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991.
Tami Levy Nahum David Ben‐Chaim Ibtesam Azaiza Orit Herskovitz 《International Journal of Science Education》2013,35(10):1315-1336
Today’s society is continuously coping with sustainability‐related complex issues in the Science‐Technology‐Environment‐Society (STES) interfaces. In those contexts, the need and relevance of the development of students’ higher‐order cognitive skills (HOCS) such as question‐asking, critical‐thinking, problem‐solving and decision‐making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish “base lines” for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision‐making capability, science‐oriented (n = 142) and non‐science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre‐post development/change of students’ decision‐making capabilities via STES‐oriented HOCS‐promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision‐making questionnaire was used for obtaining a research‐based response to the guiding research questions. Our findings suggest that a long‐term persistent application of purposed decision‐making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high‐school students’ decision‐making ability. The need for science teachers’ involvement in the development of their students’ HOCS capabilities is thus apparent. 相似文献
992.
Mayssoun Sukarieh 《教育政策杂志》2013,28(6):769-786
The literature on school commercialism, despite a number of successes in battling advertising and marketing in schools, has often seemed to only scratch the surface of corporatization of K‐12 education. While condemning corporations who seek to sell brand‐name products to kids in schools is a relatively straightforward matter, critiquing corporate efforts to promote ideologies, identities, values and agendas to children and youth is far more complicated and yet, essential. In this paper, we take the example of Junior Achievement Worldwide, one of the world’s oldest, largest, and fastest growing organizations promoting corporate interests in schools in the USA and beyond to illustrate the need to address school commercialism in a broad historical, curricular, and global context. We review the long history of Junior Achievement in the USA, its vast set of curriculum offerings in enterprise, financial literacy, economics, work readiness and life skills, and its dramatic expansion, since the late 1980s, to now reach more than eight million students every year in over 100 countries around the world. 相似文献
993.
Women are less likely than men to earn degrees from high quality post-baccalaureate programs, and this tendency has been growing over time. I show that, aside from the biomedical sciences, this cannot be explained by changes in the type of program where women tend to earn degrees. Instead, sorting by quality within degree program is the main contributor to the growing gap. Most of this sorting is due to the initial choice in which program type to apply to. No gender differences in selection with respect to ability or program quality arise as students progress through the admissions, enrollment or persistence choices. 相似文献
994.
《Educational Philosophy and Theory》2013,45(2):193-214
This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical‐phenomenological (or ‘geo‐phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo‐phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo‐phenomenological analysis; the third examines the meanings of environment as ‘space’ and ‘place’ and the act of naming as the process of constructing meaning between humans and environment; the fourth section attempts to explore the meaning of conceiving school as a particular environment; and the final is the conclusion. 相似文献
995.
《语文新课程标准》明确指出:"语文课外活动是语文学习的重要组成部分,是开阔学生视野、发展学生智力的重要保障。"本文从制订活动方案、选择活动项目、做好具体实施、做好活动总结与反思等方面探究开展初中语文课外活动的有效策略。 相似文献
996.
中小学校长在基础教育中起着重要作用,因此,对中小学校长的培训成为其中的一个重要环节。针对这一问题,本文作者根据自己长期的实践经验所积累的第一手材料,分析了当前西藏中小学校长培训存在的定位不明、缺乏长远规划、培训层次模糊、课程理念滞后等问题,并提出了详细的构建培训目标体系、课程体系、培训模式、保障措施等对策。 相似文献
997.
董丽红 《商丘职业技术学院学报》2010,9(5):102-104
高职涉农专业化学教学应立足现状、因材施教,与技能培养的专业教学目标主动对接,推行模块教学,及时调整授课重点及实验设计. 相似文献
998.
Sohair Sakhnini 《International Journal of Science Education》2013,35(11):1699-1738
Nanoscale science and technology (NST) is an important new field in modern science. In the current study, we seek to answer the question: ‘What are the essential concepts of NST that should be taught in high school'? A 3-round Delphi study methodology was applied based on 2 communities of experts in nanotechnology research and science education. Eight essential concepts in NST were identified. Each concept is accompanied by its explanation, definition, importance and includes subcategories that compose it. Three concepts emerged in the Delphi study, which were not identified before: functionality, classification of nanomaterials, and the making of nanotechnology. Differences between the concepts suggested by the 2 communities of experts were found. The results of this study serve as a tool to examine different nanotechnology programs that were reported thus far and to make recommendations for designing a NST program for high school students that includes the essential concepts. 相似文献
999.
构建和谐学校生态系统 促进学生心理健康 总被引:1,自引:1,他引:0
个人生态系统不和谐是造成学生心理问题的根源,可以通过建立"分层关怀"心理辅导体系,把心理辅导"嵌入"到学校各个系统中,促进学生与环境良好互动等途径,优化学校生态系统,促进学生心理健康. 相似文献
1000.
Leda Kamenopoulou 《British Journal of Special Education》2012,39(3):137-145
This article, written by Leda Kamenopoulou of Roehampton University, reports a research project on deafblindness and inclusion in education. Deafblindness is a rare and therefore significantly under‐explored disability. Even less systematic research has focused on deafblind young people enrolled in mainstream schools. The study presented here used a multiple case study and mixed methods design to explore the social inclusion and participation of four deafblind pupils in mainstream placements. Interviews were conducted with the pupils, their parents and selected teachers regarding their peer interactions and relationships. Semi‐structured observations of peer interactions during school breaks were also conducted to complement interview data, but due to space constraints, these are not discussed here. Findings from the interviews suggest that the young people were socially present in their schools, but all faced certain issues in terms of being fully included. Both barriers to and facilitators of social inclusion and participation are discussed with reference to implications for research and practice. 相似文献