

The Implementation of Curriculum Change in School Science in England and Wales

Summaries

English

Science curriculum development in England and Wales started some 20 years ago and has led to the development of science curricula covering all major subjects, age levels and ability ranges. Dr Waring reviews, in this article, the successes and failures of the curriculum reform activities, and examines the underlying causes. In this review she draws extensively on the findings from researches into curriculum implementation, conducted in Britain and elsewhere.     

Sharing,Talking, and Learning in the Elementary School Science Classroom: Benefits of Innovative Design and Collaborative Learning in Computer-Integrated Settings

Impact on student achievement of randomly assigned students working individually or collaboratively in mixed- and matched-gender pairs at a computer on predetermined science tasks was investigated. Collaborative dyads shared a computer and screen as each operated an independent keyboard and mouse. A mixed gender control group working individually at their respective computers was used for comparison purposes. A software application was designed to facilitate collaborative work and track the quantity of text written by users and their respective use of time. A final written assessment was conducted to compare the level of academic achievement between the control group and the experimental. A significant difference in academic achievement resulted.