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Professor Peter J. Fensham 《Research in Science Education》1995,25(1):33-38
Comparative studies of science education can emphasise either student learning of school science in a competitive sense or
the variety of science learnings that contemporary curricula for science expect. The Third International Maths and Science
Study (TIMSS) is endeavouring to achieve a balance between these two different and psychometrically conflicting possibilities.
The impact of STS on a number of countries' science curricula in the last few years is used to explore these tensions in the
planning of TIMSS. 相似文献
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Summary In this exercise the first five criteria of Table 3 were probably met. Our subsequent checks may enable us to claim that criterion
6 is also met, and there is little doubt that without it most chemistry teachers would remain sceptical about the worth of
such an “extra” set of activities.
The exercise also indicates that it is possible with modifications to move research techniques like 5 and 8 in Table 3 into
at least the realm of possibility of teacher-centred or didactic classrooms. 相似文献
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