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51.
52.
Dr David F. Treagust Susan M. Stocklmayer Allan Harrison Grady Venville Rodney Thiele 《Research in Science Education》1994,24(1):380-381
Specializations: teachers' pedagogical knowledge, analogical reasoning, conceptual change. 相似文献
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The Philippine school system is considered as one of the largest in the world with 41,989 public elementary and secondary schools and 7790 private schools under the supervision and regulation of the Department of Education (DepEd Fact Sheet, 2005). This paper chronicles various decentralization initiatives carried out by the basic education sector in the country specifically along the areas of education financing, teacher effectiveness, curriculum development, textbooks and instructional materials, and school–community dynamics and student learning and assessment. This discourse culminates with the discussion of the lessons learned from a decentralized system of education for better school operation and management. 相似文献
55.
Factors that prevent learning in electrochemistry 总被引:1,自引:0,他引:1
Electrochemistry plays an important role in curricula, textbooks, and in everyday life. The purpose of the present study was to identify and understand secondary‐school students' problems in learning electrochemistry at an introductory chemistry level. The investigation covered four areas: (a) electrolytes, (b) transport of electric charges in electrolyte solutions, (c) the anode and the cathode, and (d) the minus and plus poles. Written tests were given to high‐school students in five cycles. The population from which random samples were drawn totalled 15,700 subjects. Students were asked to select the correct answers and to justify their choices. It was found that students based their reasoning on four alternative concepts: (a) During electrolysis, the electric current produces ions; (b) electrons migrate through the solution from one electrode to the other; (c) the cathode is always the minus pole, the anode the plus pole; and (d) the plus and minus poles carry charges. The results suggest a teaching strategy in which students first experience and learn about electrochemistry concepts. In the second step, appropriate concept terms are added, and students then are confronted with the alternative concepts described in this article. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 258–283, 2007 相似文献
56.
Teaching Science Effectively With Analogies: An Approach for Preservice and Inservice Teacher Education 总被引:1,自引:0,他引:1
Treagust David F. Harrison Allan G. Venville Grady J. 《Journal of Science Teacher Education》1998,9(2):85-101
Journal of Science Teacher Education - 相似文献
57.
Harmony and Holism in Process Philosophy of Education 总被引:2,自引:2,他引:0
George Allan 《Interchange》1998,29(1):87-99
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Mark Allan Patton 《Higher Education in Europe》1999,24(2):203-208
The purpose of this article is to detail what has happened to demand for overseas university education by Singaporeans since the economic crisis of 1997. Briefly stated, the demand for education has risen dramatically over the past year in Singapore, but fear of future economic conditions has caused prospective students to switch their target preferences. As most prospective students feel that they cannot afford to enrol in higher education course programmes in Europe and in North America, they are switching their allegiances to higher education systems and programmes in Australia and New Zealand. The real winners in the new market‐place are the international education institutions that have set up operations in Singapore. Schools that have a history of transnational offerings in Singapore have experienced large increases in enrolments, up to 300 per cent in some areas over the past year. These increases have been achieved without the sacrifice of any teaching quality. 相似文献
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Allan Mackinnon 《Teaching and Teacher Education》1996,12(6):653-664
The metaphor learning to teach at the elbows is put forward in this article to highlight claims about learning to teach that focus on the development of “teaching manner.” My particular interest is in characterizing and understanding aspects of teaching that seem to be acquired, shared, mediated, and changed through teachers' work together—a shaping which I believe occurs initially through mimicry in the practice setting, and which in many cases appears to take place independent of rational deliberation. I ask “How do I understand this kind of learning?” and “How, then, do I then represent my work as a teacher educator?” These questions are explored in light of contemporary Western ideas about situated cognition, activity, and identity—ideas which are extended further in this paper by pointing out similar problems related to integrating knowing and action that are found in early Chinese philosophy. In particular, the dialogical relationship between Confucianism and Taoism provides a useful framework for understanding the studio interplay between learning as socio-culturally mediated activity and critical reflection in the initial preparation of teachers. 相似文献