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1.
Dr. Keith Skamp 《Research in Science Education》1995,25(4):395-429
Several studies have suggested that preservice teacher education has little impact on student teacher conceptions about various
facets of teaching and learning. Most of these studies refer to generic teaching and learning, and very few have related to
primary science in particular. To explore this area eight primary student teachers were interviewed on six occasions during
the first two years of their Bachelor of Teaching degree. This paper reports the findings from part of these interviews. It
describes the (sometimes changing) conceptions which these eight students held about how they would recognise a “good” teacher
of science and the people and experiences they believed influenced the formation of these views. The differential impact of
past and present teachers and the teacher education program revealed possible implications for practica and science curriculum
units in particular, if teacher education is going to have an influence on preservice teachers' conceptions about teaching
and learning. 相似文献
2.
Associate Professor Keith Skamp 《Research in Science Education》1997,27(4):515-539
It is problematic whether primary teachers benefit by completing a first degree especially when the teaching of specific subjects,
here science, is the focus of attention. This study reports the comparative results of interviewing thirteen Canadian and
ten Australian student teachers, both about to commence their Bachelor of Education. The Canadian students had completed an
initial degree while nine of the Australian students were school leavers. The interviews, which explored views about teaching
primary science, were analysed with this factor in mind. Student teacher perceptions reported include: how to recognise a
“good” primary science teacher; perceptions of self as a “good” primary science teacher; expectations of how the teacher education
program could assist their science teaching; and whether (for the Canadian students) the initial degree will help in becoming
a primary science teacher. Analysis of the interviews suggests possible influences a first degree (among other factors) may
have on perceptions related to primary science teaching and raises questions about what is the best general approach for preparing
primary teachers to teach science effectivly. 相似文献
3.
During their years of schooling, students develop perceptions about learning and teaching, including the ways in which teachers
impact on their learning experiences. This paper presents student perceptions of teacher pedagogy as interpreted from a study
focusing on students' experience of Year 7 science. A single science class of 11 to 12 year old students and their teacher
were monitored for the whole school year, employing participant observation, and interviews with focus groups of students,
their teacher and other key members of the school. Analysis focused on how students perceived the role of the teacher's pedagogy
in constructing a learning environment that they considered conducive to engagement with science learning. Two areas of the
teacher's pedagogy are explored from the student perspective of how these affect their learning: instructional pedagogy and
relational pedagogy. Instructional pedagogy captures the way the instructional dialogue developed by the teacher drew the students into the learning process and enabled
them to “understand” science. How the teacher developed a relationship with the students is captured as relational pedagogy, where students said that they learned better when teachers were passionate in their approach to teaching, provided a supportive
learning environment and made them feel comfortable. The ways in which the findings support the direction for the middle years
and science education are considered. 相似文献
4.
Keith Skamp 《Research in Science Education》1987,17(1):76-86
Conclusions This group of preservice teachers entered their education programme with conceptions about teaching primary science which
are biased towards science content and preparation for secondary science. However, although process skills are not mentioned
specifically by the vast majority of students, about a third of the intake considered “problem solving/discovering” things
to be a purpose for teaching primary science. There would appear to be a ‘base’ for change towards a balanced process-product
so favourably to the structured questionnaire on choice of teaching strategies tends to support this opinion.
Process skill competency and orientation must be addressed in the preservice science units but with an appropriate emphasis
on their interdependence with concept development. Some input ensuring an understanding of the processes within the overall
scientific framework would seem to be required.
The next stage of this study will be to compare the pre- and post-unit data to determine a measure of the changes (if any)
that have occurred. As the unit focusses on student led discussions related to the interdependence of science process skill
and concept development [Harlen (1985), Chapters 1 to 7]; includes practical investigations which emphasise learner preconceptions
and investigation planning, data collecting and processing; and requires students to prepare lesson sequences revolving around
Harlen's “shapes”, e.g. hypothesis generation (p.p. 166–172), then significant changes are anticipated. 相似文献
5.
Alejandro J. Gallard Mart��nez 《Cultural Studies of Science Education》2011,6(3):719-723
This forum considers argumentation as a means of science teaching in South African schools, through the integration of indigenous
knowledge (IK). It addresses issues raised in Mariana G. Hewson and Meshach B. Ogunniyi’s paper entitled: Argumentation-teaching
as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges. As well as Peter Easton’s:
Hawks and baby chickens: cultivating the sources of indigenous science education; and, Femi S. Otulaja, Ann Cameron and Audrey
Msimanga’s: Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms. The
first topic addressed is that implementation of argumentation in the science classroom becomes a complex endeavor when the
tensions between students’ IK, the educational infrastructure (allowance for teacher professional development, etc.) and local
belief systems are made explicit. Secondly, western styles of debate become mitigating factors because they do not always
adequately translate to South African culture. For example, in many instances it is more culturally acceptable in South Africa
to build consensus than to be confrontational. Thirdly, the tension between what is “authentic science” and what is not becomes
an influencing factor when a tension is created between IK and western science. Finally, I argue that the thrust of argumentation
is to set students up as “scientist-students” who will be considered through a deficit model by judging their habitus and
cultural capital. Explicitly, a “scientist-student” is a student who has “learned,” modeled and thoroughly assimilated the
habits of western scientists, evidently—and who will be judged by and held accountable for their demonstration of explicit
related behaviors in the science classroom. I propose that science teaching, to include argumentation, should consist of “listening
carefully” (radical listening) to students and valuing their language, culture, and learning as a model for
“science for all”. 相似文献
6.
Pseudoscience beliefs (e.g., astrology, ghosts or UFOs) are rife in American society. Most research examines creation/evolution
among liberal arts majors, general public adults, or, infrequently, middle or high school science teachers. Thus, research
truncates the range of ersatz science thinking and the samples it studies. We examined diverse beliefs, e.g., extraterrestrials, magic, Biblical creation, and evolution, among 540 female and 123 male future teachers, including 325 elementary education majors. We study
how these cognitions related to education major and, because popular media often present pseudoscience “information”, student
media use. Future elementary educators most often rejected evolution and endorsed “creationism” or Intelligent Design. Education
majors held similar beliefs about astrology, UFO landings, or magic. Compared with other education students, elementary education
majors watched less news or science television and read fewer popular science magazines. However, religious and media variables
explained more variation in creation/evolution beliefs than education major. We discuss implications of our findings for elementary
school science education and how teacher educators may be able to affect pseudoscience beliefs among their elementary education
students. 相似文献
7.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献
8.
Reforms are typically criticized for failing to bridge the gap between practitioners and researchers and for the lack of research
support provided prior to implementation. Research has indicated that preservice teachers’ understandings of high-quality
science teaching are formed by teacher training programs. The purposes of this study are to investigate views about science
in preservice teachers in old and new teacher training programs and to determine whether and how these two programs shape
teacher trainees’ views of science. A total of 459 students from a 4-year elementary science teacher training program participated
in the study. A 41-item instrument was used to collect data. Four factors were extracted from the data, explaining 41.58%
of the variance, and the reliability was found to be .86. There were significant differences for both males and females between
the old and new programs. However, no difference was found between males’ and females’ total scores. In addition, students
from the two programs had significantly different scores on the sub-scales of “Anxiety” and “Uncertainty”. For example, males
in the new program had significantly higher scores on the “Anxiety” and “Uncertainty” sub-scales. The overall increase in
science course hours and decrease in science method course hours in the new program may account for these findings. 相似文献
9.
Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice 总被引:1,自引:0,他引:1
Charles J. Eick 《Journal of Science Teacher Education》2009,20(2):135-156
Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students based on
the select application of National Science Teachers Association’s National Standards for Science Teacher Preparation. Methods
students completed a resume, an interview on pedagogical preferences, and a learning styles survey to determine the reform-based
standards and pedagogical approaches that better fit their personal histories and identity formation as science teachers.
Each case was unique with one student better meeting the Standards of “Issues” and “Science in the Community” and the other
student better meeting the standards of “Inquiry” and the “Nature of Science”. Student teachers planned and taught lessons
based on their IRP and were mostly successful in meeting their prescribed standards and utilizing their preferred pedagogies.
However, their success in use of specific strategies supporting their approach was highly dependent upon classroom context.
The use of the IRP process as a reflective tool strengthening identity formation and early practice is discussed. 相似文献
10.
Current research indicates that students with enhanced knowledge networks are more effective in learning science content and
applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel
teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report
evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web
diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process
of implementation, including implications for teacher education. This is among the first reports that teachers can be provided
with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores
are among the lowest. 相似文献
11.
Sedat Ucar 《Journal of Science Education and Technology》2012,21(2):255-266
Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced
by teachers’ attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding
teaching and learning. The purpose of the study was to document pre-service teachers’ views on science, scientists, and science
teaching as well as the relations between these views and the offered courses over several years spent in an elementary science
teacher training program. The sample consisted of 145 pre-service elementary science teachers who were being trained to teach
general science to students in the 6th through 8th grades. The research design was a cross-sectional study. Three different
instruments were used to collect the data, namely, the “Draw a Scientist Test”, “Draw a Science Teacher Test”, and “Students’
Views about Science” tests. The elementary science teacher training program influenced pre-service science teachers’ views
about science, scientists and science teaching to different degrees. The most pronounced impact of the program was on views
about science teaching. Participants’ impressions of science teaching changed from teacher-centered views to student-centered
ones. In contrast, participants’ views about scientists and science did not change much. This result could be interpreted
as indicating that science teacher training programs do not change views about science and scientists but do change beliefs
regarding teaching science. 相似文献
12.
Hong Kong education has always been regarded as examination-oriented and students were taught only to memorize and not to
think. This paper gives an account of a school project in teaching critical thinking in the junior classes of a secondary
school. This project is a collaboration between lecturers in teacher education and teachers working in the frontline. As a
first attempt, the topic “fact and opinion” was chosen. In this paper, both the teaching approach and the teaching materials
used are presented. Teachers ’ feedback was obtained through informal sharing of information and student ’s evaluation were
obtained through a simple student survey. Through this process, a number of problems and insights related to this issue were
revealed. This experience had implications for ways in which critical thinking in a cultural context like Hong Kong where
memorization of facts is the norm can be developed and promoted. 相似文献
13.
14.
Dr Uri Zoller 《Research in Science Education》1996,26(3):317-326
Students at all ages hold a wide variety of scientifically faulty knowledge structures called “misconceptions”. As far as
misconceptions in chemistry are concerned, college science students are no exception. Systematic administration to freshman
biology majors of specially-designed mid-term and term higher-order cognitive skills (HOCS)-oriented examinations within the
courses “General and Inorganic Chemistry” and “Introduction to Modern Organic Chemistry” proved these examinations to be very
effective in revealing and distinguishing between students'misconceptions, misunderstandings, and“no conceptions”. Several of these have never been mentioned before in the relevant research literature. Accordingly, reflective teaching
strategies to overcome this “misconceptions problem” and affect meaningfully subsequent learning have been explored and implemented
within our longitudinal effort to develop students' HOCS. The study results combined with accumulated experience indicate
that properly designed HOCS-oriented examinations may be very effective for revealing, but notper se for overcoming, students' misconceptions. However, within HOCS-oriented chemistry teaching, the assessment of students by
such examinations is very useful particularly for providing data for remediation purposes via appropriate modification of
the teaching strategies. Eventually, this leads to gains in students' HOCS which is in line with the overall goal of the current
reform in science education. 相似文献
15.
Figuring “Success” in a Bilingual High School 总被引:1,自引:0,他引:1
Using the concept of figured worlds, this article demonstrates how the faculty, staff, and students of Gregorio Luperón High
School in New York City figured “success” by prioritizing the students’ linguistic and cultural resources. “Success” was constructed
specifically through granting Spanish high status, developing positive teacher–student relationships, and relying upon the
cultural artifact of the opportunity narrative. This qualitative ethnographic study focuses on the school-related social interactions
that took place among students, teachers and staff, to explore the socially and locally constructed model of success within
this bilingual high school for newly arrived, Spanish-speaking immigrant youth.
Ali Michael is a PhD candidate in Teaching Learning, Curriculum and Society at the University of Pennsylvania. Her academic
and research interests include whiteness studies, multicultural education and anthropology of education.
Norma Andrade is the Language and Latin American Coordinator and Advocate for a non-profit organization, Refugee Women’s Alliance,
located in Seattle, Washington. She advocates for the immigrant and refugee communities in Washington State.
Lesley Bartlett is an assistant professor at Teachers College, Columbia University. Her research and teaching interests include
anthropology of education, comparative and international education, sociocultural studies of literacies, transnationalism,
and schooling across the Americas. 相似文献
16.
There is widespread recognition that higher education institutions (HEIs) must actively support commencing students to ensure
equity in access to the opportunities afforded by higher education. This role is particularly critical for students who because
of educational, cultural or financial disadvantage or because they are members of social groups currently under-represented
in higher education, may require additional transitional support to “level the playing field.” The challenge faced by HEIs
is to provide this “support” in a way that is integrated into regular teaching and learning practices and reaches all commencing
students. The Student Success Program (SSP) is an intervention in operation at the Queensland University of Technology (QUT)
designed to identify and support those students deemed to be at risk of disengaging from their learning and their institution.
Two sets of evidence of the impact of the SSP are presented: First, its expansion (a) from a one-faculty pilot project (Nelson
et al. in Stud Learn Eval Innov Dev 6:1–15, 2009) to all faculties and (b) into a variety of applications mirroring the student life cycle; and second, an evaluation of the
impact of the SSP on students exposed to it. The outcomes suggest that: the SSP is an example of good practice that can be
successfully applied to a variety of learning contexts and student enrolment situations; and the impact of the intervention
on student persistence is sustained for at least 12 months and positively influences student retention. It is claimed that
the good practice evidenced by the SSP is dependent on its integration into the broader First Year Experience Program at QUT
as an example of transition pedagogy in action. 相似文献
17.
Sharon E. Nichols Deborah Tippins Katherine Wieseman 《Research in Science Education》1997,27(2):175-194
The purpose of this paper is to describe various “tools” we use to facilitate critical reflection as we teach prospective
science teachers. The notion of “tools” refers to materials and experiences used to facilitate prospective teachers’ critical
reflection on science teaching and learning. Reflective tools are not intrusive devices used by instructors to analyse mechanically
what prospective teachers are learning; rather, these tools are intended to provide prospective teachers with the means to
generate and critique their own views of science teaching and learning. Each tool is described herein with respect to its
potential use and the way in which it is introduced to prospective science teachers. We conclude with discussion of the potential
for reflective tools to contribute to research on reform of science teacher education, with particular attention to primary
teacher preparation. 相似文献
18.
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
19.
Duck-Joo Kwak 《Asia Pacific Education Review》2008,9(2):127-135
The contemporary educational discourse on critical thinking, as one of the primary aims of education. has been divided into
the spheres of modernist defense and post-modernist criticism. Critical of both positions, this paper attempts to find a new
way of employing critical thinking, especially for the purposes of moral education, by drawing on Bernard William’s concept
of “ethical reflection.” It will be shown that employing critical thinking for the fostering of ethical reflection in our
young students can lead them into an “understanding” of ethical, rather than “ethical knowledge,” which enables them to properly
deal with moral relativism in a culturally pluralistic society. This paper then explores the educational possibilities presented
by Socrates’ teaching method as an example of this employment, though not without consideration of the attendant educational
limitations and dangers. 相似文献
20.
Mary Anne Rea-Ramirez Maria Cecilia Nunez-Oviedo John Clement 《Journal of Science Teacher Education》2009,20(2):95-111
Discrepant questioning is a teaching technique that can help students “unlearn” misconceptions and process science ideas for
deep understanding. Discrepant questioning is a technique in which teachers question students in a way that requires them
to examine their ideas or models, without giving information prematurely to the student or passing judgment on the student’s
model. This strategy prompts students to see the contradictions in their own model. This study focused on the analysis of
small group tutoring sessions on human respiration. Individual and small group construction of mental models was analyzed
after instructed with a standardized teaching sequence based on model construction and criticism theory (Rea-Ramirez in Model
of conceptual understanding in human respiration and strategies for instruction, Dissertation Abstracts International, 59 (10), 5196B, 1998). Analysis provided deeper understanding of the role discrepant questioning played in this construction of understanding
and suggested new models of learning. 相似文献