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Gabriele B. Breuer Peter Kauf Reto Rupf 《International Journal of Science Education》2013,35(16):2664-2687
Children have served as research subjects in several surveys on attitudes to insects and invertebrates. Most of the studies have used quantitative scoring methods to draw conclusions. This paper takes a different approach as it analyzes children's free-text comments to gain an understanding of their viewpoints. A total of 246 children aged 9–13 completed a standard questionnaire regarding their attitudes toward 18 invertebrates indigenous to Switzerland. Fourteen insect species and four other invertebrates were individually presented in a color photograph without any further background information. The children were given the opportunity to provide comments on each animal to explain the attitude score they had awarded. Nearly 5,000 comments were coded and categorized into 7 positive and 9 negative categories. A significant correlation between fear and disgust was not detected. Based on a hierarchical cluster analysis, we concluded that flying in the air versus crawling on the ground was a major differentiator for attitude and underlying reasons, only being trumped by the fear of getting stung. The visualization of our findings in a cluster heat map provided further insights into shared statement categories by species. Our analysis establishes that fear and disgust are separate emotions with regard to insects and other invertebrates. Based on our findings, we believe that prejudice-based fear and culturally evolved revulsion can be overcome. We suggest promoting environmental education programs, especially if they allow for personal experience, provide information in emotion-activating formats, and include content that resolves existing misinformation and myths. 相似文献
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Peter James 《School Leadership & Management》2013,33(3):313-319
This enquiry sought to identify, in one secondary school, the day‐to‐day work that teachers below senior management level identified as being leadership tasks. Such approaches to non‐executive leadership are becoming more prevalent as schools move towards more open styles of management. This is accepted by practitioners, as well as being evident in the literature. In identifying these tasks it became possible to offer the teachers involved in the enquiry support and training in the skills necessary to perform these tasks. 相似文献
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Amid behavioural and behaviouristic objectives: reappraising appraisals of the Tyler Rationale 总被引:2,自引:2,他引:0
Peter S. Hlebowitsh 《课程研究杂志》2013,45(6):533-547
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Peter Ovens 《Teaching in Higher Education》2013,18(4):545-562
This paper is about certain aspects of the story of the introduction of an innovative approach to the learning and assessment of a critical understanding of science by undergraduate, primary school, student teachers specialising in science. The approach is for students to submit, as the only assessed assignment for the module, a cumulative, multi-voiced text called a Patchwork Text (PT). The PT integrates smaller pieces written across the module, which demand critical and personal engagement, and have been the subject of peer and formative feedback, to produce a structurally unified reflective synthesis. Far from being a technical change, this innovation has been motivated by a commitment to the greater fulfilment of broad aims which have moral dimensions. The proposal for the introduction of a PT approach encountered criticisms from colleagues. This led to special arrangements for monitoring the implementation, and the marking of the first set of PTs. Evidence is drawn from a meeting of the moderating panel to identify issues about assessment, which came to the fore and to examine their value positions and raise concerns about innovatory initiatives in the current climate of teacher education in England. 相似文献
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Playgroups provide for more children under five than any other preschool service, and now regard themselves as an alternative to, rather than a substitute for, nursery education. There are, however, a number of major issues concerning their funding: income depends largely on parental fees and fund‐raising; playgroups are less well resourced than nursery education; and current resourcing may be too low to ensure quality. Based on research in 45 playgroups in three areas (rural, inner city, and suburban), the paper looks in more detail at the consequences for playgroups of their current funding position and, more specifically, at the impact on various aspects of playgroups ‐ including premises and equipment; opening hours and usage; the position of playgroup workers; the satisfaction of mothers and playgroup leaders; and the playgroup environment ‐ of different funding policies pursued by local authorities in the three study areas. One local authority provided substantial support to individual playgroups, while the other two gave minimal support. The paper concludes by considering three options for the future funding of playgroups. 相似文献
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