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51.
Mr. Ray Peterson Associate Professor David Treagust 《Research in Science Education》1992,22(1):323-330
This paper discusses a preliminary investigation into primary pre-service teachers' pedagogical reasoning skills. Results
from this investigation led to the development of a problem-based learning model which focused on improving primary pre-service
teachers' pedagogical reasoning skills. The problem-based learning model uses pedagogical reasoning as the basis for creating
problem situations for the pre-service teachers to investigate. The paper reports on pre-service teachers' views on the use
of the approach to improve their pedagogical reasoning skills.
Specializations: science teacher education, learning in science, chemistry education.
Specializations: student learning, conceptual change, technology education, curriculum evaluation. 相似文献
52.
This paper relates to a study commissioned by the Department of Employment, Education and Training to evaluate the impact
of the Discipline Review of Teacher Education in Mathematics and Science. The major datagathering strategies employed in that
study have been to visit every higher education institution in Australia involved in teacher education to interview relevant
staff and to seek information by mail from other bodies to whom recommendations of the Review were addressed. This paper reports
a supplementary activity, the analysis of citations of the Report of the Discipline Review in the journal of the Australasian
Science Education Research Association,Research in Science Education. This research reveals that there has been relatively little critical analysis of the Review, somewhat surprising in the
light of its significance for science teacher education. Further the citations in the journal suggest that the Review Report
has struck a responsive chord with those involved in the science education of primary school teachers. Its impact on secondary
teacher education would appear to be less significant. This difference is explored in the context of professional education.
Specializations: science education, teacher education.
Specializations: international education, educational measurement, science education. 相似文献
53.
54.
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56.
本文研究设计了一种新型的机载相控阵雷达调度(SOMAPAR)的专家系统。该系统构造了一个由多种知识表达方式实现的知识库,并运用模糊数学方法表达知识,建立了一个简单的模糊推理机。仿真结果表明,该SOMAPAR专家系统能使雷达自适应于目标环境的变化,调整自身状态在最佳条件下工作,具有一定的专家水平。 相似文献
57.
Professor John W. Creswell 《Research in higher education》1978,8(3):205-226
The faculty survey or workload instrument becomes the focal point for both praise and criticism about measuring how faculty spend professional time. While research on the workload instrument often centers on the design and administration of the survey, NCHEMS has questioned how faculty react to such workload analysis, a researchable area seemingly overlooked. In a 1973 report, NCHEMS suggested that faculty reaction or acceptance may be related to the degree of faculty self-governance, experience in completing the survey, the positive use of data for departments, and the expectation that faculty are required to complete the survey for an external governing board. Faculty on one large state-supported midwestern university were asked how they felt about the workload survey administered on campus and whether the NCHEMS' factors were related to their acceptance of the survey. Multivariate analysis and a path model helped to analyze and interpret faculty responses to a questionnaire administered by this author. Results upheld one of the four NCHEMS relationships, namely, that a positive attitude toward a survey is related to perceived value of the data for allocating faculty resources and communication in the department. Several practical and methodological considerations are reviewed to extend research on faculty acceptance. 相似文献
58.
Professor Peter Fensham Dr. Kathiravelu Navaratnam Dr. Warren Jones Professor Leo West 《Research in Science Education》1991,21(1):80-89
One set of measures of the quality of courses for the preparation of science teachers stems from the perceptions exit students
have of their knowledge with respect to that teaching. The Discipline Review of Teacher Education in Mathematics and Science
surveyed these students late in 1988 on three broad types of knowledge-science content knowledge, curriculum knowledge, and
pedagogical knowledge. Some of these findings of the Review are described. In addition, the base for developing items to measure
these three types of knowledge is discussed in this paper. The variety in the data that emerged is also presented and the
consistency of the findings with other measures of quality is described.
Specialisations: science and technology curriculum, environmental education, educational disadvantage.
Specialisations: research and evaluation in teacher education, technical and further education and total quality management.
Specialisations: research in educational systems. 相似文献
59.
Professor Wolff-Michael Roth Campbell J. McRobbie Keith B. Lucas 《Research in Science Education》1998,28(1):107-118
We analyse and explore, in the form of dialogues and metalogues questions about the dialogic nature of beliefs and students
belief talk about the nature of science and scientific knowledge. Following recent advances in discursive psychology, this
study focuses not on students' claims but on the discursive resources and dialogical practices that support the particular
claims they make. We argue that students' discourse is better understood as a textual bricolage that is sensitive to conversational
context, common sense, interpretive repertoires, and textual resources available in the conversational situation. Our text
is reflexive as it embodies the discursive construction of knowledge and undercuts any claims to authoritative knowledge.
The very conception of “belief” is itself an expression or construction from within the mundane idiom.... We learn to use
“belief” in conditions when the “objective facts” are unknown or problematic and we want to indicate the tenuous character
of our claim.... The notion of “real world” or “objective reality” is embedded in an extensive, pervasive language game which
includes as an intelligible move or possibility the use of the very concept of “belief” itself. (Pollner, 1987, p. 21) 相似文献
60.
The course as token: A construction of/by networks 总被引:1,自引:0,他引:1
In actor-network theory (ANT) the movement from the instability of science-in-the-making to the relative stability of ready-made-science
is followed by tracing the path of a token or focal actor (either human or non-human) as it both constructs a network and
is simultaneously transformed by the developing network. Within science education, a new course can be seen to be a token.
It undergoes various transformations as it simultaneously changes those who encounter it (teachers, students, and interested
actors beyond the school) and is changed by those same actors. This paper describes the way a new applied physics course introduced
in British Columbia as part of a program in applied academics can be seen to construct different networks in different contexts
and, in the process, to take on significantly different characteristics. Data are collected from interviews and observations
in two different settings characterized in part by differences in the types of partnerships developed with industry, labour,
and post-secondary groups. The success of the applied physics course in challenging traditional forms of school physics is
seen to rely on the size and strength of the network in which it is imbedded. 相似文献