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1.
Mr Ken Appleton 《Research in Science Education》1991,21(1):1-9
Mature-age students have formed a significant proportion of preservice students in primary teacher education over recent years.
Academic staff have reported a difference between mature-age students and school-leavers, particularly in motivation and achievement.
This report examines part of a study which explored mature-age students' views about aspects of teaching science and technology,
compared to the views of students who came to university straight from school. It examines, in particular, students' personal
feelings of adequacy in teaching science and technology in primary schools.
Specialisations: primary teacher education, teaching strategies in science. 相似文献
2.
It is argued that the introduction of many new curricular with their associated teaching practices have failed because the
beliefs, views and attitudes of teachers have been ignored. This paper reports the implications of the initial belicfs of
primary school teachers involved in a professional development program about science and technology education. In particular,
a mismatch between teachers views of learning and teaching is identified and analysed.
Specializations: Science education, professional development
Specialisation: primary science and technology education 相似文献
3.
This study examines the differences between teachers' and students' perceptions of textbook usage in the science classroom.
Four categories of use were identified: teacher directed student activities; teaching/studying guidance; as a source of information
for the user and as preparation for assessment. The results of the study show that differences do occur between teachers and
students with respect to their perceptions of the extent to which textbooks are used in the classroom and the purposes for
which they are used, namely as a teaching/studying guide and as preparation for assessment. The findings of the study should
be important to all those who use, write and publish high school science textbooks.
Specializations: science education. 相似文献
4.
The general aim of our human nutrition project is to develop a health education model grounded in ‘everyday’ or ‘situated’
cognition (Hennessey, 1993). In 1993, we began pilot work to document adult understanding of human nutrition. We used a HyperCard
stack as the basis for a series of interviews with 50 adults (25 university students, and 25 adults from offcampus). The interviews
were transcribed and analysed using the NUDIST computer program. A summary of the views of these 50 adults on selected aspects
of human nutrition is presented in this paper.
Specializations: educational technology and the teaching-learning process, public understanding of science and technology.
Specializations: educational technology, mathematics education. 相似文献
5.
Intuition was one of the four key themes for science education that emerged from the Woods Hole Conference in 1957. Despite
the considerable influence of this conference on a generation of curriculum projects the intuition theme was almost completely
ignored. Recent studies of intuition, including an analysis of Nobel laureates' views of scientific intuition, are considered.
This enables several conceptions of the nature and role of intuition in science to be defined, and its importance to be assessed.
The assumption that it is also important in science education is examined by considering conditions in science teaching and
learning that may encourage intuitive thinking in the light of current research developments that could lead to a new agenda
for school science.
Specializations: science and technology curriculum, environmental education, educational disadvantage.
Specializations: phenomenography, ways of knowing, higher education—teaching and learning. 相似文献
6.
Professor Dr. Reinders Duit Professor Dr. Peter Häussler Dr. Roland Lauterbach Professor Dr. Helmut Mikelskis Professor Dr. Walter Westphal 《Research in Science Education》1992,22(1):106-113
This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism.
Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the
market will be discussed.
Specializations: constructivist approaches in science education research and practice.
Specializations: gender issues in science instruction.
Specializations: primary education, integrated science.
Specializations: STS, phenomenological oriented physics instruction.
Specializations: peace education within science education. 相似文献
7.
The literature has made us all aware of large gender differences in students' atttudes to science, in enrolment statistics
in upper high school and tertiary level science courses, and in different spheres of employment. What have not been looked
at in detail are the factors which are influential when students begin to make choices in early high school, choices which
may well set them on a particular pathway from which it is difficult to turn.
This preliminary study identifies factors which students in a Year 9 class believed were influential on the limited subject
choices they had been able to make in Years 8 and 9, and the factors they believed would be most influential on choices to
be made later in the school. In addition the students' views of science, of the separate sciences, and of their anticipated
career patterns were sought.
Several interesting findings were made which, if validated in further work, could lead to strategies which would support other
approaches designed to reduce gender imbalances related to science.
Specializations: non-scientific conceptions and conceptual change, problem solving, science teacher education.
Specializations: Gender issues. 相似文献
8.
Post-primary science teachers in Victoria were asked to express views about primary science curriculum design and implementation.
They were also asked about the value of continuity between primary and post-primary science education. The post-primary teachers
generally had favourable attitudes to primary science education and considered that cooperation would be useful-though it
is not common at the moment. However, the data revealed a considerable range of opinion. Post-primary science teachers' views
about primary science curriculum are similar to those of primary teachers themselves, but many post-primary teachers would
place more emphasis on formal or textbook knowledge. Post-primary teachers see a number of systemic problems in implementing
primary science education but their positive perceptions suggest the value of encouraging more structured links. The notion
of continuity across the two sectors was well supported.
Specializations: science education policy and practice, teacher education, school effectiveness.
Specializations: science education, teacher education in science. 相似文献
9.
What is written in reports to parents can provide insight into the perceptions of teachers of the various areas of the primary
school curriculum. This paper reports the first stage of a research project focussing on reports as a guide to teachers' views
of the relative importance of, and desired student outcomes in, key areas of the curriculum. Teacher comments in the end-of-the-year
reports in one primary school were analysed.
Specializations: science education, teacher education.
Specializations: science education, teacher education. 相似文献
10.
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
11.
Rachel Wood 《Research in Science Education》1993,23(1):337-344
Genetics is an area of science that causes problems for children. This paper reviews initial findings from research into children's
views of how inheritance works and the role this plays in their overall view of genetics. The implications these results have
for the traditional approach to genetics education are outlined. An alternative approach is proposed.
Specializations: teacher development, science and technology curriculum development. 相似文献
12.
Eugene L. Chiappetta David A. Fillman 《International Journal of Science Education》2013,35(15):1847-1868
Five high school biology textbooks were examined to determine the inclusion of four aspects of the nature of science: (a) science as a body of knowledge, (b) science as a way of investigating, (c) science as a way of thinking, and (d) science and its interactions with technology and society. The textbooks analyzed were BSCS Biology—A Human Approach (Kendall/Hunt), BSCS Biology—An Ecological Approach (Kendall/Hunt), Biology—The Dynamics of Life (Glencoe), Modern Biology (Holt), and Prentice Hall Biology (Prentice Hall). The same six chapters or sections were analyzed in each textbook, which were the methods of science, cells, heredity, DNA, evolution, and ecology. A scoring procedure was used that resulted, for the most part, in good intercoder agreement with Cohen’s kappa values ranging from 0.36–1.00. The five recently published biology textbooks in the United States have a better balance of presenting biology with respect to the four themes of science literacy used in this research than those analyzed 15 years ago, especially with regard to devoting more text to engaging students in finding out answers, gathering information, and learning how scientists go about their work. Therefore, these biology textbooks are incorporating national science education reform guides that recommend a more authentic view of the scientific enterprise than similar textbooks used 15 years ago. 相似文献
13.
This paper describes research into teachers' perceptions of technology education carried out as part of the Learning in Technology
Education Project. Thirty primary and secondary school teachers were interviewed. Secondary teachers interpreted technology
education in terms of their subject subcultures as did some primary teachers. The primary teachers were also influenced by
current initiatives, outside school interests and teaching programs.
Specializations: investigations in science, science and technology education.
Specializations: learning theories, history and philosophy of science, chemical education. 相似文献
14.
Unattended science and technology exhibits of both static and operational types have been an integral part of museum displays
for many years. More recently interactive exhibits in which observers are encouraged to become part of the system of exhibits
have become more common. A study was commenced to explore the impact and potential of low cost, unattended, interactive exhibitsset up singly in a normal school classroom without the distractions of a multiplicity of activities as is common in ‘science museums’. Three small groups of Grade 5/6
primary school children interacted with a ‘Falling Towers’ exhibit and their voluntary activities were recorded on videotape
for later analysis. Children appeared to state the results of their activity in ways consistent with their expectations rather
than with their most recent experience with the exhibit. The responses of girls, boys and mixed groups are reported.
Specializations: primary mathematics and science education, teaching strategies.
Specializations: science education, students' understandings of phenomena in science. 相似文献
15.
Dr J. R. Baird Associate Professor R. F. Gunstone Mr C. Penna Professor P. J. Fensham Professor R. T. White 《Research in Science Education》1990,20(1):11-20
This paper is based on findings from a three year collaborative action research project on classroom teaching and learning.
The research, which involved 33 teachers, over two thousand students from six schools, and the authors, centred on exploring
how various features of the classroom context influence teaching and learning processes. We interpret project findings as
indicating the importance of balance between cognition and affect for effective teaching and learning. We advance the notion
of challenge as a way of conceptualising this balance. Challenge comprises a cognitive/metacognitivedemand component and an affectiveinterest component. Nine major features of a teaching/learning event were found to interact to influence these cognitive and affective
components of challenge.
Specializations: Collaborative research on science teaching and learning; staff development and school improvement; quality of science education.
Specializations: Learning and teaching science; pre-service teacher education.
Specializations: teacher development in science education; technology education.
Specializations: Science and teachnology curriculum, environmental education, educational disadvantage.
Specializations: learning theory, probing of understanding, conceptual change. 相似文献
16.
Dr Campbell J. McRobbie Dr Geoffrey J. Giddings Dr Barry J. Fraser 《Research in Science Education》1990,20(1):200-209
Existing instruments for assessing student or teacher perceptions of characteristics of actual or preferred classroom psychosocial
environment are unsuitable for one of the most important settings in science teaching, namely, the science laboratory class.
Consequently, the Science Laboratory Environment Inventory (SLEI), was designed to assess student or teacher perceptions of
seven scales:Teacher Supportiveness, Student Cohesiveness, Open-Endedness, Integration, Organization, Rule Clarity andMaterial Environment. An important feature of the design of the study was that the new instrument was field tested simultaneously in six countries:
Australia, USA, Canada, England, Nigeria and Israel. This paper is based on a sample of 4643 students in 225 individual laboratory
classes, together with the teachers of most of these classes. Preliminary analyses were used to shed light on various important
research questions including the differences between Actual and Preferred environments, gender differences in perceptions
of Actual and Preferred environment, the relationship between the science laboratory environment and attitude towards science
laboratory work, differences between school and university laboratory classes, differences between teachers’ and students’
perceptions of the same laboratory classes, and differences between laboratory classes in different science subjects (Physics,
Chemistry, Biology).
Specializations: Science education, educational evaluation.
Specializations: Curriculum, science education, science laboratory teaching.
Specializations: Learning environments, science education, educational evaluation, curriculum. 相似文献
17.
Rapid advances in technology are changing the structure of the workforce. There are elite highly-paid hi-tech occupations
and low status poorly-paid jobs. Women are unfortunately more likely to be found in the latter category. To allow them to
qualify and compete for the higher-status positions, girls need to participate in the physical sciences and in technology
studies. However, they are rarely attracted to them in secondary school, possibly because they are already alienated from
them by the time they leave primary school.
This paper reports some of the outcomes of a curriculum unit taught in two primary school classes in an independent school
for girls. The unit was cross-curricular, involving technology, science and other fields of knowledge; it made extensive use
of LEGO Technic materials. The evaluation of the unit, based on observations, a teacher journal and pupil questionnaires,
focussed upon the issue of whether it assisted the girls to feel happier about working with unfamiliar technology and feel
more capable of doing so. Implications for teaching technology are also discussed.
M.Ed. St student, Monash University.Specializations: primary school science and technology for girls.
Dr. Paul Gardner, Reader in Education, Monash University, 3168.Specializations: science and technology education, technology teacher education, educational evaluation, measurement of attitudes and interests. 相似文献
18.
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
19.
Professor John K. Gilbert 《Research in Science Education》1992,22(1):157-162
The introduction of satellite remote sensing into the U. K. National Curriculum for Science, and the tasks facing teachers
in bringing about this innovation, are discussed in terms of risk, its evaluation, reduction, and address. Conclusions are
drawn about strategies by which teachers can confront the risk involved in curriculum innovation in school science and technology.
Specializations: science and technology education 相似文献
20.
Specializations: the language of science textbooks, relations between science and literature. 相似文献