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The purpose of the study was to examine the effectiveness of the Chautauqua Professional Development Program in terms of the
mastery of basic science concepts, understanding major science processes, use of creativity skills, improvement of student
attitudes toward science, and the ability to apply science concepts and processes in new situations. Participants included
twelve teachers who agreed to participate in an experimental study where Science, Technology, and Society (STS) strategies
were utilized with two class sections where in one class the teacher determined the course structure and the form of instruction
that was typically used. Conversely, the experimental class was almost exclusively student-centered. A total of twenty-four
sections of students were in STS sections (365 students) and a similar number in control sections (359 students).The data
collected were analyzed using quantitative methods. The results were tabulated and contrasted for students enrolled in the
two sections for all the teachers. The results indicate that students in the student-centered STS sections achieved significantly
better than students in the teacher-directed STS sections in terms of understanding and use of process skills, use of creativity
skills, development of more positive attitudes; and the ability to apply science concepts in new contexts. However, there
were no significant differences noted with respect to mastery of basic science concepts. Apparently student-centered STS approaches
result in students with conceptual understandings but it is no better than the situation where teachers guide and direct inquiry
STS approaches which focus much more exclusively on specific concepts and their definitions. 相似文献
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Stuart O. Yager Hakan Akcay Ozgur Kivilcan Dogan Robert E. Yager 《Journal of Science Education and Technology》2013,22(6):974-983
Science/Technology/Society (STS) as a reform effort has been active in Iowa for three decades. A program called Iowa Chautauqua has evolved over the four decades to promote K-12 STS teaching in Iowa’s 300 school districts. This is a study of how teachers have become Teacher Leaders of the reforms and lead other teachers who enroll as new teachers and schools each New Year. All were involved with Action Research projects each year while also assisting graduate student teams who serve as research associates. In this study, students were asked to identify specific teacher actions that were designed to make student learning more successful. The study examines general student views of teacher actions as well as specific examples of how students interact with the teacher and how the teachers encourage greater student/student involvement. The results show success with STS and how it defines science and affective actions of teachers in classrooms. Student views of Teacher Leaders, new Chautauqua teachers, and Control Teachers with no STS or Chautauqua experiences provide ways of recognizing successes of current reform efforts. 相似文献
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Kapici Hasan Ozgur Akcay Hakan de Jong Ton 《Journal of Science Education and Technology》2019,28(3):231-250
Journal of Science Education and Technology - Although hands-on laboratory experiments are traditionally used in schools, virtual laboratories have entered today’s classrooms, due to their... 相似文献
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The purpose of this study was to investigate the advantages of an approach to instruction using current problems and issues
as curriculum organizers and illustrating how teaching must change to accomplish real learning. The study sample consisted
of 41 preservice science teachers (13 males and 28 females) in a model science teacher education program. Both qualitative
and quantitative research methods were used to determine success with science discipline-specific “Societal and Educational
Applications” courses as one part of a total science teacher education program at a large Midwestern university. Students
were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving.
All of these factors promoted grounded instruction using constructivist perspectives that situated science with actual experiences
in the lives of students. 相似文献
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