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Onno De Jong Maija Ahtee Alan Goodwin Vassilia Hatzinikita Vasilis Koulaidis 《欧洲师范教育杂志》1999,22(1):45-59
An important task of science teachers should be to take pupils’ (pre)conceptions and learning difficulties into account and to negotiate about the meanings of specific concepts. In this context, teachers’ pedagogical content knowledge plays an important role. This article presents an international study of Dutch, Finnish, English and Greek pre-service teachers’ conceptions and concerns of how to teach the concept of combustion. The prospective science teachers were invited to prepare a lesson about this concept for pupils of junior secondary school level. The prospective teachers were not allowed to consult any textbook. Research data were obtained from audio-taped semi-structured interviews with the prospective teachers. In addition, their written lesson plans and their answers to an accompanying questionnaire were collected and analysed. The results reveal a number of important characteristics of prospective teachers’ views and concerns regarding the teaching of combustion. The implications of the study for science teacher education will be presented. 相似文献
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A pedagogical analysis of science textbooks: How can we proceed? 总被引:1,自引:0,他引:1
This paper discusses some of the available frameworks for the pedagogical analysis of school science textbooks. First, it
distinguishes between (a) studies which focus on elements of textbooks, such as the content, vocabulary, illustrations used,
and the teaching methods promoted; and (b) those which consider the principles that organize the content and the form of presentation.
In attempting to consider the sorts of principles that may be used in the studies categorised under (b), two crucial issues
are discussed. The first issue refers to the relationship between scientific knowledge and school knowledge, which, as the
relevant literature suggests, might not be conceived merely as a simplified “casting” of the scientific structure, but rather
should be understood as a complex social process. The second issue explicitly addresses the nature of the pedagogic relationship
and the place of the pedagogic text within it. Recent views about the nature of knowledge, it is argued, would suggest a reconceptualisation
of the teaching activity, and indicate a model according to which the three elements of the teaching situation-the content,
the pupil and the teacher—are seen as being (re)constituted in their articulation within and through the text(book). Thus,
for example, what is to be a competent pupil in this approach is a function of the text. On the basis of these considerations,
three approaches to the analysis of science textbooks are discussed: the socio-cognitive, the sociolinguistic and the socio-epistemic.
The relative merits of the third approach are considered, and some examples are used from Greek science textbooks. 相似文献
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The paper discusses the use of systemic networks as a basis for the construction of a questionnaire. The subject of the questionnaire was teachers' views of the philosophy of science. It is argued that systemic networks have potential value in questionnaire construction in such problematic areas, offering help in dealing with both construct and face validity. The networks used, and the questionnaire based on them, were derived from an analysis of various philosophical positions. The analysis identified distinctions depicting the main philosophical differences, which were then represented in a network. The main systems described are inductivism, hypothetico‐deductivism (e.g., Popper, Lakatos), contextualism (e.g., Kuhn) and relativism (e.g., Feyerabend). Major distinctions turn on the issues of the unity of scientific method, criteria of demarcation, patterns of scientific change and the status of scientific knowledge. 相似文献
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Children's models of the ozone layer and ozone depletion 总被引:1,自引:0,他引:1
The views of forty primary students about ozone and its depletion were recorded through individual, semi-structured interviews.
The data analysis resulted in the formation of a limited number of models concerning the distribution and role of ozone in
the atmosphere, the ozone depletion process, and the consequences of ozone depletion. Children's models involve a variety
of alternative conceptions which indicate the presence of a number of different target obstacles; that is, critical factors
constraining children's understanding and thus preventing the construction of adequate models. Five target obstacles were
identified: (1) the lack of conceptual distinction between ultraviolet and other forms of solar radiation; (2) the lack of
the absorption mechanism of ultraviolet rays by ozone; (3) the conceptualisation of the atmosphere as an entirely homogeneous
mixture of its constituent gases; (4) the non-localisation of the ozone layer around the earth; and (5) the lack of interpretation
of the ozone hole as a decrease in the concentration of ozone. The identification of those target obstacles constitutes the
first step for the design and evaluation of appropriate teaching aims and material. 相似文献
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Towards a Framework of Socio-Linguistic Analysis of Science Textbooks: The Greek Case 总被引:1,自引:0,他引:1
Kostas Dimopoulos Vasilis Koulaidis Spyridoula Sklaveniti 《Research in Science Education》2005,35(2-3):173-195
This study aims at presenting a grid for analysing the way the language employed in Greek school science textbooks tends to
project pedagogic messages. These messages are analysed for the different school science subjects (i.e., Physics, Chemistry,
Biology) and educational levels (i.e., primary and lower secondary level). The analysis is made using the dimensions of content
specialisation (classification) and social-pedagogic relationships (framing) promoted by the language of the school science
textbooks as well as the elaboration and abstraction of the corresponding linguistic code (formality), thus combining pedagogical
and socio-linguistic perspectives. Classification and formality are used to identify the ways science textbooks tend to position
students in relation to the interior of the corresponding specialised body of knowledge (i.e., in terms of content and code)
while framing is used to identify the ways science textbooks tend to position students as learning subjects within the school
science discourse. The results show that the kind of pedagogic messages projected by the textbooks depends mainly on the educational
level and not particularly on the specific discipline. As the educational level rises a gradual move towards more specialised
forms of scientific knowledge (mainly in terms of code) with a parallel increase in the students' autonomy in accessing the
textbook material is noticed. The implications concern the way both students and teachers approach science textbooks as well
as the roles they can undertake by internalising the textbooks' pedagogic messages and also the way science textbooks are
authored. 相似文献
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Vasilis Koulaidis Kostas Dimopoulos Anna Tsatsaroni Athanassios Katsis 《Educational studies》2006,32(4):343-359
The aim of this study is to explore how Greek youth understands their relationship to education, and how this understanding might change as a result of the interplay between participation in different educational/social arrangements and structural factors such as gender, socio‐economic background and area of residence. In total, 800 young people (i.e. four groups—students in upper‐secondary school, tertiary education, vocational education and training and working young people) were surveyed. The results yield an impressive homogeneity of the young people’s views corresponding to a ‘pragmatic’ image of schooling, though they are partially differentiated with respect to attitudes and practices. Moreover, boundaries are discerned between the young people following academic and non‐academic educational trajectories, and between the learning opportunities provided within and outside the formal educational system. Finally, females appear to be more mobilized, but less satisfied by educational services. These findings are contextualized and discussed against a background of relevant trends in other European countries, as well as of wider social, historical and political forces affecting Greek society. 相似文献
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Dimopoulos Kostas Koulaidis Vasilis Sklaveniti Spyridoula 《Research in Science Education》2003,33(2):189-216
This paper aims at presenting the application of a grid for the analysis of the pedagogic functions of visual images included in school science textbooks and daily press articles about science and technology. The analysis is made using the dimensions of content specialisation (classification) and social-pedagogic relationships (framing) promoted by the images as well as the elaboration and abstraction of the corresponding visual code (formality), thus combining pedagogical and socio-semiotic perspectives. The grid is applied to the analysis of 2819 visual images collected from school science textbooks and another 1630 visual images additionally collected from the press. The results show that the science textbooks in comparison to the press material: a) use ten times more images, b) use more images so as to familiarise their readers with the specialised techno-scientific content and codes, and c) tend to create a sense of higher empowerment for their readers by using the visual mode. Furthermore, as the educational level of the school science textbooks (i.e., from primary to lower secondary level) rises, the content specialisation projected by the visual images and the elaboration and abstraction of the corresponding visual code also increases. The above results have implications for the terms and conditions for the effective exploitation of visual material as the educational level rises as well as for the effective incorporation of visual images from press material into science classes. 相似文献
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