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11.
Quek Choon Lang Angela F. L. Wong Barry J. Fraser 《Research in Science Education》2005,35(2-3):299-321
This study investigated the chemistry laboratory classroom environment, teacher–student interactions and student attitudes
towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the
35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the
30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and
QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry
laboratory classroom environments and teacher–student interactions. Some statistically significant associations of modest
magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal
behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher–student
interactions for gifted students are provided. 相似文献
12.
We have developed experiments and materials to model human genetics using rapid cycling Brassica rapa, also known as Fast Plants. Because of their self-incompatibility for pollination and the genetic diversity within strains, B. rapa can serve as a relevant model for human genetics in teaching laboratory experiments. The experiment presented here is a paternity exclusion project in which a child is born with a known mother but two possible alleged fathers. Students use DNA markers (microsatellites) to perform paternity exclusion on these subjects. Realistic DNA marker analysis can be challenging to implement within the limitations of an instructional lab, but we have optimized the experimental methods to work in a teaching lab environment and to maximize the “hands-on” experience for the students. The genetic individuality of each B. rapa plant, revealed by analysis of polymorphic microsatellite markers, means that each time students perform this project, they obtain unique results that foster independent thinking in the process of data interpretation. 相似文献
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Given US students’ lack of international competitiveness in mathematics and science, many states have adopted the Common Core State Standards for Mathematics (CCSSM). To help ensure that the Standards for Mathematical Practice within the CCSSM and effective teaching practices are implemented appropriately, many teachers are emerging as teacher leaders with the intent of supporting teachers with this implementation. Unfortunately, not all of these teachers are necessarily prepared in the field of teacher leadership. Recognizing the importance of having well-prepared teacher leaders, this article describes the case of Ms. Hodges, as she transitioned from mathematics teacher to teacher leader. Data revealed that several factors affected Ms. Hodges’ transition, some positively and others negatively. These results as well as implications for teacher leader development are provided. 相似文献
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Angela S P Ho 《International Journal for Academic Development》2013,18(1):30-41
With the rapid expansion in tertiary education in the past decade, coupled with the rising emphasis on accountability, teaching quality has become an important issue in higher education worldwide. The increasing emphasis on quality has placed new demands on staff development, in particular to find promising models and methodologies that will guide development approaches. The paper describes an innovative approach to staff development that was synthesized from four theories about conceptual change or change in general. This conceptual change approach is based on the hypothesis that changing teachers' conceptions of teaching towards more elaborated levels will bring about improvement in their teaching practices. A short course derived from this model is outlined. 相似文献
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The authors take up the hypothesis that distance education was also meant to facilitate the access of women to higher education. Recent studies carried out at the University for Distance Education at Hagen show that results do not always match expectations. By analysing in detail the causes for this partial failure, the authors come forward with some remedial proposals.
The authors are all members of the staff of Hagen University. 相似文献
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