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141.
Abstract The authors focus on exploiting new methods of language acquisition with the help of the possibilities offered by the Internet. As a new option for computer‐assisted language learning, the Internet is considered to be a source for individual learning and problem oriented teaching in many other areas. Expanding knowledge in parallel in informatics and the English language is an asset. In addition to pointing out starting off sites for ESL teachers and introducing some interesting examples, some criteria of constructing language teaching WWW pages of our own are also listed. 相似文献
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David Palmer 《International Journal of Science Education》2013,35(6):681-696
When attempting to solve closely related problems in science, students will often respond to irrelevant contextual features in the questions rather than generalizing their conceptions over the range of relevant situations. In this study, a group of 40 students (one group of 15‐16‐year‐olds and another of preservice science teachers) was surveyed and interviewed to determine the effect of context on the reasoning which they used to solve problems concerning the forces acting on objects in linear motion. It was found that the younger group of students were influenced by contextual features such as the speed, weight and position of the moving object, the direction of the motion and their own personal experience of the context. There were clearly two types of contextual effects ‐‐ primary and secondary, which are described. The older group of students was generally less affected by context and thus more consistent in their reasoning. 相似文献
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It has been suggested that the field of Mind, Brain, and Education (MBE) requires a stable infrastructure for translating research into practice. Hinton and Fischer (2008) point to the academic medical center as a model for similar translational work and suggest a similar approach for linking scientists to research schools. We propose expanding their model to include a formal role for clinicians. Including clinicians who work with children with learning problems brings an important perspective to the translational work. For example, the integration of the concept of “differential diagnosis,” a core precept in clinical medicine, would bring needed diagnostic specificity to the field of MBE. We describe a virtual infrastructure for collaboration, or “collaboratory,” consisting of research scientists, educators, and clinicians, linked to an academic institution. We anticipate that MBE graduates can play a critical role in the collaboratory model. With additional training, they can become “neuroeducators” capable of moving comfortably among the disciplines, building linkages, fostering communication, and facilitating collaboration. 相似文献
147.
The purpose of this investigation is to examine some solutions to the problems involved in the learning and teaching of biological inheritance and the evolution of living beings at the secondary school level. For this, we implemented a teaching programme which takes into account a constructivist approach to learning and analysed the progress in students' knowledge at different times (pre-test, post-test and retention test). Qualitative and quantitative analysis of the results show that the programme instilled a knowledge close to what might be considered adequate for this educational level. As a follow up, we propose certain disciplinary criteria for selecting and sequencing the content to be taught and discuss the educational circumstances which favour the construction of student knowledge on these topics. 相似文献
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Ann G. Elgar 《International Journal of Science Education》2013,35(7):875-894
This paper is concerned with issues affecting equity in science education for girls and boys. In the paper the results of an investigation into the recently published (1998–2000) series of textbooks entitled Lower Secondary Science for Brunei Darussalam are presented. In the first part of the paper, background issues of continuing gender inequality in science education and of the nature and scope of textbook analyses are outlined. Then the representation of males and females in both illustrations and text in the Bruneian textbooks is discussed. From this analysis a picture emerges of the extent to which science is portrayed as a pursuit of equal appropriateness for both boys and girls. The paper concludes with a consideration of the implications of the findings presented within the wider context of gender and education in Brunei. 相似文献
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