排序方式： 共有72条查询结果，搜索用时 0 毫秒
71.
In view of the need to develop school teachers as research‐oriented professionals and the reported complexities of this endeavour internationally, this article explores teacher involvement in research‐related‐activities in Cyprus. It aims to measure the extent and quality of such involvement and explore possible predictors. Data were collected from a sample of 420 public primary and secondary school teachers. Most respondents reported involvement in activities for the consumption of research, which was found to be related to teachers' background in research methods courses and work context (primary/secondary school). Teachers' involvement in activities for the production of research was less extensive, whilst statistical associations with the specific background variables were not traced. On the basis of the findings, recommendations for the transition towards research‐oriented teachers are discussed in terms of developing research knowledge, skills and attitudes and providing supportive measures to schools. 相似文献
72.
Konstantinos Ravanis Dimitris Koliopoulos Jean-Marie Boilevin 《Research in Science Education》2008,38(4):421-434
The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about
cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object
that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention,
and post-test. Two teaching strategies were compared: one inspired by Piaget’s theory (Piagetian approach) and one inspired
by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between
the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate
teaching framework compared to the Piagetian one. 相似文献