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Raymond S. Pfeiffer 《Educational theory》1979,29(2):129-137
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Marlen Goldschmidt Franz-Josef Scharfenberg Franz X. Bogner 《The Journal of educational research》2016,109(1):27-36
Given the rapid development of modern biotechnology, attention to socioscientific issues in educational contexts is crucially important to support students in becoming responsible citizens. The authors' research focused on the impact of discussing socioscientific issues during biology lessons under 3 different treatments (teacher guided, student centered, text only), comparing these treatments with regard to cognitive achievement, cognitive load, and instructional efficiency. The biology lessons were part of an educational intervention with Bavarian 10th-grade students (N = 583) in an out-of-school laboratory on plant genetic engineering. The teacher-guided group performed significantly better regarding knowledge increase, while the cognitive load of the student-centered group was significantly higher. Accordingly, teacher-guided discussion led to the highest instructional efficiency, suggesting an enhanced cognitive achievement through the teacher's guidance. However, a student-centered approach allows students to contribute more of their own opinions, making further research in this area desirable. Finally, we discuss potential implications for teaching and teacher education. 相似文献
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Franz Rauch 《Environmental Education Research》2002,8(1):43-51
Can the concept of education for sustainable development foster reform in schools? The discussion of this question is based upon some reflection on social challenges in education, on a brief presentation of three concepts of environmental education (OECD Project 'Environment and School Initiatives' (ENSI); Action Competence Model; Socio-ecological Environmental Education) and on a closer theoretical look at the term Education for Sustainable Development. With some reference to an ongoing initiative in whole school development on the basis of education for sustainability called 'Ecologisation of Schools', the present and future relevance of the sustainability debate, with all its inherent dilemmas, uncertainties and confusions, is seen as a breeding ground for promoting innovations in education which might meet and cope with the current social challenges in an active and constructive manner. 相似文献
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Research in Science Education - How pre-service teachers (PST) develop components of pedagogical content knowledge (PCK) is an open question. Theoretically based on PCK and combined with student... 相似文献
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AbstractAttitudes, values and concerns are frequently measured to monitor individual preferences of adolescents. As there is still some discussion about how to monitor those variables with respect to empirical instruments, directions of items or length of instruments, we applied two established scales (2 Major Environmental Value Model [2-MEV] and Environmental Motives Scale [EMS]) to a Slovenian sample of 804 middle and high school students. Subsequently, we confirmed the validity and reliability of both scales as well as their applicability to Slovene subjects, aged 12–18?years. The main objective of our study was to explore the relationship between three factors of environmental concern (EMS) and the two higher-order factors of utilisation of nature and preservation of nature (2-MEV). The results show that altruistic (ALT), biospheric (BIO) and egoistic (EGO) environmental concerns correlate strongly positively with preservation of nature, but negatively and less strongly but still significantly with utilisation of nature. We conclude that raising awareness of EGO environmental concern may be as important as ALT and/or BIO concern for understanding the environmental values and attitudes of an individual. Consequences and recommendations for designing and completing educational programmes are discussed. 相似文献
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W. D. Halls Stewart Redman Andreas Ziegenbein T. V. Sathyamurthy A. Harry Passow C. H. Dobinson Denis G. Osborne Philip H. Phenix G. W. Parkyn Nicholas Hans Victor Garcia Hoz y Rosales Gerhard Pause John Biggs G. F. Peaker R. P. Clark Rolf Muuss Peter W. Kahl Franz Hilker 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(2):228-256