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161.
Towards a theoretical basis for students' alternative frameworks in science and for science teaching 总被引:1,自引:0,他引:1
Dr Brian L. Jones Professor Kevin F. Collis Dr Jane M. Watson 《Research in Science Education》1993,23(1):126-135
As there is nothing as practical as a good theory, there is a continuing need in the field of science education enquiry to
look for theories which help to interpret the findings about students' alternative frameworks and to inform the design of
teaching strategies which relate to a research focus on ‘how the student learns’. The developmental model of cognitive functioning
based on the SOLO Taxonomy (Biggs & Collis, 1982) as updated in 1991 (Biggs & Collis, 1991; Collis & Biggs, 1991) is being
applied in this way. Questionnaire data from two large studies of science learning of Australian students (conducted by ACER
and NBEET) are being re-analysed in terms of the current theory. This paper illustrates the theory and describes a plan of
further research.
Specializations: science education, students' understandings of phenomena in science.
Specializations: cognitive development, evaluation, mathematics and science education.
Specializations: mathematics education, students' understanding of chance and data concepts. 相似文献
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In order to determine the role of student writing in nontraditional life/experience credentialing programs, a questionnaire was compiled and results surveyed from nearly 50 such programs. Although there was little consensus among these programs as to what the proper role of student writing should be, most agreed that writing is a vital part of the credentialing process, but many felt it should not be overstressed. Few programs involved faculty whose main concern was writing despite evidence that essay grading provides a useful paradigm for portfolio assessment and that such faculty have much to offer and much to learn from nontraditional programs.A version of this report was presented at the Conference on College Composition and Communication (CCCC) of the National Council of Teachers of English, Kansas City, April 1, 1977. 相似文献
166.
Professor Peter Fensham 《Research in Science Education》1994,24(1):76-82
Science in schooling has for the first time been recently considered as a verified whole for the 10 or 12 of its compulsory
years, rather than for a limited sector of schooling or for a particular group of students. This has also been occurring as
part of a wider review and plan for the whole curriculum of schooling. A framework has been provided consisting of a matrix
of strands of intended content for learning across a number of levels approximating the years of schooling. There is a sense
and expectation of continuous progression in the learning of science. Earlier notions of progression in science curricula
are explored and compared with what has now appeared in the national curricula in England and Wales, New Zealand and Australia.
The notions of curriculum opportunity and curriculum purpose for science education are introduced as factors that would lead
to a shift in the sense of progression from a focus on Science itself to an emphasis on the learners' changing need of Science
as they progress through the years of schooling.
Specializations: science curriculum, environmental education, equity in education 相似文献
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