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61.
Elaine Silva Mangiante 《Research in Science Education》2018,48(1):207-232
The intent of national efforts to frame science education standards is to promote students’ development of scientific practices and conceptual understanding for their future role as scientifically literate citizens (NRC 2012). A guiding principle of science education reform is that all students receive equitable opportunities to engage in rigorous science learning. Yet, implementation of science education reform depends on teachers’ instructional decisions. In urban schools serving students primarily from poor, diverse communities, teachers typically face obstacles in providing reform-based science due to limited resources and accountability pressures, as well as a culture of teacher-directed pedagogy, and deficit views of students. The purpose of this qualitative research was to study two white, fourth grade teachers from high-poverty urban schools, who were identified as transforming their science teaching and to investigate how their beliefs, knowledge bases, and resources shaped their planning for reform-based science. Using the Shavelson and Stern’s decision model for teacher planning to analyze evidence gathered from interviews, documents, planning meetings, and lesson observations, the findings indicated their planning for scientific practices was influenced by the type and extent of professional development each received, each teacher’s beliefs about their students and their background, and the mission and learning environment each teacher envisioned for the reform to serve their students. The results provided specific insights into factors that impacted their planning in high-poverty urban schools and indicated considerations for those in similar contexts to promote teachers’ planning for equitable science learning opportunities by all students. 相似文献
62.
Vanessa Carvalho dos Santos Leyla Mariane Joaquim Charbel Ni?o El-Hani 《Science & Education》2012,21(4):543-578
A major source of difficulties in promoting students’ understanding of genetics lies in the presentation of gene concepts
and models in an inconsistent and largely ahistorical manner, merely amalgamated in hybrid views, as if they constituted linear
developments, instead of being built for different purposes and employed in specific contexts. In this paper, we report the
results of a study about how textbooks can provide the grounds for the students’ construction of such hybrid views about genes.
These views are a key problem in genetics teaching, because they make it more difficult that students properly understand
this central biological concept and strengthen genetic deterministic ideas, which characterize a widespread discourse about
genes in the public opinion. We analyzed 18 textbooks using categorical content analysis, employing categories derived from
the literature addressing the historical development of gene models and concepts. Our findings indicate that the analyzed
textbooks do convey hybrid views about genes, with no correspondence to scientific models related to this biological concept.
These views reinforce genetic deterministic discourses and may lead students to serious misunderstandings about the nature
of genes and their role in living systems, with consequences to future learning about genetics. 相似文献
63.
64.
José Gonçalves Gondra Carlos Eduardo Vieira Regina Helena Silva Simões Claudia Engler Cury 《Paedagogica Historica: International Journal of the History of Education》2014,50(6):822-829
This article analyses the general characteristics of the construction of the field of history of education in Brazil. To do so, it highlights the existing historiography and aims to describe the process of institutionalisation of this knowledge field, which, in general terms, has been focused on the area of teacher training. Since the nineteenth century, however, it has also been possible to identify systematic historiographical efforts in Brazil that are not directly related to the school system, but rather to the teaching of and research into the history of education within Brazilian universities. The article addresses the organisation of the field, the ways in which it has been structured and the strategies of academic legitimisation employed to achieve this. These include the regular production of dissertations and doctoral theses, the publication of books and journals, academic events and the creation of research groups and scientific associations, through which research findings have found national and international circulation. This set of indicators creates conditions for an understanding of the expansion and reconfiguration of the field of history of education that began in the 1980s, as well as of the challenges this phenomenon presents to current historiography and teacher training in Brazil. 相似文献
65.
Jessica Crowe Ryan Ceresola Tony Silva 《Assessment & Evaluation in Higher Education》2014,39(6):759-775
By using a quasi-experimental design, in this study, we test the effect of undergraduate teaching assistants on student learning. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two sections without undergraduate teaching assistants and two sections with undergraduate teaching assistants, over two semesters. Results indicate that having undergraduate teaching assistants in the classroom can result in higher student performance. Students in the sections with undergraduate teaching assistants earned higher grades, were more likely to pass the course with a C or higher and performed better on half of the student learning outcomes than students in the sections without an undergraduate teaching assistant. Based on the overwhelmingly positive results on student learning, we would recommend the active use of undergraduate teaching assistants in the classroom, but especially for courses that students find challenging. 相似文献
66.
Niklas M. Gericke Mariana Hagberg Vanessa Carvalho dos Santos Leyla Mariane Joaquim Charbel N. El-Hani 《Science & Education》2014,23(2):381-416
The aim of this paper is to investigate in a systematic and comparative way previous results of independent studies on the treatment of genes and gene function in high school textbooks from six different countries. We analyze how the conceptual variation within the scientific domain of Genetics regarding gene function models and gene concepts is transformed via the didactic transposition into school science textbooks. The results indicate that a common textbook discourse on genes and their function exist in textbooks from the different countries. The structure of science as represented by conceptual variation and the use of multiple models was present in all the textbooks. However, the existence of conceptual variation and multiple models is implicit in these textbooks, i.e., the phenomenon of conceptual variation and multiple models are not addressed explicitly, nor its consequences and, thus, it ends up introducing conceptual incoherence about the gene concept and its function within the textbooks. We conclude that within the found textbook-discourse ontological aspects of the academic disciplines of genetics and molecular biology were retained, but without their epistemological underpinnings; these are lost in the didactic transposition. These results are of interest since students might have problems reconstructing the correct scientific understanding from the transformed school science knowledge as depicted within the high school textbooks. Implications for textbook writing as well as teaching are discussed in the paper. 相似文献
67.
This paper presents the views of students, from a range of schools and disciplines, on the effectiveness of current assessment feedback practices at Flinders University. We also report on a workshop on feedback with teachers. Overall, individual written comments were found to be the most useful form of feedback. However, there was significant variation with the level of satisfaction with feedback and the relative usefulness of different forms of feedback across the different schools and disciplines. This research suggests both the need to improve the effectiveness of such feedback and to tailor the forms of feedback offered to students according to the distinctive teaching and learning environments in different schools and disciplines. To that end, innovation and further research on feedback are justified, and some suggestions are offered. 相似文献
68.
69.
Jaime A. Teixeira da Silva Judit Dobránszki Aceil Al-Khatib 《Publishing Research Quarterly》2016,32(4):313-318
In biology and medicine, a scientist’s legend is most commonly determined by their sphere of influence, either on surrounding peers, on clients in the case of medical practitioners, or on the wider scientific public in the case of research scientists. A scientific paper still constitutes the most effective portal through which ideas, knowledge and opinions can be shared among academics and scholars. Thus, legends in science are built upon a scientist’s published literature. Legend was always assumed to be safe in its final form, i.e., a published paper. Yet, a powerful movement of post-publication peer review has begun to identify that not all has been well with the vetting process that led to the publication of a tranche of the scientific literature, and that editorial oversight and weakness has prevailed in a number of cases, leading to retractions and a more critical re-assessment of the literature. One could say that the half-life of a scientific paper has only just begun once it is published. Within this context of science publishing that has given a sense of false security, legends may evolve from boom to bust within the space of weeks or even months. The legendary status of a scientist is therefore no longer safe if there are hidden or undiscovered errors, fraud or misconduct. 相似文献
70.
António Natal Campos Rebelo Pedro Silva Vincenzo Rago Daniel Barreira Peter Krustrup 《Journal of sports sciences》2016,34(24):2246-2254
ABSTRACTThe aims of this study were (i) to characterise the acceleration demands of two different formats of small-sided game (SSG), i.e., 4v4 + goalkeepers (4v4 + GK) and 8v8 + goalkeepers (8v8 + GK); (ii) to analyse the correlation between performance in power-based tests and acceleration-based physical loading during the two different SSG formats and (iii) to analyse the neuromuscular-induced fatigue. Eighteen adult male footballers participated in the study (20.7 ± 1.0 years, 178 ± 5 cm and 71.4 ± 2.1 kg). Baseline measurements were obtained from countermovement jumps, 15 s repeated jumps and 5 and 15 m sprints. A total of 36 min was analysed for each SSG (4v4 + GK: two sets of 3 × 6 min, and 8v8 + GK: 2 × 18 min). Heart rate, blood lactate, perceived exertion and movement pattern (GPS) were analysed. Distances covered by very-high-intensity activities and very-high-speed running were lower in 4v4 + GK than in 8v8 + GK (effect sizes (ES) = ?0.69 ± 0.67 and ?1.04 ± 0.67, respectively; very likely), while accelerations and decelerations were higher in 4v4 + GK than in 8v8 + GK (ES = 1.13–1.52; almost certainly). Blood lactate concentrations were higher (ES = 1.40 ± 0.58; almost certainly) and players perceived themselves to be more tired (ES = 0.80–2.31; almost certainly) after 4v4 + GK than after 8v8 + GK. Sprint ability in 5 and 15 m tests decreased (ES = 0.87 ± 0.58 and 0.89 ± 0.58, respectively; almost certainly) only after 4v4 + GK. This SSG format appeared more demanding in relation to repetitions and fatigue development of muscle power-based actions than 8v8 + GK. It may therefore be logical to use the former type of SSG to target development of power-related football actions. 相似文献