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Anxiety in Science Classrooms: its measurement and relationship to classroom environment 总被引:1,自引:0,他引:1
Barry J. Fraser Rieke Nash Darrell L. Fisher 《Research in Science & Technological Education》2013,31(2):201-208
This paper considers the role of a new vocational science qualification in the UK (Intermediate General National Vocational Qualification (GNVQ) science) and how it relates to science-based employment. Studies into employers' requirements are reviewed and found to indicate that an ability to understand and evaluate scientific evidence is valued highly. This part of science is not currently taught explicitly either in GNVQ or elsewhere in the science curriculum. The authors report the results of a small intervention study in which ideas about evidence were explicitly taught within Intermediate GNVQ science. The findings suggest that it is feasible to incorporate such teaching into the qualification but that, if it is not part of the formal assessment process, the teaching tends to be undervalued by the students. By contrast, the teaching staff involved in the project recognised that these ideas fill a gap in the qualification and valued the teaching materials developed for this purpose. A means of incorporating the assessment of such understanding into the current assessment procedures is put forward. Such a modification to the assessment process would add rigour to the qualification and provide a better preparation for employment in science-based industry. 相似文献
73.
The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Its implications for methods and material in religious education are clear. Religious educators may well take advantage of every new finding in scientific research. Each abstract or group is preceded by an evaluation and interpretive comment, which aims to guide the reader in understanding the research reported. All of these abstracts are from PSYCHOLOGICAL ABSTRACTS, and used by permission of that periodical. The abstract numbers are from Volume 25, Numbers 9 and 10, September-October 1951. 相似文献
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Robert J. Nash and Jennifer J. J. Jang argue that students have a great need to find a “meaning to live for,” à la Victor Frankl, and make a case for creating a space for students and educators to contextualize learning experiences dealing with the universal, existential questions of life. 相似文献
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Reviewed by Susan Nash Simpson 《Medical reference services quarterly》2013,32(1):99-100
No abstract available for this article. 相似文献
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The project reported in this paper addresses the issue of trainee teacher learning with regard to special educational needs and disabilities (SEND) during the school placement element of one-year postgraduate teacher training programmes in England. Through a focus on the university/school partnership, school organisational and classroom pedagogic processes, the project aimed to improve knowledge and understanding about teacher education relevant to the special educational needs and inclusive education fields. Specifically, the project examined and compared the school-based learning and outcomes of postgraduate teacher trainees in primary and secondary programmes that used different approaches to preparing teachers for the special needs aspects of their future teaching. Three kinds of school-based approaches are examined: one that involved a practical teaching task; a second which involved a pupil-focused task (but not practical teaching); and a third where there was no specific pupil-focused SEND task other than class teaching practice. The paper reports on what and how trainees learned about teaching pupils with SEND and on differences related to the use of SEND tasks. Findings indicate that what trainees learn about teaching pupils with SEND is strongly interlinked with what they learn about teaching in general. The pedagogic knowledge learned from undertaking planned pupil-focused SEND tasks, however, centres on pupils’ personal learning needs, something that was less likely to be learned from only whole-class teaching experience. Implications for schools, initial teacher education (ITE) providers, national and international policy are presented as evidence-informed questions with possible options. 相似文献
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Meredith Nash 《Sport in Society》2018,21(9):1432-1453
CrossFit (CF) is one of the fastest growing exercise regimens in the world. However, sociologists have been relatively slow in examining the place of CF coaches in contemporary CF fitness culture. CF coaches are key figures in the production, promotion and consumption of CF fitness services. Therefore, coaches are a sociologically compelling group to examine. Drawing on interviews with male CF coaches in Tasmania, Australia, this paper argues that the way that CF coaches become qualified, interact with clients and understand ‘health’ and ‘fitness’ is shaped by the confluence of masculinity and neoliberalism. As CF grows in Australia alongside other fitness regimens, these findings pose a unique set of concerns for the Australian fitness industry, especially in relation to the ways that CF coaches translate the meaning and practice of ‘health’ and ‘fitness’ to their athletes. 相似文献
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