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41.
Dr. Ken Appleton 《Research in Science Education》1995,25(4):383-393
This report examines, from a constructivist framework, how students presented with discrepant event problems during science
lessons begin the problem solving process by exploration of the problem space. Three discrepant events were presented to five
classes of eleven to thirteen year-olds using three different teaching strategies identified from the literature. The teaching
strategies used teacher demonstrations followed by students asking the teacher questions, teacher demonstrations followed
by an explanation by the teacher, and small groups of students under the guidance of the teacher. Data were collected from
field notes, video tapes of the lessons, and student interviews using a stimulated recall technique to elicit the students'
thinking during the lessons. The extent to which students could explore the problem space was found to be determined by the
teaching strategy used, as the first and last strategies encouraged students to find their own explanations. Different information
sources were also available in each of the teaching strategies. That is, exploration of the problem space was inextricably
linked to the social context, partially determined by the teaching strategy. Because of constraints imposed by each teaching
strategy none of those used was considered entirely satisfactory. An alternative strategy is suggested from a combination
of aspects of the strategies trialled. 相似文献
42.
Ken C. Prince Asagwara 《The Urban Review》1997,29(3):189-203
The paper critically examines the quality of education in Nigeria's Universal Primary Education (UPE) scheme from 1976 to 1986. The author argues that the positive impact of the UPE scheme was that more people went to school, and many of them can now read and write their names and seem to be better informed. But the standard of Seaming fell far below what it was before the introduction of the UPE scheme in Nigeria. Those who planned the scheme apparently forgot to consider the importance of the availability of qualified teachers, adequate learning environments, equipment and textbooks, classroom management and supervision, and the content of the curriculum. Since availability of the above facilities is integral to effective teaching and classroom performance, the inevitable outcome was the erosion of standards in Nigeria's primary education. The author advises other developing countries to act cautiously when embarking on prestige educational projects, such as the UPE scheme, as a means to combat ignorance and illiteracy. It is also hoped that the Nigerian experience will lead to a further understanding of the postulation by educational analysts of school facilities as major factors in effective teaching and determining the quality of learning in the developing countries. 相似文献
43.
44.
During the early 1980s in Australia there was a new wave of expectancy about primary science as new curricula were being considered or introduced and research findings were beginning to identify new directions for both teaching and research. In an expression of this, six authors were invited to present papers to a symposium on primary science held in 1984 to address the question: “What do you believe should be the state of primary science (in Australia) in 1995 and what are the steps which need to be taken to achieve the desired state?” This study set out to identify what had been said at that time, to compare that with actual developments, and to identify possible future directions for research. Relevant publications includingResearch in Science Education were analysed as a means of comparing what had happened since 1984 with the hopes of those authors. It was only in the latter half of the decade that some of the scenarios painted by the authors in 1984 began to emerge. A key implication for the research community drawn from the analysis shows that science education researchers have tended to neglect working in collaboration with education departments and authorities for the improvement of primary science education. 相似文献
45.
RESEARCHING RESISTANCE: CAMPAIGNS AGAINST ACADEMIES IN ENGLAND 总被引:2,自引:0,他引:2
ABSTRACT: This article uses social movement theory to analyse campaigns against a new type of government-sponsored school – the Academy – in four areas of England. It seeks to identify the social composition of anti-Academy campaigns, to track their encounters with proponents of the new schools and to describe the characteristic forms of their campaigning strategies. In doing so, the article aims to help place research into educational opposition and contestation closer to the centre of researchers' agendas. 相似文献
46.
47.
Ken Brewer 《Teaching Statistics》1995,17(3):94-96
This article suggestes some teachniques, herein referred to as ‘arm-waving’, which utilise analogies, graphs and examples to illustrate the contribution of mathematisc to statistical concepts without a rigorous treatment of the mathematics used. 相似文献
48.
ABSTRACTThis study aimed to investigate teachers' perspectives on the practical implementation of the standards agenda and its impact on their professional identities. Q-methodology was used alongside semi-structured interviews with UK primary school teachers. The study explored the views of 25 teachers in six schools, selected through purposive sampling to give a range of individual and institutional demographics. Teachers in this research commented on the impact the standards agenda has had on parental and societal judgements that affect their identity as professionals. Teachers held differing positions on whether they experienced constraint or flexibility when implementing standards objectives. These differing positions were mainly influenced by whether they taught above or below Year 3. Teachers who found flexibility in the agenda's objectives had less occupational stress and increased ownership of their own actions and the standards agenda. Teachers' positions were complex and changed according to situational influences at a classroom level. 相似文献
49.
50.
Ken W. McCluskey 《Roeper Review》2017,39(3):195-198
Throughout his focus article, Robert Sternberg discusses the theoretical underpinnings and rationale behind his emerging Active Concerned Citizenship and Ethical Leadership (ACCEL) model. In the process, he raises several critically important issues, including the misuse of IQ testing as the major method for identifying gifted students, the need to address real-life problems by focusing on creativity and concerned citizenship, and the potential for principled, ethical leadership to make a real difference in the world now and in the future. The intent of this response article is to pick up on these major themes, extend the conversation, emphasize the necessity for expanding enrichment programming to include marginalized young people for whom the playing field is not level, and help set the stage for wider implementation of the ACCEL framework to enhance identification, instruction, and learning in gifted education. 相似文献