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171.
This study employs narrative methods to give a holistic view of the experiences of five mature age preservice teachers in
a semester unit of science education. The unit was designed to help teachers examine and make explicit their ideas about science
and science teaching and consider ways in which they might put those ideas into practice. The pivotal theme, around which
the teachers' experiences could be organised, was found to be learning science. The preservice teachers expressed a need for
a supportive learning environment in which concepts were built gradually and introduced using concrete examples. Previous
science experience was found to be a major influence on the attitudes the participants brought to the present course. A lack
of previous experience or negative past experiences were a major cause of anxiety. Gender was also important as it had limited
the science experiences available to some participants in the past and continued to influence the way they participated in
classes during the semester.
Specializations: primary science, science teacher education, primary school field experience.
Specializations: formation of teachers' knowledge, leadership, teacher change, school reform. 相似文献
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174.
David Devraj Kumar P. V. Thomas John D. Morris Karen M. Tobias Mary Baker Trudy Jermanovich 《Journal of Science Education and Technology》2011,20(2):116-115
This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual
knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was
a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during
the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains,
with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting
a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the
impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21)
gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported
science learning can have a positive effect on concept attainment in teachers. 相似文献
175.
Pavlo D. Antonenko Craig A. Ogilvie Dale S. Niederhauser John Jackman Piyamart Kumsaikaew Rahul R. Marathe Sarah M. Ryan 《Education and Information Technologies》2011,16(4):323-342
This paper describes the ways that students’ problem-solving behaviors evolve when solving multi-faceted, context-rich problems
within a web-based learning environment. During the semester, groups of two or three students worked on five physics problems
that required drawing on more than one concept and, hence, could not be readily solved with simple “plug-and-chug” strategies.
The problems were presented to students in a data-rich, online problem-based learning environment that tracked which information
items were selected by students as they attempted to solve the problem. The students also completed a variety of tasks, like
entering an initial qualitative analysis of the problem into an online form. Students were not constrained to complete these
tasks in any specific order. As they gained more experience in solving context-rich physics problems, student groups showed
some progression towards expert-like behavior as they completed qualitative analysis earlier and were more selective in their
perusal of informational resources. However, there was room for more improvement as approximately half of the groups still
completed the qualitative analysis task towards the end of the problem-solving process rather than at the beginning of the
task when it would have been most useful to their work. 相似文献
176.
Babak Abedin Farhad Daneshgar John D’Ambra 《Education and Information Technologies》2011,16(3):227-244
By the proliferation of online courses, the social dimension of computer supported collaborative learning (CSCL) is becoming
more important than before. Research shows that communicative behavior adaptation to the computer medium is a critical issue
in CSCL social relationship development. Two dominant theories in the CSCL field, social information processing theory and
adaptive structuration theory, argue that individuals do not simply receive the technology passively but they adapt their
behavior to increase benefits from the technology. This paper develops an instrument in order to operationalize the notion
of individual’s communicative behavior adaptability in CSCL. Through an exploratory factor analysis performed on a small sample
of post graduate students of an online degree in an Australian university, three factors have been unveiled: (1) individual
perception of self-representation, (2) individual perception of compatibility, and (3) individual perception of the use of
computer technology. Identification of these factors is expected to facilitate understanding of individuals’ social behaviors
in CSCL environment, which in turn will guide the design of CSCL systems. In addition, the paper examines the relationships
between the extracted factors and four environmental factors: learner’s characteristics, course characteristics, instructor
characteristics, and technology characteristics. The results show that none of these characteristics strongly affect perception
of self-representation or perception of the use of computer technology. On the other hand, a strong relationship was found
between perception of compatibility and learner’s and course characteristics. The reliability as well as validity of the study
is examined and findings are discussed. These findings will provide further insights into the design process of CSCL systems. 相似文献
177.
In educational research, emotion has attracted substantial attention since the mid-1990s. While there are many studies of teacher emotion in educational change in the West, there is a remarkable dearth of such studies in China. This qualitative study attempts to address this issue by examining teachers?? emotional experiences in the national curriculum reform of senior secondary education in China. Results indicate that teachers revealed complex emotional responses to the reform. These emotions were related to teachers?? perceptions about the use of new textbooks, teaching approaches, and, more importantly, the uncertain changes in college entrance examinations. Three types of teachers with different emotions and professional identities are identified in the reform (i.e., the losing heart accommodators, the drifting followers, and the cynical performers). These findings highlight the Chinese perspective on teacher emotion and provide some implications for the management of curriculum reform and teacher emotion in the Chinese context. 相似文献
178.
179.
180.
Pamela Zoda John R. Slate Julie P. Combs 《Educational Research for Policy and Practice》2011,10(3):171-188
In this study, the researchers examined 5 years of Texas statewide data concerning elementary school size and Hispanic student
performance on three state-mandated assessments in reading, mathematics, and writing. For each year of data analyzed here,
student data from more than 1,200 elementary schools. After collapsing elementary schools into three sizes (i.e., very small
<400 students; small 400–799 students; and large 800–1,199 students), multivariate statistical procedures revealed the presence
of statistically significant differences in Hispanic student performance in reading, mathematics, and writing across all 5 years
of data analyzed. In almost every analysis, Hispanic students in large elementary schools outperformed Hispanic students in
very small elementary schools in reading, mathematics, and in writing. As such, our findings are in disagreement with other
studies. Implications are discussed. 相似文献