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451.
Kathy L. Malone Christian D. Schunn Anita M. Schuchardt 《Journal of Science Education and Technology》2018,27(1):30-44
The National Research Council framework for science education and the Next Generation Science Standards have developed a need for additional research and development of curricula that is both technologically model-based and includes engineering practices. This is especially the case for biology education. This paper describes a quasi-experimental design study to test the effectiveness of a model-based curriculum focused on the concepts of natural selection and population ecology that makes use of Excel modeling tools (Modeling Instruction in Biology with Excel, MBI-E). The curriculum revolves around the bio-engineering practice of controlling an invasive species. The study takes place in the Midwest within ten high schools teaching a regular-level introductory biology class. A post-test was designed that targeted a number of common misconceptions in both concept areas as well as representational usage. The results of a post-test demonstrate that the MBI-E students significantly outperformed the traditional classes in both natural selection and population ecology concepts, thus overcoming a number of misconceptions. In addition, implementing students made use of more multiple representations as well as demonstrating greater fascination for science. 相似文献
452.
Kathy Hall Beryl Webber Steve Varley Vanessa Young Peter Dormant 《Cambridge Journal of Education》1997,27(1):107-122
This paper is based on semi‐structured interviews with 59 Year 2 teachers across 45 schools in one LEA. It documents their practice of and attitudes to teacher assessment and it proposes a developmental model which describes and explains their approaches. The assessment of process skills is analysed and the effects of assessment on children's learning and teachers’ practice are discussed. The manageability of teacher assessment is also examined. The findings are linked with previous and subsequent studies on teacher assessment and suggestions for further research, based on these outcomes, are offered. 相似文献
453.
This study focused on the conceptual understandings held by 78 preservice elementary teachers about moon phases, before and after instruction. Participants in the physics groups received instruction on moon phases in an inquiry‐based physics course; participants in the methods group received no instruction on moon phases. The instructive effect of two different types of preinstruction interviews also was compared. The instruction on moon phases used in the study is from Physics by Inquiry by Lillian McDermott. In the study, the method of inquiry followed a qualitative design, involving classroom observations, document analysis, and structured interviews. Inductive data analysis identified patterns and themes in the participants' conceptual understanding. Results indicate that without the instruction, most preservice teachers were likely to hold alternative conceptions on the cause of moon phases. Participants who had the instruction were much more likely to hold a scientific understanding after instruction. The instruction appears to be more effective in promoting a scientific understanding of moon phases than instruction previously reported in the literature. It also appears that using a three‐dimensional model or making two‐dimensional drawings during the preinstruction interviews does not have instructive value. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 633–658, 2002 相似文献
454.
Kathy Harrison Alison Taysum Gerry McNamara Joe O'Hara 《Irish Educational Studies》2016,35(2):155-173
The Education Act (1998) is a key policy document in Irish education, emphasising the rights, roles and responsibilities of key stakeholders, including parents, teachers and pupils in schools. Since 1998 the Department of Education and Skills (DES) has stressed the need to introduce an increased role for teachers and pupils in decision-making. It is therefore timely to explore the response of teachers and students to such a collaborative school environment in a rural second-level school of approximately 600 students. Transition year (TY) students (ages about 15–16) and their teachers were surveyed by questionnaire and interviewed. It finds that while the school is proactive in involving students and teachers in decision-making, a source of social, personal and professional empowerment, experienced teachers, and students in particular, want a more substantial voice. For example, most students want more say. They want class discussions or a vote, not just Student Council (SC) representation, on important and not just trivial issues. They want involvement before decisions are taken, with more feedback. Overall, participation is considered important by all stakeholders. 相似文献
455.
Carol Seefeldt Richard K. Jantz Kathy Serock Alice Galper 《Educational gerontology》2013,39(3):301-310
The CATE (Children's Attitudes Toward the Elderly) was administered to 180 children, 20 at each level from age 3 to age 11. Results suggest that children at all age levels have limited knowledge of and contact with older people. Few children gave positive responses about growing old themselves; most did not perceive being old as positive. Attitudes of children toward the elderly suggest a mixture of positive feelings of affect and either stereotypic or negative attitudes about the physical aspects of age. It was determined that children's concepts of age increase in accuracy as they increase in age. Educational implications include providing accurate information about the elderly and actual contact with older people, enabling children to assess their perceptions of the aging process and how aging affects them, and exposing children to an unbiased look at the attributes, behaviors, and characteristics of the elderly in a wide variety of roles in order to avoid or extinguish the formation of stereotypic, negative attitudes. 相似文献
456.
The authors conducted ethnographic research to provide deep understanding of the learning environment of a selection of computer science classrooms at a large, research university in the United States. Categories emerging from data analysis included (1) impersonal environment and guarded behavior; and (2) the creation and maintenance of informal hierarchy resulting in competitive behaviors. Both of these categories describe patterns of recurring communication taking place in the classroom learning environments. We identify particular and recognizable types of discourse, which, when prevalent in a classroom, can preclude the development of a collaborative and/or supportive learning environment. Alternative communication choices, both explicit and implicit, can lead to a more balanced and supportive climate for learning. An example of a successful effort to alter traditional patterns of interaction, without compromising the quality of learning, in a higher education astrophysics class is presented. 相似文献
457.
Professional development for academics in higher education is increasingly important in the United Kingdom and elsewhere. Promoting better teaching practices through professional development is part of the drive for quality and excellence. However, the focus has been on teaching as a "technical" activity, defined as competence in a particular domain of practice. This has obscured the social and discursive practices through which a very particular sort of teacher identity is produced. It is possible, therefore, to examine the ways in which the standards of competence operate to normalise and fashion what it means to be a "good teacher". In this article, we examine extracts from course documentation produced by a UK university through which the professional standards of those working in higher education are being constituted. Our focus is not the quality of these particular materials but the work the documentation performs in building up a particular notion of what characterises a professional teacher in higher education. 相似文献
458.
This introductory paper provides the background to the Cape Town Statement on Characteristic Elements of a Lifelong Learning Higher Education Institution that appears in this Journal. It describes the journey of a network of adult educators and academics from the North, South, East and West through contested terrain from Hamburg, to Paris, Mumbai and Cape Town in 2000. At a conference held in Cape Town in October 2000, the delegates concluded that there were six essential characteristics of a higher education lifelong learning institution. This paper reviews the essential elements of these characteristics and comments on the journey of their development. 相似文献
459.
Carol Seefeldt Richard K. Jantz Kathy Serock Sue Bredekamp 《Educational gerontology》2013,39(5):493-506
Many school systems and other agencies across the nation are implementing or planning to implement programs involving older persons with children. Thus it now seems crucial to examine older person's attitudes toward children. Intergenerational encounters can be positive only if the attitudes of both groups are known and taken into consideration. The instrument, Elderly Persons’ Attitudes Toward Children, was administered to a random sample of persons over age 65 throughout the nation (N = 542). Results indicated that the elderly hold overall positive attitudes toward children; however, their responses reveal the complexities of attitudes. Negative attitudes toward some personality characteristics of children, as well as the belief that stricter methods of discipline should be used, were found. Higher levels of education, more frequent contact with children, and having grandchildren under the age of twelve were related to more positive attitudes toward children. This information should be useful to those involved in planning and implementing intergenerational programs in school and nonschool settings and for the design of training programs for elder volunteers desiring to work with children. 相似文献
460.
This article examines the significance of how learning objects have come to be conceptualized and utilized, particularly in higher education. While many articles critique the term and its origins, an examination of the role metaphor plays in our conceptualization of ‘data’, ‘information’ and ‘learning objects’ helps us move beyond a fixation on the term to its promise and challenges. Although much has been written about how learning objects should be developed, accessed and stored, much less has been written about how they should be designed and used. This quest for understanding of the role learning objects will play in the future of learning leads to new strategies which encompass such issues as a reusability, knowledge management, efficient infrastructure design and innovative course design. 相似文献