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Jonathan Osborne Shirley Simon Andri Christodoulou Christina Howell‐Richardson Katherine Richardson 《科学教学研究杂志》2013,50(3):315-347
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11‐ to 16‐year‐old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013 相似文献
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This paper presents the findings of a qualitative research project carried out in a UK Pupil Referral Unit during the 2000/01 academic year. It describes and analyses the strategies adopted by a small group of Behaviour Support Service teachers in order to achieve their everyday occupational goals. It is argued that despite their commitment to the reintegration of excluded pupils into mainstream schools, the pedagogic practices adopted by these teachers served to contribute to an amplification, rather than a moderation, of pupil disaffection and misbehaviour. Teachers' perceptions and understandings about the nature and aims of lesson content varied whilst concerns and preoccupations about classroom control remained constant. Within the context of ongoing government debates in the UK surrounding ‘social exclusion’ and, more specifically, educational exclusion, these findings call for a widening of the research agenda in these areas to include more detailed investigations of occupational circumstance and practitioner needs within non‐traditional school settings. 相似文献
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The paper reports on a study of young children and the nature of their art learning based on the in-depth approach and in
the context of chorotopos (space-place, area, landscape, region, village or town). The sample includes 50 children drawn from three classrooms in three
early childhood settings in the area of Thessaloniki and Chalkidiki, Greece. Classroom observation notes, audio-taped analysis,
photographic material and the artworks of children were used to find out the influences of the programs to young children’s
art learning. Findings indicate that artistic activities in relation to their chorotopos and in-depth exploration of materials made children more situated to their own environment and enabled them to understand
the potential expressiveness of materials and their inherent meaning. Teachers’ role was decisive in providing special “scaffolding”
to further the exploratory process in an interactive environment of learning. The findings highlight the significance of learning
in, through and about art by allowing children to experience their personal environment through objects and materials encountered
in their chorotopos, to appreciate its richness and to see themselves as part of it.
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Andri Savva (Corresponding author)Email: |
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We examine open access to the Spanish scientific literature via investigation of a sample of peer‐reviewed articles in seven subject categories. Of the 28,259 papers published in 2000, 26.89% were freely accessible, with the share varying among disciplines. Articles in the social and behavioral sciences were the most widely available for free. This disciplinary divide applies also to the strategies used to offer open access to documents. In clinical medicine, life sciences, arts and humanities and social sciences open access was mainly based on the publishers' side, while subject‐based repositories were dominant in physical, chemical and earth sciences and deposit on homepages was the preferred strategy in engineering, computing and technology. Institutional and general repositories seem to play a minor role in providing free access to the Spanish peer‐reviewed literature. Papers published in commercial journals are less accessible than those that appear in non‐commercial journals, and we found overlaps in almost 20% of papers deposited. The fastest way to gain open access is to deposit in subject‐based repositories and the longest delays are related to deposits in homepages and especially to institutional repositories. Open access to Spanish peer‐reviewed articles is dominated by the passive mechanism of the “gold route” and the editorial strategy with self‐archiving practices in the minority and directed mainly towards subject‐based repositories and homepage posting of the papers. The results of this study could serve as a reference point for further study on the evolution of open access in Spain. 相似文献
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David NICHOLAS Eti HERMAN Hamid JAMALI Blanca RODRÍGUEZ‐BRAVO Cherifa BOUKACEM‐ZEGHMOURI Tom DOBROWOLSKI Stephanie POUCHOT 《Learned Publishing》2015,28(3):169-183
The article reports on a study of the views and actions of nearly a hundred scholars – mostly academic researchers from four European countries and four disciplines – in regard to scholarly reputation in the Science 2.0 age. It specifically looks at the role that 'emerging reputational mechanisms and platforms are playing in building, maintaining, and showcasing scholarly reputation in the digital age. Popular examples of such platforms are ResearchGate and Academia.edu . Data were obtained through one‐to‐one interviews and focus groups, supported by desk research. The main findings were: (a) it is early days and uptake is light and patchy with platforms largely used for non‐reputational purposes, such as sharing documents; (b) most users were passive and did not fully engage with the social aspects of the platforms; (c) the reputational focus was very much on just one scholarly activity (research), on just two outputs of that activity (publications and conferences) and one measurement of that activity (citations), but there are the stirrings of change; (d) young researchers are set to profit most from the emerging platforms. 相似文献
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Educational technology research and development - 相似文献
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This study investigated whether using multimedia-based instructional material in a problem-based social studies simulation enhances student learning about world issues, increases interest in social studies, and generates positive attitudes toward the instruction. The GlobalEd Project, a Web-based international negotiation simulation embedded in the middle school social studies curriculum, was used in this investigation. The study employed a quasi-experimental design with a multimedia group (MG) and a text group (TG). A total of 190 students participated in the study. Results indicated that students in the MG had marginally larger gains in knowledge and interest than their counterparts in the TG. In addition, students in the MG used the Web site more extensively than students in the TG. Directions for future research and multimedia developers are discussed. 相似文献