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Colette T. Dollarhide Alexanderia T. Smith Matthew E. Lemberger 《Counselor Education & Supervision》2007,46(4):242-253
The authors describe an innovative practice in classroom pedagogy for teaching counseling theories. In an attempt to make the counseling process “transparent” for students, instructors demonstrated clinical thinking using monologue and dialogue during role plays conducted in class. Support for this approach is offered, and feedback from students in the course is presented. 相似文献
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Schwitzgebel (1999) has proposed an account of theories that can be used in deciding whether children's cognitive development is like theory change in science. In this article we outline an account of conceptual learning in terms of the conceptions that people hold, the status they award to their conceptions, and the conceptual ecology containing the criteria they use in determining status. A comparison of our account with Schwitzgebel's shows an equivalence between Schwitzgebel's subscribing and one component of status (fruitfulness), but no counterpart to another (plausibility). In addition, Schwitzgebel's account predicts that people possess an explanation-seeking curiosity that is associated with patterns of arousal and affect when anomalous phenomena are encountered. We present the results of empirical work that demonstrates that students do exhibit strong affective reactions to awareness of experimental anomalies and their resolution. 相似文献
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HyunJu Park Peter W. Hewson John Lemberger Robin D. Marion 《Research in Science Education》2010,40(5):717-741
One strategy for implementing learner-centered teaching is through the preparation of teachers and their induction into the
profession. This article presents case studies of three secondary science teachers that follow them from their science teacher
education program that advocated teaching for conceptual change as one approach to learner-centered teaching into their first
years of teaching. The article’s purpose is to describe the teachers’ initial conceptions of teaching science carried over
from their teacher preparation program, and how they integrated those conceptions with the environmental influences of their
classrooms and schools to produce praxis. Data were collected from the participants in several different ways during the participants’
pre-service year and during their first year or two of teaching: Observation of the participants’ teaching; related interviews
with participants; and their action research journals. As they approached the end of their first or second year of teaching,
all three teachers demonstrated increased levels of confidence in their teaching competence, both in their classroom performance
and their places in their departments and schools. None of them had, however, fully implemented conceptual change teaching
approach that was the specific goal of their teacher preparation program. 相似文献
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