Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students' Interest and Perceived Abilities in Science

Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science.     

Students' Self-Concept and Perceptions of Mentoring Relationships in a Summer Mentorship Program for Talented Adolescents

Mentoring is widely advocated as an educational experience for academically talented students because mentors may provide stimulation for academic growth and serve as positive role models for students in areas of career interest. This study examined the experiences of 72 talented teenagers attending a university-based summer mentorship program. Students completed pretest and posttest measures assessing self-concept and perceptions of research aptitude; they also shared their perceptions of their mentoring relationships in written journal entries. Results demonstrated increases in students' perceived research skills and job competence; students reported positive relationships with mentors, particularly when they felt that their mentor spent a great deal of time with them and was approachable, friendly, and engaging.     

以培养从业技能为导向的小学科学教学技能课程改革策略研究

"小学科学教学技能"是小学教师的必修教法课程之一。通过本课程教学,使学生具备基本的小学科学教育理论和从事小学科学课程教学的能力,促使学生形成现代儿童观和教育观。但据调研,本课程的教学现状和教学目标达成度并不乐观。结合创新创业教育理念和教学实际,提出基于从业技能培养为导向的"小学科学教学技能"课程改革策略。     

科学课程学业成就评价的知识论基础

从可持续发展的观点来看,人类的生存需要基础性知识,人类的发展需要创造性知识。基于上述理念的知识论,学习科学知识需要了解知识的相对性与相关性,进而把握知识的同一性。透过这样的学习范式,才能真正地领悟科学的本质。在学生科学课程学业成就评价中,始终基于这样的理念是十分必要的。     

An Analysis of High School Students' Performance on Five Integrated Science Process Skills

This study determined Jamaican high school students' level of performance on five integrated science process skills and if there were statistically significant differences in their performance linked to their gender, grade level, school location, school type, student type and socio-economic background (SEB). The 305 subjects comprised 133 males, 172 females, 146 ninth graders, 159 10th graders, 150 traditional and 155 comprehensive high school students, 164 students from the Reform of Secondary Education (ROSE) project and 141 non-ROSE students, 166 urban and 139 rural students and 110 students from a high SEB and 195 from a low SEB. Data were collected with the authors' constructed integrated science process skills test the results indicated that the subjects' mean score was low and unsatisfactory; their performance in decreasing order was: interpreting data, recording data, generalising, formulating hypotheses and identifying variables; there were statistically significant differences in their performance based on their grade level, school type, student type, and SEB in favour of the 10th graders, traditional high school students, ROSE students and students from a high SEB. There was a positive, statistically significant and fairly strong relationship between their performance and school type, but weak relationships among their student type, grade level and SEB and performance.     

普通高中新课程培养目标的突出问题:基于文献的批判分析

2003年颁布的《普通高中课程方案》(实验)与现行《全日制普通高级中学课程计划》相比,培养目标发生了重大变化,需要我们冷静地对其出现的问题进行反思。基于文献的比较分析表明,普通高中新课程培养目标在取得显著进步的同时,出现了“忽视道德发展”、“弱化知识学习”、“悬置心理健康”和“轻视职业技能”等严重问题,需要在今后的课程实验研究中加以正视和解决。     

High School Students' Critical Evaluation of Scientific Resources on the World Wide Web

This research explores a new web-based curriculum idea, that of having students write and publish critical web reviews of scientific resources as a means of both practicing critical evaluation of web resources, and of making an authentic value-added contribution to the web. This paper presents content analyses of selected sections of 63 web reviews published by eleventh grade students in a project-based science class. Two aspects of critical evaluation are focused upon: summarization of content and evaluation of credibility. Content analyses show that student summaries were usually accurate, but had room for improvement especially in areas of comprehensiveness and level of detail. An ideal model of a content review is developed from analysis of a second set of reviews. When asked to evaluate credibility, students struggled to identify scientific evidence of claims in web resources, but analysis of web documents shows that this is often because such evidence is missing. Students could accurately determine the publishing source of web documents, but challenges arose in identifying potential biases. Recommendations for future iterations of this curriculum idea are presented throughout. A companion paper that will appear in this journal will examine how student reviews serve the function of social filtering on the web.     

知识单元在计算机科学专业教学中的应用

把IEEE-CS/ACM计算教程系列报告中知识单元划分的思想用于计算机科学专业教学大纲的修订和课程讲义的编写,针对当前计算机科学专业教学中存在的问题,给出了一种获得具有较小知识冗余、易于修订的教学大纲的方法和忠于大纲的课程讲义的编写方法.     

试论知识分类学说与“信息科技”学科教学

文章通过对认知心理学的知识分类学说理论阐述,并结合对中学＂信息科技＂学科教学的现状进行分析,提出了教师在＂信息科技＂学科教学实践中,要善于运用知识分类学说来解决学科教学中出现的问题的观点。特别是指出了＂信息科技＂学科的课堂教学中,教师要激发学生的学习兴趣,有效引导学生的课堂注意和学习预期。教师要努力调动学生各方面因素,促进对新知识的巩固及对知识和技能获得过程的理解。教师要在教学中不断加强变式练习,更好地使学生实现知识的转化。教师要重视学生学习方法指导,帮助学生学会学习。     

基于高等职业院校学生职业发展的数学知识技能教学研究——以商洛职业技术学院会计专业为例

职业教育在中国教育的发展中越来越受到重视,高等职业教育是职业教育的高等阶段,高等数学是其公共文化基础课程。目前的高职数学课程,从数学学科内部出发建立课程体系,一方面较少顾及学生的数学基础,另一方面不能满足学生专业学习及工作发展的需求。基于目前高职数学课程与学生水平及需求之间的矛盾,选择商洛职业技术学院会计专业为研究案例,作了一些研究。     

The Impact of Blended Learning on Community of Inquiry and Perceived Learning among High School Learners Enrolled in a Public Charter School

Abstract

This study examined how blended learning impacts high school learners’ community of inquiry (CoI) and perceived learning in comparison to online instruction. Archival data collected from a public charter high school in the U.S. southeast was examined. The results demonstrate a statistically significant difference in social presence among students enrolled in blended learning courses as compared to online learning only. No statistically significant difference in perceived learning existed between groups. Findings are discussed in light of the community of inquiry framework and add to current understanding of the impacts of distance learning on K-12 student outcomes and the applicability of the CoI framework to K-12 learning environments.     

学习效能感在高中生班级环境与 学习动机间的中介效应

为考察高中生学习效能感在班级环境与学习动机间的中介效应,采用学习动机、学 习效能感和班级环境问卷调查403名高中生.结果表明:(1)女生威信动机高于男生;男生 学习效能感高于女生;师生关系一年级好于二年级,女生好于男生;(2)学习动机与师生关 系、竞争、基本能力感和控制感正相关;基本能力感与秩序纪律负相关,与同学关系和控制 感正相关;控制感除学习压力外,与班级环境其他维度正相关.(3)基本能力感在秩序纪律 和学习动机间具有中介作用,控制感在竞争和学习动机间具有中介效应.高中生学习动机 的激发与维持的关键是提高学生的学习效能感,适当的竞争环境与相对民主、自由的班级 氛围有利于学生学习效能感的提高.     

试论知识分类学说与“信息科技”学科教学

文章通过对认知心理学的知识分类学说理论阐述,并结合对中学"信息科技"学科教学的现状进行分析,提出了教师在"信息科技"学科教学实践中,要善于运用知识分类学说来解决学科教学中出现的问题的观点。特别是指出了"信息科技"学科的课堂教学中,教师要激发学生的学习兴趣,有效引导学生的课堂注意和学习预期。教师要努力调动学生各方面因素,促进对新知识的巩固及对知识和技能获得过程的理解。教师要在教学中不断加强变式练习,更好地使学生实现知识的转化。教师要重视学生学习方法指导,帮助学生学会学习。     

科技汉语英译的主要技巧

根据校译体会提出了科技汉语英译应遵从明确、通顺、简练的原则,科技汉语英译时常用合并、倒装等手段,并根据具体情况采用词性转换,加词、减词等手法进行翻译。     

多元文化视角下港澳台沪初中科学课程标准知识结构的评析

本文以多元文化科学教育的观点,对港澳台沪初中科学课程标准的核心知识及知识结构进行归纳与分析,提出建构初中科学课程知识体系要遵循的原则;应注重课程内容的适应性、整合性、人文性,强调初中科学课程内容的国际化与本土化和个性化结合,以及在多元文化科学教育视角下初中科学课程知识结构的建构建议。     

Analysis of Korean High School Students' Decision-Making Processes in Solving a Problem Involving Biological Knowledge

In this study, the cognitive characteristics of students' decision-making processes centered on phases, difficulties, and strategies are analysed in the personal dailylife context involving biological knowledge. The subjects were first year science and general high school students in Seoul, Korea; 6 female students and 7 male students. The students' decision-making processes were analysed by think-aloud and participant observation methods. On the whole, the students' decision-making processes progressed in following order: recognizing a problem, searching for alternatives, evaluating the alternatives, and decision. During the decision-making processes, the above phases were repeated by trial and error. Students preferred noncompensatory rules that did not allow trade offs among alternatives for decisions, rather than compensatory rules of selection. Students had a tendency to have difficulties in analysing the difference between initial state and desirable state of the problem, organising biological knowledge-related problems, and clarifying values as selective criteria. Even students who had high achievement and more positive science-related attitudes did not apply biological knowledge to search for alternatives, and could not utilise scientific values as selective criteria very well. We discuss the implications of these results for teaching of decision-making in respect to scientific literacy.     

专业知识的传授与英语语言技能训练的结合

要实现教育部新颁发的《高等学校英语专业英语教学大纲》所提出的人才培养目标，必须提高课程效益。这就要求我们要善于融合英语专业技能课程和相关专业知识课程。发挥相关专业知识课程知识结构严谨和内容丰富的优势并采用案例教学和任务型教学是融合相关专业知识与英语语言技能的有效途径。     

程序性知识教学在初中科学教学中的应用

程序性知识是初中科学知识的核心组成部分,程序性知识的教学是将知识与实践联结在一起的桥梁。但是初中生处于具体运算阶段,而程序性知识具有抽象性,因此,程序性知识的教学成了初中科学教学的难点。文章从程序性知识的本质出发,浅谈程序性知识的教学在初中科学教学中的应用。     

对化学师范生教学技能内涵要素及训练模式的思考

随着新一轮基础教育课程改革的推进,高等师范院校应重新构建师范生职业技能培训模式．化学专业师范生教学技能在新课程改革理念下赋予新的内涵要素及训练模式．     

基于建构主义的四种基本知识技能的教学设计

在教学过程设计中,大多数教学设计是基于宏观上的优化和设计。以建构主义为指导思想,以言语信息、智慧技能、心智运动技能和态度技能这四种基本知识技能为基础进行的教学设计,则是一种微观的教学设计。对四种基本知识技能进行逐一分析设计有助于对教学单元的整体理解,但“教学有法,教无定法”,这就需要在具体的教学中按照教学目标、教学内容、学习者特征、学习环境等方面进行综合考虑。