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41.
Avi Hofstein Ingo Eilks Rodger Bybee 《International Journal of Science and Mathematics Education》2011,9(6):1459-1483
One common theme underlying recent reports on science education is that the content of school science and its related pedagogical
approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do
not find their science classes interesting and motivating. These claims are especially valid regarding those students who,
in the future, will probably not embark on a career in science or engineering but will need science and technology personally
and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science
is linked to those issues that are relevant to students’ life, environment, and role as a citizen. As a result, many students
are unable to participate in societal discussions about science and its related technological applications. This paper discusses
the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported
by a theoretical rationale from various sources leading to a reflection about common practices in science education in three
countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed. 相似文献
42.
Thirty‐six children with cerebral palsy, aged 3.5 to 4.5 years were compared on their skills for independence. Of the 36 boys and girls, 19 children were enrolled in a Conductive Education Program in Birmingham and 17 were enrolled in British special education programs in the Greater Manchester area. Skills for independence were measured with the Vineland Adaptive Behavior Scales via teachers’ responses, once a year on three occasions. Parents were interviewed using the Developmental Profile 2, once a year on three occasions. The results of two‐way ANOVA with one repeated measure on both teachers’ and parents’ responses indicate that there was no significant difference between the two groups in their skills for independence. However, both groups performed significantly better as they were getting older. Despite the strong emphasis on independence in Conductive Education, the children's level of independence was no different from their counterparts. Thus, the claim for the effectiveness of Conductive Education is not supported by the study. 相似文献
43.
Developing local oral reading fluency cut scores for predicting high‐stakes test performance
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Sally L. Grapin John H. Kranzler Nancy Waldron Diana Joyce‐Beaulieu James Algina 《Psychology in the schools》2017,54(9):932-946
This study evaluated the classification accuracy of a second grade oral reading fluency curriculum‐based measure (R‐CBM) in predicting third grade state test performance. It also compared the long‐term classification accuracy of local and publisher‐recommended R‐CBM cut scores. Participants were 266 students who were divided into a calibration sample (n = 170) and two cross‐validation samples (n = 46; n = 50), respectively. Using calibration sample data, local fall, winter, and spring R‐CBM cut scores for predicting students’ state test performance were developed using three methods: discriminant analysis (DA), logistic regression (LR), and receiver operating characteristic curve analysis (ROC). The classification accuracy of local and publisher‐recommended cut scores was evaluated across subsamples. Only DA and ROC produced cut scores that maintained adequate sensitivity (≥.70) across cohorts; however, LR and publisher‐recommended scores had higher levels of specificity and overall correct classification. Implications for developing local cut scores are discussed. 相似文献
44.
Wolff‐Michael Roth 《科学教学研究杂志》2001,38(7):768-790
In the course of a decade of research on learning in technology‐centered classrooms, my research group has gained considerable understanding of why and how students learn science by designing technology. In this article I briefly review two dimensions in which science and technology share fundamental similarities: (a) the production and transformation of representations and (b∥ the action‐oriented language describing the two domains. Because it is fundamentally problematic to derive what ought to happen in science classrooms from other dimensions, I provide three episodes to illustrate what and how students know and learn science during technological design activities. Episodes and analyses embody the two dimensions previously outlined. Because these episodes are representative of the database established during an extensive research program, I suggest there is sufficient ground for using and investigating science‐through‐technology curricula. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 768–790, 2001 相似文献
45.
Counselor Educators' Experiences Preparing Preservice School Counselors: A Phenomenological Study
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Jennifer Scaturo Watkinson Emily C. Goodman‐Scott Ian Martin Kathy Biles 《Counselor Education & Supervision》2018,57(3):178-193
The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level. 相似文献
46.
Bernadette Hauglustaine‐Charlier 《欧洲师范教育杂志》1997,20(3):227-242
The theoretical part of this paper argues for an embedding of the question of stability and change of teachers’ conceptions of learning into the researchers epistemological standpoint. The empirical part illustrates this statement by showing how changes in a teacher's conception of learning could be understood from a constructivist perspective. According to this perspective, conceptions are related to other relational and environmental variables that form a meaningful configuration. Thus, although conceptions of learning appear as relatively stable cognitive structures, they are also related to environmental variables to be managed by the teachers’ educators. This research result determines the discussion of the basic questions addressed in the title of this paper: why do we want to change teachers beliefs and how could we, as teachers’ educators, support these changes. 相似文献
47.
Yvonne Farr‐Wharton 《Assessment & Evaluation in Higher Education》1997,22(2):211-224
Student diversity has increased within Australian universities. This has changed the teaching and learning needs of students. The implementation of quality was aimed at enhancing the quality of the higher educational product. However, the policy, while providing an accountability framework at the institution level, failed to provide the structural mechanisms needed to achieve quality in the teaching and learning the students receive, that is the sub‐faculty level. Other factors, such as the potential growth of non‐government resources in the form of more international students have perhaps a greater chance of improving the quality of teaching and learning within the faculties, because they provide both the funds and an incentive for more funds as a reward for implementing quality assurance within the teaching and learning function of universities. 相似文献
48.
D. Lloyd‐Kolkin 《Learning, Media and Technology》1981,7(3):90-92
A major investment in educational television programmes by the federal government led the United States Department of Education to seek ways to extend the audience size for these programmes beyond public television by placing them on commercial broadcast stations in America. This article describes the programmes, the marketing organization and strategies used to promote programming to the commercial marketplace, and the successes achieved in persuading commercial broadcasters to accept educational children's programming, particularly programmes aimed at minority audiences. 相似文献
49.
Ortrun Zuber‐Skerritt 《Higher Education in Europe》1988,13(4):64-76
The aim of this study is to elicit from staff members and from postgraduate students their personal constructs of research effectiveness. Based on Kelly's Personal Construct Theory, the repertory grid technique was used to elicit, analyse, discuss, and negotiate individual and group constructs of research with the result of arriving at a greater group consensus and a clearer picture of shared criteria for research effectiveness. 相似文献
50.
This study examines the key concepts of elements‐and‐principles art instruction, as defined in the publications by Vorkurs (preliminary course) instructors at the Bauhaus. Elements‐and‐principles instruction was for decades central to formalist art training, and continues to play a role, albeit limited, today. Preceding accounts of the elements‐and‐principles have not considered contextual matters worthy of attention, specifically, two other instructional frameworks. One is perceptual drawing that dominated in Western art culture before the inception of the elements‐and‐principles approach. The second is the instructional model Paul Klee proposed in his well‐known but under‐examined instructional publication of 1925, Pedagogical Sketchbook. With regard to the latter, scholars have failed to undertake detailed analysis that would explain Klee's instructional model and, in particular, its central (and idiosyncratic) concept of ‘trichotomy’. Trichotomy is a structure rather than a formal element, providing visual equivalents for extra‐visual events. The peculiarity of trichotomy and related concepts in Pedagogical Sketchbook has kept the publication a faint presence in elements‐and‐principles instruction and in related scholarly inquiry. With a more precise presentation of Klee's pedagogical focus, this study distinguishes heretofore overlooked dissimilarities between the Pedagogical Sketchbook model and elements‐and‐principles approach, and enables recognition of affinities between Klee's model and current conversations about embodiment pedagogies in visual arts education. 相似文献