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1.
This paper reports on a collaborative research study between three secondary teachers and two university researchers, initiated by the teachers, into the practice and impacts of assessment for learning in science, geography and history classes. The research provides insights into how teachers and researchers can collaborate to develop a research and practice agenda. The study illustrates the need for a dynamic interconnection between the personal, micro or school-related level and the macro or policy level factors. The findings highlight the importance of external support, shared teacher knowledge and beliefs, professional experimentation, and shared reflection on student responses to classroom innovations. 相似文献
2.
Robert Lee Mayes Jennifer Harris Forrester Jennifer Schuttlefield Christus Franziska Isabel Peterson Rachel Bonilla Nissa Yestness 《International Journal of Science Education》2013,35(4):635-658
The ability of middle and high school students to reason quantitatively within the context of environmental science was investigated. A quantitative reasoning (QR) learning progression was created with three progress variables: quantification act, quantitative interpretation, and quantitative modeling. An iterative research design was used as it is the standard method for the development of learning progressions. The learning progression was informed by interviews of 39 middle and high school students from 5 schools in the Western USA using QR assessments. To inform the lower anchor, intermediate levels, and upper anchor of achievement for the QR learning progression, an extensive review of the literature on QR was conducted. A learning progression framework was then hypothesized. To confirm the framework, three QR assessments within the context of environmental literacy were constructed. The interviews were conducted using these QR assessments. The results indicated that students do not actively engage in quantitative discourse without prompting and display a low level of QR ability. There were no consistent increases on the QR learning progression either across grade levels or across scales of micro/atomic, macro, and landscape. 相似文献
3.
Susan C. Losh Ryan Wilke Margareta Pop 《International Journal of Science Education》2013,35(6):773-792
Children’s stereotypes about scientists have been postulated to affect student science identity and interest in science. Findings from prior studies using “Draw a Scientist Test” methods suggest that students see scientists as largely white, often unattractive, men; one consequence may be that girls and minority students feel a science career is “not like me”. However, a major shortcoming in prior research is that scholars have asked children to draw only scientists, thus making interpretations of earlier research findings ambiguous. We added other professionals to compare how 616 drawings of teachers, scientists, and veterinarians by 206 elementary school children varied by student gender, ethnicity, and grade. Students made clear distinctions: drawing teachers as most attractive and largely female, and scientists as most often male and least attractive. Aspects of the drawings suggest that scientists do have an “image problem” among children. However, large sex differences in the drawings and often‐unrecognizable gender figures in boys’ pictures lead us to question use of the “Draw a Scientist Test” as a projective test among young children. 相似文献
4.
In implementing inclusive education, special educators frequently collaborate with general educators in various settings. How does such collaborative practice complicate the configuration of their professional identities? This paper uses the framework of figured world ( Holland, Lachiotte, Skinner, &; Cain, 1998) to scrutinize the practice of one special educator, Stephanie. Alternatively assuming both subordinate and lead positions within a collaborative teaching team, Stephanie refigured her professional identity and practice contingently, initiating a trajectory of change that extended to “out-of-classroom” spaces ( Clandinin &; Connolly, 1996). Stephanie’s improvisations in this process index the significance of teachers’ authorial spaces in the implementation of inclusive education. 相似文献
5.
Alan J. Penny Mehru Ahmed Ali Iffat Farah Sissel Ostberg Robert L. Smith 《International Journal of Educational Development》2000,20(6):443-455
This paper seeks to offer insights into the complexities involved in cross-national collaborative research. It identifies and provides an account of the various issues running through the research process, whilst at the same time derives principles upon which such work should be based. Key narratives were identified by highlighting a number of critical incidents. These narratives were related to issues of ownership, trust, and power, whilst in the course of theorising the research process itself, the metaphors of voice and crossing borders were found to be profoundly empowering and transformative. The complexities of working cross-nationally in the research group, understanding roles, clarifying professional frames and ethical values, at the same time as creating and maintaining a context for effective partnership and participation, made managing and sustaining the research process challenging. 相似文献
6.
Nicholas Denys Colclough Roger Lock Allan Soares 《International Journal of Science Education》2013,35(3):423-446
This study focussed on secondary school (11–18 years) pre‐service teachers’ (n = 73) knowledge of and attitudes towards risks associated with alpha, beta, and gamma radiations. A multi‐method approach was used with physics, chemistry, biology, and history graduates undertaking the one‐year initial teacher training, Post Graduate Certificate in Education course at a university in central England. A novel research tool, involving interviews about real concrete contexts and first‐hand data collection with radioactive sources, was employed to gain insights into a sub‐set of the sample (n = 12) of pre‐service teachers’ subject knowledge of and attitudes towards risk. The subject knowledge of all the pre‐service teachers was also measured using a Certainty of Response Index instrument; multiple‐choice questions with associated confidence indicators. Although the physicists displayed the higher levels of knowledge, they also demonstrated limitations in their knowledge and held misconceptions such as irradiation being confused with contamination. Physics graduates hold more rational attitudes and a greater willingness to accept risk while the attitudes of graduates in the other subject disciplines are more disparate. These findings raise questions about the extent to which pre‐service science and history teachers have the knowledge necessary to teach this topic. The article concludes with discussion of the implications these findings have for initial teacher training, continuing professional development needs for teachers already in the profession, and curriculum developers. 相似文献
7.
The aim of this study is to examine the effectiveness of collaborative learning with hints and peer tutoring with hints, and individual learning with hints in chemistry laboratory education in a secondary school. A total of 96 eleventh graders participated in this study. The study has a randomized pre‐test and post‐test design with a delayed post‐test. During the four‐week intervention, students were required to carry out eight lab tasks in total. The students filled in a 17‐item self‐assessment of learning gain questionnaire on the last day. Analyses of students’ learning achievements showed that students in both the collaborative learning and peer tutoring situations outperformed those learning individually with hints. The delayed post‐test, which was administered three months later, revealed that students who had been in the peer tutoring situation outscored those in the collaborative learning situation. Student self‐assessment questionnaires on learning gain provided further details in this regard. 相似文献
8.
在学前教育领域,教师性别倾斜仍然是一个不争的事实。对教师性别比例不平衡的关注导致出现了许多关于在学前教育领域需加大男教师比例的呼吁。但是,有关学前教育领域男教师比例高低的影响的论述一直受实证证据少的限制。采用观察法、访谈法和实物研究等多种方法的对照,有助于获得对这一问题的新资料与新思考。 相似文献
9.
This study investigates the emergence and cultivation of teachers' “epistemic empathy” in response to analyzing videos of student inquiry. We define epistemic empathy as the act of understanding and appreciating someone's cognitive and emotional experience within an epistemic activity—i.e., activity aimed at the construction, communication, and critique of knowledge. Our goals are (1) to conceptually develop the construct and contrast it to more general notions of caring and (2) to empirically examine epistemic empathy in the context of preservice teacher education. We discuss tensions in teachers' expressions of epistemic empathy, and we end with implications for research and practice. 相似文献
10.
Bryan Wee 《International Journal of Science Education》2013,35(4):609-627
Children's everyday ideas form critical foundations for science learning yet little research has been conducted to understand and legitimize these ideas, particularly from an international perspective. This paper explores children's everyday ideas about the environment across the US, Singapore and China to understand what they reveal about children's relationship to the environment and discuss its implications for science teaching and learning. A social constructivist lens guides research, and a visual methodology is used to frame children's realities. Participants' ages range from elementary to middle school, and a total of 210 children comprized mainly of Asians and Asian Americans were sampled from urban settings. Drawings are used to elicit children's everyday ideas and analyzed inductively using open coding and categorizing of data. Several categories support existing literature about how children view the environment; however, novel categories such as affect also emerged and lend new insight into the role that language, socio-cultural norms and perhaps ethnicity play in shaping children's everyday ideas. The findings imply the need for (a) a change in the role of science teachers from knowledge providers to social developers, (b) a science curriculum that is specific to learners' experiences in different socio-cultural settings, and (c) a shift away from inter-country comparisons using international science test scores. 相似文献
11.
Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped
class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the
aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact
of video viewing as a means to improve teachers’ ability to be observers of classroom practice. We utilized a pre- and post-test
design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after
a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest
that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment
indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’
ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication
during a lesson.
相似文献
Jon R. StarEmail: |
12.
段丽霞 《三门峡职业技术学院学报》2010,9(3):117-119
中职学生生源素质普遍偏低,认知和个体差异明显,传统的以教师为主的授课模式存在弊端。为了探索新的能满足学生共同发展需要的教学模式,采用了任务驱动下小组合作学习的教学模式,促使学生互相学习、互相帮助,使每个学生都得到充分地发展,达到共同进步的目的。 相似文献
13.
Ozcan Gulacar 《International Journal of Science Education》2013,35(16):2167-2184
We present a quantitative model for predicting the level of difficulty subjects will experience with specific problems. The model explicitly accounts for the number of subproblems a problem can be broken into and the difficultly of each subproblem. Although the model builds on previously published models, it is uniquely suited for blending with qualitative methods for the study of problem‐solving processes rather than being limited to examination of final answers only. We illustrate the usefulness of the model by analysing the written solutions and think‐aloud protocols of 17 subjects engaged with 25 chemical stoichiometry problems. We find that familiar themes for subject difficulty are revealed, including mapping of surface features, lack of interconnected knowledge hierarchy, and algorithmic operations at the expense of conceptual understanding. 相似文献
14.
This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with which teachers perceived learning activities and learning outcomes to occur in their collaboration with colleagues. Moreover, the focus of collaboration explained a considerable amount of between-schools differences in teachers' reported learning activities and learning outcomes. These results suggest that the school context and the focus of collaboration are related and that these both influence collaborative teacher learning. 相似文献
15.
Marina Micari Zachary Van Winkle Pilar Pazos 《International Journal of Science Education》2016,38(12):1904-1922
In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students differently. We use data from 5367 university students nested within 1141 science, engineering, and mathematics learning groups and use a regression analysis to estimate the effect of group diversity, measured in two ways, on course performance. Our results indicate that academic-preparedness diversity is generally associated with positive learning outcomes, that academically less-prepared students derive greater benefit, and that less-prepared students fare best when they are not alone in a group of highly prepared students. Implications for teaching and small-group facilitation are addressed. 相似文献
16.
本文在分析远程教育研究和质的研究特点之上,从关注弱势群体、远程研究者与被研究者间的关系、对远程学习者行为意义的深层理解及远程教育自我论证和自身发展的需要等四个方面举证了将质的研究方法应用于远程教育研究的重要性,并对质的研究者提出了建议。 相似文献
17.
Marilla D. Svinicki 《Educational Psychology Review》2007,19(1):63-61
Research on Problem-Based Learning in medical education has undergone an evolutionary process from initial proof of concept studies through critiques of the original methods and beyond. Initial studies focused on whether or not the instructional method was effective for medical students and the goals of medical education. Despite much movement back and forth between results demonstrating effectiveness and ineffectiveness, not much forward progress was made in reaching a decisive conclusion. Recently, however, the adoption of different theoretical perspectives, research methods, research targets and technological supports has begun to move the studies along. Current research in the area is focusing not on whether the students learn, but rather what goes on during learning that helps or hinders their learning. As such the group process and its cognitive components has become a more fruitful target of researchers. An erratum to this article can be found at 相似文献
18.
Fan Yan 《International Journal of Science Education》2013,35(18):3066-3092
Research in science education has revealed that many students struggle to understand chemical reactions. Improving teaching and learning about chemical processes demands that we develop a clearer understanding of student reasoning in this area and of how this reasoning evolves with training in the domain. Thus, we have carried out a qualitative study to explore students reasoning about chemical causality and mechanism. Study participants included individuals at different educational levels, from college to graduate school. We identified diverse conceptual modes expressed by students when engaged in the analysis of different types of reactions. Main findings indicate that student reasoning about chemical reactions is influenced by the nature of the process. More advanced students tended to express conceptual modes that were more normative and had more explanatory power, but major conceptual difficulties persisted in their reasoning. The results of our study are relevant to educators interested in conceptual development, learning progressions, and assessment. 相似文献
19.
A. Cristóvão P. Ferrão R. Madeira M.L. Tibério M.J. Raínho M.S. Teixeira 《The Journal of Agricultural Education and Extension》2013,19(2):191-203
Abstract
Purpose
Information technology (IT) has tremendous potential for fostering grassroots development and the Indian government has created various capital-intensive computer networks to promote agricultural development. However, research studies have shown that information technology investments are not always translated into productivity gains due to poor computer use by employees. In this context, a research investigation was conducted to develop a Computer Utilization Model that explains how individual and organizational factors influence computer utilization in extension organizations in India. 相似文献20.
Teachers can be influential change agents in transforming their schools if they regularly reflect on their pedagogical practices, looking for improvements that will help all learners reach their full potential. However, in many sub-Saharan African countries, teachers seldom get an opportunity to collaboratively reflect on their practices. Action research, as an in-service professional development strategy, can be an ideal means of empowering teachers to collaboratively reflect on and improve their pedagogy to be more inclusive. Drawing from collaborative action research projects conducted by teachers in two primary schools in Zanzibar, Tanzania, this article explores the role of collaborative action research in developing the capacity of teachers to inform improvements in their pedagogical practices. The findings show how the participating teachers, with scaffolding influence from a critical friend (research facilitator), developed professionally along their zones of proximal development by promoting their pedagogical and research skills to enhance the presence, participation and achievement of all learners in their schools. Based on the findings, the article shows both the advantages and disadvantages of using collaborative action research in teacher professional development in the study context. The article also discusses the significance of organisational learning in in-service professional development in order to foster inclusive pedagogy through collaborative inquiry among teachers. 相似文献