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1.
Vaille Dawson Patricia Forster Doug Reid 《International Journal of Science and Mathematics Education》2006,4(2):345-363
There is an expectation that new science teachers will be able to effectively use a range of information communication technology (ICT) related resources inthe science classroom in order to enhance student learning. All school systems in Australia are in the process of providing teachers with ICT professional development and infrastructure. This paper outlines a range of initiatives designed to integrate ICT in a compulsory science education unit for students enrolled in a Graduate Diploma in Secondary Education. An action research model based on constructivist principles was used to evaluate the effectiveness of modelling, open-ended co-operative group activities and authentic assessment in enabling students to enhance their ICT skills, knowledge and pedagogical content knowledge in a science education context. Multiple sources of data were generated including a pre and post unit questionnaire that was analysed using Rasch modelling. The questionnaire determined students' perceptions of their preparedness to teach using ICT. The findings of this research suggest that some skills warranted greater attention in the unit, but students' pedagogical knowledge and knowledge and critique of ICT resources were enhanced over the duration of the unit. 相似文献
2.
Jo Tondeur Don Krug Mike Bill Maaike Smulders Chang Zhu 《Technology, Pedagogy and Education》2013,22(5):565-584
This study explores the introduction of Information and Communication Technology (ICT) in Kenyan secondary schools. Specifically, it is a case study of four schools with no previous access to ICT. The professional development programme from which data for this study were drawn was designed to support teachers learning to integrate ICT in the curriculum. Using a mixed-method research approach, the authors collected data from multiple sources and triangulated the views of various stakeholders: questionnaires with teachers, focus groups with teachers, school leaders and ICT coordinators, field observations and document analysis. While the broader programme focused on the use of ICT, the results highlighted in this study focus on the development of the four schools with respect to 1) vision building, 2) leadership, 3) collaboration, 4) expertise and 5) access to adequate resources. The discussion centres on the challenges and opportunities inherent in understanding how to prepare schools in developing countries to integrate ICT in education. 相似文献
3.
近年来公众科学作为一种基于网络的开放式研究和学习模式已在一些发达国家快速发展。通过对“萤火虫守望”这一公众科学项目发展历程的整理分析，可以看到公众科学项目是通过大规模志愿者的参与形成持续不断的知识生成来维持和发展的，其发展的实质是学习网络的不断扩大与复杂化。个案研究发现：公众科学项目本质上是扩大了的组织化学习系统，在项目运行中具有分布式认知责任与认知过程模式化相统一、技术支持下共同探究和共享知识库在交互中共同发展、线上线下无缝衔接等特点；项目管理的基本经验是通过技术支持落实“学习者中心”理念，培养、激发志愿者创新学习行为以推动项目发展。总之，学习和科研相互促进并在互动中推动公众科学发展，发展公众科学可以在推动科学发展同时实现人才培养模式创新。因此，我国有必要大力发展公众科学，并推动知识管理体制创新和创建更加开放的新型教育生态。 相似文献
4.
Alberto Villani Valeria Silva Dias Juarez Melgaco Valadares 《International Journal of Science Education》2013,35(7):907-937
Over the last 50 years a new research area, science education research, has arisen and undergone singular development worldwide. In the specific case of Brazil, research in science education first appeared systematically 40 years ago, as a consequence of an overall renovation in the field of science education. This evolution was also related to the political events taking place in the country. We will use the theoretical work of Rene Kaës on the development of groups and institutions as a basis for our discussion of the most important aspects that have helped the area of science education research develop into an institution and kept it operating as such. The growth of this area of research can be divided into three phases: The first was related to its beginning and early configurations; the second consisted of a process of consolidation of this institution; and the third consists of more recent developments, characterised by a multiplicity of research lines and corresponding challenges to be faced. In particular, we will analyse the special contributions to this study gleaned from the field known as the history and philosophy of science. 相似文献
5.
《Educational Assessment》2013,18(1):37-73
The improvement of science education in accord with the current science reform agenda requires the development of sophisticated instructional strategies that are grounded in a clear recognition of student understanding. We describe a pedagogical strategy, the assessment conversation, that helps teachers elicit student understanding and then use elicited and diverse student understanding as the instructional basis for achieving conceptual and reasoning goals in the classroom. We then illustrate the potential and challenges of using the assessment conversation through examples that have emerged from Science Education through Portfolio Instruction and Assessment (SEPIA), a project attempting to reform practices of assessment and instruction in middle school science classrooms. We conclude with a discussion of issues facing any substantial reform of science education. 相似文献
6.
7.
Rosana Margarida Couceiro Marina Papastergiou Maria Kordaki Ana Isabel Veloso 《Education and Information Technologies》2013,18(3):531-554
This study addresses the learning of Information and Communication Technologies (ICT) concepts by physical education and sport science students through a computer game. Its aims are: (a) the design of the prototype of a computer game aimed at supporting the development of an appropriate mental model about how a computer works by the students, and (b) the evaluation of the impact of the use of this prototype on students as to appeal, basic usability issues and learning outcomes. The most significant elements of the game prototype (narrative, characters, interface, scenarios, puzzles, gameplay) are presented in connection with the constructivist learning principles that guided the game design. A hundred and three (103) physical education and sport science students participated in the evaluation of the game prototype, which was conducted through pretest and posttest written questionnaires that elicited both quantitative and qualitative data. The data analysis showed that the game prototype was well-accepted as an alternative learning tool for ICT, compared to traditional learning tools, and that most game elements elicited average to positive responses from the students. It was also found that the game prototype had a significant positive effect on students’ knowledge regarding the concepts of input, program, output and their interplay, and that it helped certain students overcome their misconceptions and form more scientifically acceptable and elaborate mental conceptions about basic functions of a computer. Future improvements and extensions to the game as well as future research perspectives are discussed on the basis of the findings. 相似文献
8.
Models play an important role in science education. However, previous research has revealed that science teachers' content knowledge, curricular knowledge, and pedagogical content knowledge about models and modelling are often incomplete or inadequate. A research project was conducted that aimed at promoting and gaining an understanding of the development of beginning science teachers' knowledge in this area. The teachers, who were enrolled in a teacher's training programme, participated in a special course on models and modelling, and conducted a research project in their classes about this theme. The data gathered in this project support the discussion to the extent that both the activities of the course and the conducting of and reflection on their research projects contributed to the development of teachers' knowledge. From the results, we propose some guidelines for educational researchers interested in this area. 相似文献
9.
Linda Ramey‐Gassert 《International Journal of Science Education》2013,35(8):903-912
Providing learning environments that are motivating for female students and male students alike is a challenge for science educators. This overview of the research conducted in science museums provides initial insights into informal educational settings that allow female visitors to have experiences which foster development of science interest and learning. The discussion of the influence of gender on learning experiences in informal science environments raises questions and calls for further research and more comprehensive reporting of research results. Findings related to gender‐equitable learning in settings such as science museums would be beneficial and extend the present knowledge base in science education. 相似文献
10.
Computers and simulations represent an undeniable aspect of daily scientific life, the use of simulations being comparable to the introduction of the microscope and the telescope, in the development of knowledge. In science education, simulations have been proposed for over three decades as useful tools to improve the conceptual understanding of students and the development of scientific capabilities. However, various epistemological aspects that relate to simulations have received little attention. Although the absence of this discussion is due to various factors, among which the relatively recent interest in the analysis of longstanding epistemological questions concerning the use of simulations, the inclusion of this discussion on the research agenda in science education appears relevant, if we wish to educate scientifically literate students in a vision of the nature of science closer to the work conducted by researchers today. In this paper we review some contemporary thoughts emerging from philosophy of science about simulations in science and set out questions that we consider of relevance for discussion in science education, in particular related with model-based learning and experimental work. 相似文献
11.
Seyum Tekeher Getenet Kim Beswick Rosemary Callingham 《Education and Information Technologies》2016,21(1):19-34
In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities. 相似文献
12.
Jo Tondeur Natalie Pareja Roblin Johan van Braak Petra Fisser Joke Voogt 《Educational studies》2013,39(2):239-243
The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content knowledge (TPACK) was promoted in the existing curriculum of three TEI in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus group discussions collected the perspectives of pre-service teachers and teacher educators. The results indicate that (1) the three institutions are moving from ICT as a ‘stand-alone’ course towards embedding ICT across the curriculum and (2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understanding the place of ICT in the curriculum. The discussion will focus on the challenges and opportunities inherent in understanding how to develop pre-service teachers’ TPACK in the curriculum of TEI. 相似文献
13.
This study focused on the exemplification of cultural memory banking as an ethnographic tool to understand cultural practices relevant to science teaching and learning in a rural coastal village in a central island of the Philippine archipelago. Using the collaborative action ethnography as a research methodology, 10 prospective science teachers and a science teacher educator/doctoral candidate formed a research team and documented community funds of knowledge relevant to science teaching and learning through their participation in a Community Immersion course. The study employed the use of the cultural memory banking as a meditational tool to analyze, make sense of, and represent interview, focus-group discussion, and observation data, among others, for the development of culturally relevant science lessons. Originally used as an anthropological tool to preserve cultural knowledge associated with the cultivation of indigenous plant varieties, the cultural memory banking, as adapted in science education, was used, both as a data collection and analytic tool, to locate relevant science at the intersection of community life. The research team developed a cultural memory bank exemplar, ??Ginamos: The Stinky Smell that Sells,?? to highlight the learning experiences and meaning-making process of those involved in its development. Dilemmas and insights on the development and use of cultural memory banking were discussed with respect to issues of knowledge mining and mainstreaming of indigenous/local funds of knowledge, troubling the privileged position of Western-inspired nature of science. 相似文献
14.
医学与教育研究有许多共同之处,医学发展的成功经验可以为教育研究及学科建设带来许多启示。从学科定位的角度来看,医学发展的历史启示教育研究应勇于突破已有研究框架。从研究队伍的角度来看,医学发展中人才辈出、理论研究队伍与实践队伍紧密结合和重视研究队伍伦理建设这三点同样对教育研究有启发意义。从学科知识体系的角度来看,教育研究应该在积极做好自身学科基础知识积累的基础上,合理借鉴其他学科的知识,通过知识的交叉、融合与创新促进教育研究水平的提升。 相似文献
15.
Jo Tondeur Ronny Scherer Evrim Baran Fazilat Siddiq Teemu Valtonen Erkko Sointu 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1189-1209
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self-efficacy to design ICT-rich learning environments, their competencies to use ICT in their teaching practice and the strategies they use to prepare preservice teachers for technology integration. These strategies are included in the SQD (Synthesis of Qualitative Data) model and comprise: (1) teacher educators as role models, (2) reflecting on the role of technology in education, (3) learning how to use technology by design, (4) collaboration with peers, (5) scaffolding authentic technology experiences and (6) providing continuous feedback. Data were collected from a sample of 284 teacher educators in Flanders, the Dutch-speaking part of Belgium, and submitted to latent profile analysis. The added value of the current study lies in the account of how SQD strategies and a typical set of determinants of ICT integration can be associated within teacher educators’ profile. Based on the profiles emerging from this study, teacher training institutions should consider their teacher educators to be gatekeepers when preparing future generations of teachers for the learning environments of the twenty-first century. In the discussion section, the implications for practice and future research are discussed. 相似文献
16.
跨学科理念滥觞于美国,在知识生产模式转型背景下,由单一学科向跨学科的结合与转变不仅是社会科学发展的内在要求,更是解决日益复杂的现实社会问题的客观需要。当代科学发展与知识创新越来越呈现出学科交叉、融合、渗透以及整体化的趋势,新的知识生产呈现跨学科性的基本特征。知识贵为整体,过度分化的学科知识消解了社会科学研究者对复杂的社会事实与问题的认识能力,以及消解了作为整体的思想活动的能量。跨学科研究与人才培养受复杂问题的解决需求与知识创新的驱动而生,美国研究型大学重审原有培养"学科守门人"的博士生培养模式,将跨学科理念融入博士生培养全过程。跨学科研究与人才培养逐渐成为世界顶尖研究型大学博士生教育改革与发展的重要趋势。本研究通过对美国顶尖研究型大学社科类博士生跨学科培养的理念与实践以及组织制度保障进行研究,为其他研究型大学的跨学科人才培养提供借鉴价值。 相似文献
17.
This paper highlights the challenges and problems in developing an innovative K-3 science program to support teachers in the
implementation of the national Statement and Profile in science. The program has been developed by the authors in association
with the Curriculum Corporation. The paper outlines the assumptions made about teachers of young children, the role of research
in the construction of the program, and the extent to which the Statement and Profile have influenced the process. The resolution
of a number of key problems in this curriculum development is discussed: responding to teachers' needs for a base of science
discipline knowledge, developing strategies for working scientifically with very young children, and helping teachers develop
an extended understanding of the nature of science.
Specializations: early childhood science and technology education.
Specializations: primary science education, teacher education in science, adult experiences of science and technology, and curriculum development. 相似文献
18.
随着社会的发展,知识的重要性越来越凸显。全国各个院校在做好本科生教育的同时,也在积极的致力于研究生教育的研究与发展。研究生教育作为高层次的学校教育,它担负着培养知识创新、技术尖端的高级人才的重任。在这个科技迅速发展,知识日新月异的时代,研究生的教育与培养关系到一个国家的竞争力和发展。国家对于高层次人才的需求导致研究生的招生规模不断扩大,也引起了人们对研究生培养问题的关注和探讨。本文从实际出发,在做好研究生理论知识培养的基础上,着重探讨研究生实践能力的培养方式,锻炼他们分析问题与解决问题的能力。结合目前多数大学的现状,提出充分利用学校现有的实验室资源和导师的项目资源,投身科研工作,于实践中培养科研能力。 相似文献
19.
Methodological considerations for studying science-in-the-making in educational settings 总被引：3，自引：0，他引：3
In this paper we explore the methodological implications of sociocultural approaches for the study of scientific knowledge
and practices. Research in science studies and science education is reviewed with a focus on methodological considerations.
Informed by empirically-based studies of scientific practices from multiple disciplinary perspectives, we describe our perspective
for investigating science education which combines ethnography and discourse analysis. This theoretical position on the discursive
nature of the social construction of school science-in-the-making forms the basis for theoretical and methodological critique
and discussion. We provide a review of the history of nature of science (NOS) research to trace the methodological influence
of Science and Technology Studies in science education. Four methodological issues associated with studying science as cultural
practices are discussed: the local and contingent nature of situated definitions of science; theory dependence and coherence
of research methodologies; attention to the study of school science-in-the-making; and reflexivity. 相似文献
20.
This article reports on a study that explored the management of information and communication technology (ICT) in teaching and learning. In particular it focuses on the use of ICT in the pre-service teacher’s classroom in the South African context. The study was interventionist in that pre-service teachers were trained how to use ICT in teaching and learning, and were then followed into the teaching practice classroom where they were observed as to how they used the technology and managed it. Data for the project was also collected through semi-structured interviews with the pre-service teachers and through the researchers’ reflection. The results showed that the pre-service teachers, who in this case were all digital natives, are willing to use ICT for teaching, but lack the skills to manage ICT in the classroom. The results further showed that the motivation to use and integrate ICT in the classroom may not be sufficient to ensure the effective integration thereof, that is, the teachers still require management. Further, the article recommends the importance of higher education institution lecturers as role models in the use and management of ICT. 相似文献