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1.
The purpose of this study was to examine the relationships among science content knowledge, understanding the Learning Cycle,
and self-efficacy among preservice teachers. Preservice teachers enrolled in an elementary science-methods course were categorized
as Fearful, Disinterested, Successful, or Enthusiastic science learners based on differing background characteristics in the
variables of science interest, performance in science courses methods courses. Analysis revealed that the four categories
increased differentially in their science content knowledge, understanding of the Learning Cycle, science teaching self-efficacy,
and confidence to learn science. Fearful science learners demonstrated less increases in science content knowledge and understanding
of the Learning Cycle than the other three categories. Disinterested science learners demonstrated fewer gains in science
content knowledge than Enthusiastic science learners. Fearful science learners were less confident to learn science than other
categories.
Electronic supplementary material The online version of this article (doi:) contains supplementary material that is available to authorized users.
An erratum to this article can be found at 相似文献
2.
Robert Bleicher 《科学教学研究杂志》1994,31(7):697-719
Presenting science is an authentic activity of practicing scientists. Thus, effective communication of science is an important skill to nurture in high school students who are learning science. This study examines strategies employed by high school students as they make science presentations; it assesses students' conceptual understandings of particular science topics through their presentations and investigates gender differences. Data are derived from science presentation given by eight high school students, three females and five males who attended a summer science program. Data sources included videotaped presentations, ethnographic fieldnotes, interviews with presenters and members of the audience, and presenter notes and overheads. Presentations were transcribed and submitted to discourse analysis from an interactional sociolinguistic perspective. This article focuses on the methodology employed and how it helps inform the above research questions. The author argues that use of this methodology leads to findings that inform important social-communicative issues in the learning of science. Practical advice for teaching students to present science, implications for use of presentations to assess conceptual learning, and indications of some possible gender differences are discussed. 相似文献
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Elizabeth Bleicher 《Teaching and Teacher Education》2011,27(8):1170-1178
This three-year study combines qualitative and quantitative analyses of effects of a one-week, intensive urban field placement on 95 suburban and rural teacher candidates’ self-reported perceptions of urban schools, students, teachers. Data was drawn from anonymous, open-ended, pre- and post-experience participant surveys; reflections; and alumni interviews. Findings include improvement in confidence in cross-cultural teaching abilities and interest in urban schools for future employment. Pre-service teachers’ perceptions can be meaningfully influenced by a short-term, cross-cultural immersion program when it is situated within a mutually-reinforcing, multicultural education curriculum that offers significant faculty scaffolding and structured reflection. 相似文献
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Robert E. Bleicher 《Journal of Science Teacher Education》2006,17(2):165-187
The purpose of this study was to examine changes in personal science teaching self-efficacy (PSTE), outcome expectancy (STOE), and science conceptual understanding and relationships among these in preservice teachers. Seventy preservice teachers enrolled in science teaching methods courses participated in this study. PSTE, STOE, and science conceptual understanding increased significantly during participation in the course. The study established that novice learners with minimal prior knowledge couldn't be expected to understand and employ core concepts in their learning schema without extensive guidance. The relationship between science learning confidence and science teaching confidence has not been theoretically delineated in the area of science teacher education. Findings suggest that there may be important connections between the two for preservice teachers that would be fruitful areas for future research. 相似文献
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This study examined relationships between conceptual understanding, self-efficacy, and outcome expectancy beliefs as preservice teachers learned science in a constructivist-oriented methods class. Participants included 49 preservice elementary teachers. Analysis revealed that participants increased in self-efficacy, outcome expectancy, and conceptual understanding. Engaging preservice teachers in hands-on, minds-on activities and discussion were important contributors. Participants reported that they would be inclined to teach from a constructivist perspective in the future. One implication from this study is that increasing the quantity of science content courses that preservice elementary teachers are required to take may not be sufficient to overcome their reluctance to teach science if some of their learning does not take place in a constructivist environment. In our teaching, we have tried to integrate pedagogy with learning science content. 相似文献
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Julie L. Lambert Joan Lindgren Robert Bleicher 《International Journal of Science Education》2013,35(8):1167-1187
Global climate change, referred to as climate change in this paper, has become an important planetary issue, and given that K-12 students have numerous alternative conceptions or lack of prior knowledge, it is critical that teachers have an understanding of the fundamental science underlying climate change. Teachers need to understand the natural and human-induced factors affecting climate, and the potential consequences, and ways to mitigate and adapt to climate change. This study focusses on assessing preservice and inservice teachers' knowledge about climate change at the beginning and end of an instructional intervention embedded in an elementary science methods course. This paper describes the development of an instrument derived from the constructive modeling approach framework. The four components of this approach (the construct map, items design, outcome space, and measurement model) are discussed. In addition, the instructional intervention is described along with findings from the study and an analysis of the instrument. 相似文献
7.
Matthius Laukenmann Michael Bleicher Stefan Fuß Michaela Gläser-Zikuda Philipp Mayring Christoph von Rhöneck 《International Journal of Science Education》2013,35(4):489-507
In a study of learning processes in 24 eighth grade physics classrooms in Germany, data were collected in respect to cognitive variables (prior knowledge, learning outcomes, use of learning strategies), cognitive-emotional variables (self-concept, interest), as well as emotional variables (anxiety, boredom, sense of well-being). Both quantitative and qualitative methods were used. Interest and emotional factors are further differentiated into situation-related and habitual (most likely biographically determined) components. In constructing the teaching unit (basic electricity) a learning oriented knowledge acquisition phase was followed by a more achievement oriented practice phase. Analysis shows that positive emotions are more important in the acquisition phase than in the practice phase. Anxieties play an ambiguous role in the practice phase. Additionally, the results provide indications that joy about learning in particular, and also interest are frequently linked to successful learning processes, and not merely to the nature of the subject matter. 相似文献
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Given the recent media attention on the public’s shift in opinion toward being more skeptical about climate change, 154 preservice teachers’ participated in an intervention in an elementary science methods course. Findings indicated that students developed a deeper level of concern about climate change. Their perceptions on the evidence for climate change, consensus of scientists, impacts of climate change, and influence of politics also changed significantly. The curriculum and instruction appear to be an important factor in increasing understanding of climate change and developing perceptions more aligned to those of climate scientists. More broadly, this study provides preliminary support for the value of providing a careful framing of the topic of climate change within the context of science methods courses. 相似文献