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71.
Karen Markey Professor Fritz Swanson Lecturer Andrea Jenkins Programmer Brian Jennings Programmer Beth St. Jean Graduate Student Research Assistant Victor Rosenberg Associate Professor Xingxing Yao Graduate Student Research Assistant Robert Frost Associate Professor 《The Journal of Academic Librarianship》2009,35(4):303-313
This exploratory study examines whether undergraduate students will play games to learn how to conduct library research. Results indicate that students will play games that are an integral component of the course curriculum and enable them to accomplish overall course goals at the same time they learn about library research. 相似文献
72.
Nate McCaughtry Sara Barnard Jeffrey Martin Bo Shen Pamela Hodges Kulinna 《Research quarterly for exercise and sport》2013,84(4):486-497
The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development. 相似文献
73.
Associate Professor Keith Skamp 《Research in Science Education》1997,27(4):515-539
It is problematic whether primary teachers benefit by completing a first degree especially when the teaching of specific subjects,
here science, is the focus of attention. This study reports the comparative results of interviewing thirteen Canadian and
ten Australian student teachers, both about to commence their Bachelor of Education. The Canadian students had completed an
initial degree while nine of the Australian students were school leavers. The interviews, which explored views about teaching
primary science, were analysed with this factor in mind. Student teacher perceptions reported include: how to recognise a
“good” primary science teacher; perceptions of self as a “good” primary science teacher; expectations of how the teacher education
program could assist their science teaching; and whether (for the Canadian students) the initial degree will help in becoming
a primary science teacher. Analysis of the interviews suggests possible influences a first degree (among other factors) may
have on perceptions related to primary science teaching and raises questions about what is the best general approach for preparing
primary teachers to teach science effectivly. 相似文献
74.
Intuition was one of the four key themes for science education that emerged from the Woods Hole Conference in 1957. Despite
the considerable influence of this conference on a generation of curriculum projects the intuition theme was almost completely
ignored. Recent studies of intuition, including an analysis of Nobel laureates' views of scientific intuition, are considered.
This enables several conceptions of the nature and role of intuition in science to be defined, and its importance to be assessed.
The assumption that it is also important in science education is examined by considering conditions in science teaching and
learning that may encourage intuitive thinking in the light of current research developments that could lead to a new agenda
for school science.
Specializations: science and technology curriculum, environmental education, educational disadvantage.
Specializations: phenomenography, ways of knowing, higher education—teaching and learning. 相似文献
75.
Assoc. Professor Lesley M. Wilkes Dr. Judith E. Batts 《Research in Science Education》1991,21(1):328-336
Since the introduction of nursing into tertiary institutions in Australia in 1975, there has been increasing interest in the
teaching of physical science to nurses. Various courses in physical science for nurse students have been developed. They vary
in length and content but there is agreement that concepts taught should be closely related to nursing applications. The choice
of relevant concepts tends to be made by individual curriculum developers. This paper reports an examination of the use of
physical science concepts and their relevance from the perspective of registered nurses practising in general ward areas.
Inherent in this study is the premise that for registered nurses to have ideas of the physical science underlying their practice
they must have constructed meaning first for these concepts. Specific chemical concepts related to solutions are discussed
in these terms.
Specializations: phenomenology, thinking, caring, euthanasia and palliative care, curriculum development for nurses.
Specializations: thinking, science curricula for nurses, isotope geochemistry, mass spectrometry. 相似文献
76.
OBJECTIVE: Child abuse in the context of legal and de facto marital breakdown has received little attention internationally. Many believe it does not exist in this context and regard it as just a "gambit in the divorce wars." Recently, however, family courts in a number of countries have become concerned over the management of child abuse allegations in custody and access cases, known more commonly now as residence and contact cases. This article presents a unique research study, which investigated how the Family Court of Australia dealt with such cases. The study, covering all forms of child abuse, sought to discover who were the families bringing these problems to family courts, what precisely the abuse was and how the courts dealt with it. METHOD: The study reviewed court records of some 200 families where child abuse allegations had been made in custody and access disputes in jurisdictions in two states, observed court proceedings and interviewed court and related services' staff. RESULTS: The findings showed that these cases had become a core component of the court's workload without any public or professional awareness of this change, that the abuse was real, that it was severe and serious, and that the courts and child protection services did not provide appropriate services to the families. CONCLUSION: A new specialized intervention system was developed based on the research and it is now being trialed and evaluated. The new intervention system contains features derived from the research findings that may be suitable internationally for implementation. 相似文献
77.
Professor Andrée Tiberghien 《Research in Science Education》1997,27(3):359-382
In this paper we discuss the articulation between teaching and learning, how to differentiate them and how to establish relations
between them, limiting ourselves to aspects dealing with knowledge. The aim is to allow the design of teaching situations
more relevant for learning. The characteristics differentiating teaching and learning are used to analyse research studies
relative to two time scales, one of the order of months or years and the other of the order of hours. The comparison shows
the importance of the grain size chosen to analyse the knowledge involved both in teaching and in learning. On the first scale,
the analysis of the students' knowledge and that of the knowledge to be taught are done independently to the extent that students'
knowledge is not analysed in reference to the knowledge to be taught (in terms of error or missing aspect) but on the basis
of the student's coherency. The decomposition of these two types of knowledge into similar components allows us to compare
them and leads us to propose “intermediate notions” between the usual physics knowledge to be taught and the students prior
knowledge. These intermediate notions can be rather far from complete correct physics knowledge but are learnable by the students.
On the second scale, detailed analysis of a single teaching session and the students' processes during this session needs
a fine level of knowledge granularity. Such a level allows us to make hypotheses based on the elements of students' prior
knowledge from which they can construct new knowledge and not only on the prior knowledge which has to be modified. This granularity
level allows an emphasis on the positive aspects of students' prior knowledge and enables us to construct hypothesis in order
to design teaching situations. Making explicit “intermediate notions” in the knowledge to be taught at a rather large level
of granularity of knowledge and the positive aspects of students' prior knowledge at a fine level of granularity, are proposed
as ways to improve teaching for fruitful learning. 相似文献
78.
Design Principles for Distributed Knowledge Building Processes 总被引:10,自引:0,他引:10
In this paper we explore various interpretations of the term distributed cognition, then turn our attention to communities grounded in the practice of collaborative knowledge building. We discuss CSILE (Computer-Supported Intentional Learning Environments), a technology designed to support contributions to a communal database. Shared responsibility for this community resource extends to aspects of school practice typically handled exclusively by teachers, and engagement in improving and connecting the contents of the database makes the process of knowledge building self-sustaining. We discuss knowledge building communities involving students and teachers, and end with discussion of design principles for distributed knowledge building processes. 相似文献
79.