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31.
Alberto Bellocchi Stephen M. Ritchie Kenneth Tobin Maryam Sandhu Satwant Sandhu 《Cultural Studies of Science Education》2013,8(3):529-552
Classroom emotional climates (ECs) are interrelated with students’ engagement with university courses. Despite growing interest in emotions and EC research, little is known about the ways in which social interactions and different subject matter mediate ECs in preservice science teacher education classes. In this study we investigated the EC and associated classroom interactions in a preservice science teacher education class. We were interested in the ways in which salient classroom interactions were related to the EC during lessons centered on debates about science-based issues (e.g., nuclear energy alternatives). Participants used audience response technology to indicate their perceptions of the EC. Analysis of conversation for salient video clips and analysis of non-verbal conduct (acoustic parameters, body movements, and facial expressions) supplemented EC data. One key contribution that this study makes to preservice science teacher education is to identify the micro-processes of successful and unsuccessful class interactions that were associated with positive and neutral EC. The structure of these interactions can inform the practice of other science educators who wish to produce positive ECs in their classes. The study also extends and explicates the construct of intensity of EC. 相似文献
32.
Kathryn Kennedy Tara Tobin Cataldo Valrie Davis Sara Russell Gonzalez Carrie Newsom 《期刊图书馆员》2013,64(3):428-443
Five science librarians share their experiences with the evaluation of continuing resources at an academic university and discuss implications caused by the evaluation process. Four of the authors were new to collection evaluations at the time of the Serial Evaluation Project. These new librarians faced many challenges, both personally and professionally, in dealing with the cancellation process. Although the differences in approaches to collection analysis are discussed somewhat, they are not a focus of the article. 相似文献
33.
This study describes a lesson in which students engaged in inquiry in evolutionary biology in order to develop a better understanding of the concepts and reasoning skills necessary to support knowledge claims about changes in the genetic structure of populations, also known as microevolution. This paper describes how a software simulation called EVOLVE can be used to foster discussions about the conceptual knowledge used by advanced secondary or introductory college students when investigating the effects of natural selection on hypothetical populations over time. An experienced professor's use and rationale of a problem-based lesson using the simulation is examined. Examples of student misconceptions and naïve (incomplete) conceptions are described and an analysis of the procedural knowledge for experimenting with the computer model is provided. The results of this case study provide a model of how EVOLVE can be used to engage students in a complex problem-solving experience that encourages student meta-cognitive reflection about their understanding of evolution at the population level. Implications for teaching are provided and ways to improve student learning and problem solving in population genetics are suggested. 相似文献
34.
Stephen M. Ritchie Kenneth Tobin Maryam Sandhu Satwant Sandhu Senka Henderson Wolff‐Michael Roth 《科学教学研究杂志》2013,50(2):137-161
Teachers often have difficulty implementing inquiry‐based activities, leading to the arousal of negative emotions. In this multicase study of beginning physics teachers in Australia, we were interested in the extent to which their expectations were realized and how their classroom experiences while implementing extended experimental investigations (EEIs) produced emotional states that mediated their teaching practices. Against rhetoric of fear expressed by their senior colleagues, three of the four teachers were surprised by the positive outcomes from their supervision of EEIs for the first time. Two of these teachers experienced high intensity positive emotions in response to their students' success. When student actions/outcomes did not meet their teachers' expectations, frustration, anger, and disappointment were experienced by the teachers, as predicted by a sociological theory of human emotions (Turner, J. H. (2007). Human emotions: A sociological theory. London, England: Routledge). Over the course of the EEI projects, the teachers' practices changed along with their emotional states and their students' achievements. We account for similarities and differences in the teachers' emotional experiences in terms of context, prior experience, and expectations. The findings from this study provide insights into effective supervision practices that can be used to inform new and experienced teachers alike. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:137–161, 2013 相似文献
35.
Young learners with severe visual impairments are restricted in many ways, and psychologists and special needs teachers require information about the nature and extent of the possible educationally handicapping effects. This article, written by Michael Tobin, Emeritus Professor of Special Education within the School of Education at the University of Birmingham, and Eileen Hill, a teacher at Queen Alexandra College, Birmingham, reports the use of a longitudinal approach to measure how reading development is affected in these children and to uncover the relationships with and among other cognitive factors. The 60 participants were part of a larger cohort of children registered as blind or partially sighted, their reading progress being monitored from seven to 12 years of age. While improving in all three skill areas as measured by the Neale Analysis of Reading Ability, there were significant deficits/lags in development as compared with the norms for their fully‐sighted age peers, especially in speed of reading. Even more disturbing was the finding that the deficits increased with age. Significant correlates of reading, changing in importance over time, were intelligence, visual efficiency, phonological awareness, vocabulary knowledge and short‐term memory. It is proposed that, if the educationally handicapping effects of the impairment are to be overcome, a formal, regular cycle of testing to monitor progress be instituted by specialist teachers and educational psychologists. together with the design, development and standardisation of a new reading assessment procedure; and that the professionals collaborate in the construction of programmes of continuing structured teaching to improve speed of reading throughout primary and early secondary schooling. 相似文献
36.
37.
Kenneth Tobin 《Cultural Studies of Science Education》2007,2(3):529-538
This article reviews the significance of the contributions of Ernst von Glasersfeld to research in science education, especially
through his theoretical contributions on radical constructivism. As a field shaper, Glasersfeld’s subversive ideas catalyzed
debate in the science education community and fuelled transformation of many facets including research methods, ways of thinking
about teaching and learning, curriculum, and science teacher education. Perturbations emanating from the debates on constructivism
forged new pathways that led to the development and use of many of the sociocultural frameworks employed by authors in Cultural
Studies of Science Education.
Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of City College. In 2004 Tobin was recognized by the National Science Foundation as a Distinguished Teaching Scholar and by the Association for the Education of Teachers of Science as Outstanding Science Teacher Educator of the Year. Prior to commencing a career as a teacher educator, Tobin taught high school science and mathematics in Australia and was involved in curriculum design. His research interests are focused on the teaching and learning of science in urban schools, which involve mainly African American students living in conditions of poverty. A parallel program of research focuses on coteaching as a way of learning to teach in urban high schools. Recently Tobin published a book with Wolff-Michael Roth entitled Teaching to learn: A view from the field and edited two volumes entitled The culture of science education: Its history in person and Science, learning, and identity: Sociocultural and cultural-historical perspectives. In 2006 Tobin edited Teaching and learning science: A handbook. 相似文献
Kenneth TobinEmail: |
Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of City College. In 2004 Tobin was recognized by the National Science Foundation as a Distinguished Teaching Scholar and by the Association for the Education of Teachers of Science as Outstanding Science Teacher Educator of the Year. Prior to commencing a career as a teacher educator, Tobin taught high school science and mathematics in Australia and was involved in curriculum design. His research interests are focused on the teaching and learning of science in urban schools, which involve mainly African American students living in conditions of poverty. A parallel program of research focuses on coteaching as a way of learning to teach in urban high schools. Recently Tobin published a book with Wolff-Michael Roth entitled Teaching to learn: A view from the field and edited two volumes entitled The culture of science education: Its history in person and Science, learning, and identity: Sociocultural and cultural-historical perspectives. In 2006 Tobin edited Teaching and learning science: A handbook. 相似文献
38.
39.
This ethnographic study of teaching and learning in urban high school science classes investigates the ways in which teachers
and students talk, gesture, and use space and time in interaction rituals. In situations where teachers coteach as a means
of learning to teach in inner-city schools, successful teacher-teacher collaborations are characterized by prosodic expressions
that converge over time and adapt to match the prosodic parameters of students’ talk. In these situations our ethnographic
data provide evidence of solidarity and positive emotions among the teachers and also between students and teachers. Unsuccessful
collaborations are associated with considerable differences in pitch between consecutive speakers participating in turns-at-talk,
these being related to the production of negative emotions and conflicts at longer time scales. Situational conflicts are
co-expressed by increases in pitch levels, speech intensities, and speech rates; and conflict resolution is accelerated by
the coordination of pitch levels. Our study therefore suggests that prosodic alignment and misalignment are resources that
are pragmatically deployed to manage face-to-face interactions that have solidarity and conflict as their longer-term outcomes. 相似文献
40.
In 1998, the University of Florida Health Science Center Libraries (HSCL) developed and implemented a Liaison Librarian Program, dedicated to providing customized, subject-specific services to the faculty, students, clinicians, researchers, staff, and administrators of the six Health Science Center Colleges (Dentistry, Health Professions, Medicine, Nursing, Pharmacy, and Veterinary Medicine). Subject- and role-specific (clinical vs. basic sciences) liaisons were assigned. This paper describes the HSCL liaison program, exemplified by the liaisons' work with the College of Veterinary Medicine. Preliminary program evaluation, a pilot project developed to discern the needs of the veterinary medicine clientele and facilitate awareness of liaison services, and subsequent re-evaluation of patron awareness and satisfaction are also discussed. 相似文献