An element of current reform in science education worldwide is the shift from the dominant traditional algorithmic lower-order
cognitive skills (LOCS) teaching, to the higher-order cognitive skills (HOCS)-promoting learning; that is, the development
of students' capabilities including those of question asking (QA), critical/system thinking (CST), decision making (DM), problem
solving (PS), conceptualisation of fundamental concepts (CFC) and the transfer of these within both the science disciplines and real life interdisciplinary situations. Accordingly, an innovative metacognition-promoting
science teacher professional development course, integrating formal and informal science education, was developed and implemented
within a traditional model, focusing on the HOCS skills of QA, PS, and CFC. The HOCS promoting teaching and assessment strategies
of this course not only enabled participants to reflect on their own learning, but also facilitated their self-reflective
assessment, utilising a pre–post designed research-based methodology. The results suggest that such, or similarly appropriate,
metacognition-oriented courses can contribute positively to the development of science teachers' HOCS capability. 相似文献
How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments? 相似文献
One aspect of the work that adolescent girls do in creating and maintaining friendship networks with each other, the process of including some girls and excluding others, is explored using an ethnomethodological framework of analysis. Three adolescent schoolgirls in Australia talk about themselves and the other girls in their school. A close examination of this talk reveals a hierarchy of style categorisations which resonate with the socio‐economic and ethnic composition of the three main feeder areas to the school. The girls rank their own ‘original’ style, which is avant‐garde and eclectic, over the mass‐produced, imitative fashions‐of‐the‐moment displayed by members of other style groups.
By social closure Weber means the process by which social collectivities seek to maximise rewards by restricting access to resources and opportunities to a limited circle of eligibles. This entails the singling out of certain social or physical attributes as the justificatory basis of exclusion. (Parkin, 1979, p. 44) 相似文献
Parents are usually anxious about the quality of pre‐school education for their children and Singapore is no exception. As such, research into quality indicators of pre‐school care and education continues to receive much attention, especially in terms of identifying which aspects are related to positive outcomes for children, their parents and the policy makers. However, the significance of the day to day pre‐school experiences per se, are rarely investigated. Rather than considering outcomes, this paper reports a study which is concerned with pre‐school teachers' views on selected aspects of their working environment, in particular their dealings with parents, as determinant measures of quality in pre‐schools.
The majority of pre‐school centres in Singapore have a central structure and environment which by necessity adheres to government regulations. Except for teachers' views and feelings about aspects of their working conditions, most of the usual measures of centre quality are regulated. The study is concerned to identify which features of their day to day encounters most satisfactorily contribute to their roles as pre‐school teachers, and to examine any differences attributable to qualifications and experience.
The results show, that whilst there are some differences between teachers according to qualifications and experience, amongst the most positive features are satisfaction with parents' involvement, children's behaviour, and positive support from other teachers. 相似文献
The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all. 相似文献
A key tenet of the Home–School Knowledge Exchange Project is that children's learning will be enhanced if the knowledge and experience that are to be found both at home and in school can be brought together. In this paper we explore ways of connecting home and school to support literacy learning at Key Stage 1, focusing on the home‐to‐school direction. We discuss how shoeboxes, filled with children's artefacts, can support a range of literacy‐related activities in school. It is suggested that the extensive diversity of knowledge and interests reflected in the chosen objects presents teachers with an invaluable opportunity to personalise children's literacy learning. 相似文献
Measurement burst designs, wherein individuals are measured intensively during multiple periods (i.e., bursts), have created new opportunities for studying change at multiple time scales. This article develops a model that might be useful in situations where the functional form of short-term change is unknown, might consist of multiple phases, and might change over the long term. Specifically, we combine measurement of intraindividual entropy, a latent basis growth model, a multiphase growth model, and a growth model with covariates into a unified framework that could help accommodate the complexity of patterns that emerge in multiple time-scale categorical data streams. Empirical data from a longitudinal study of young children’s behavior during laboratory tasks designed to induce frustration are used to illustrate the utility of the proposed model for simultaneously describing intratask (short-term) change in self-regulation and developmental (long-term) shifts in intratask change. 相似文献
This research investigated students' understanding of electrochemistry following a 7–9-week course of instruction. A list of conceptual and propositional knowledge statements was formulated, and this provided the framework for semistructured interviews that were conducted with 32 students in their final year of high school chemistry, following instruction in electrochemistry. Three misconceptions identified in this study and five which have been reported earlier are incorporated into an alternative framework about electric current. The framework is grounded on the notion that a current always involves drifting electrons, even in solution. Another area where students' misconceptions were prevalent was in relation to the sign of the anode and cathode. Students who thought the anode was negatively charged believed cations would move toward it, and those who thought it was positively charged were unable to explain why electrons move away from it. Electrolytic cells also proved troublesome for students. Many students did not associate the positions of the anode and cathode with the polarity of the applied electromotive force (e.m.f.). Other students attempted to reverse features of electrochemical cells and apply the reversals to electrolytic cells. The implications of the research relate to students' interpretation of the language that is used to describe scientific phenomena and the tendency for students to overgeneralize, due to comments made by teachers or statements in textbooks. 相似文献