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1.
As part of a long‐term research study to enhance science learning, this paper reports on an exploratory study aimed at identifying initial beliefs and practices of a group of teachers and students (Years 4–6) in Australia when the students engaged with multiple representations of the same science concepts. There is growing recognition in science education research that students need to understand and link different representational modes, such as graphic and verbal modes, in learning to think and act scientifically. This exploratory study used a multi‐site case‐study approach employing qualitative and quantitative methods. The findings indicated that while teachers used various modes to engage students and assess learning, they were not systematic in their focus on student integration and translation across modes. The study found that various factors affected students’ understanding of different modes, and that students who recognised relationships between modes demonstrated better conceptual understandings than students who lacked this knowledge. 相似文献
2.
This paper examines Initial Teacher Education students’ experiences of participation in health and physical education (HPE) subject department offices and the impact on their understandings and identity formation. Pierre Bourdieu’s concepts of habitus, field, and practice along with Wenger’s communities of practice form the theoretical frame used in the paper. Data were collected using surveys and interviews with student‐teachers following their teaching practicum and analysed using coding and constant comparison. Emergent themes revealed students’ participation in masculine‐dominated sports, gendered body constructions, and repertoires of masculine domination. Findings are discussed in relation to their impact on student‐teachers’ learning, identity formation, and marginalizing practices in the department offices. Implications for teacher education and HPE are explored. 相似文献
3.
Margareta Ekborg 《International Journal of Science Education》2013,35(14):1671-1694
This paper is about a longitudinal study to investigate how student‐teachers developed understanding of some key ecological concepts during a teacher education programme. Another aim was to interpret the student‐teachers' intentions in respect of the programme and to examine how these intentions influenced their learning. A group of students were followed through 2.5 years of a teacher education programme. The whole student group (n = 47–60) answered a questionnaire three times. Their understanding of scientific concepts, relevant to environmental education, was examined. Fourteen students were interviewed three times about a newspaper article discussing the use of surplus heat from a crematorium. The students were also asked about expectations of the teaching programme and of learning experiences from their science courses and from school practice. It is concluded that many of the student‐teachers did not develop the conceptual understanding necessary to be able to engage with the socio‐scientific issue presented to them. It also concludes that many of the student‐teachers approach the learning of science content from the perspective of their personal notions of the tasks of a primary schoolteacher, which is significantly different from the perspectives underpinning the curriculum and the intention of teacher educators. The connection between these two conclusions is discussed. 相似文献
4.
Donna Governor Jori Hall David Jackson 《International Journal of Science Education》2013,35(18):3117-3140
This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom. 相似文献
5.
Discussion of the need for an understanding of the philosophy of science to inform classroom practice is mostly directed at clarifying the nature of science, the history of science, the nature of scientific evidence, and the nature of scientific method for curriculum developers and teachers. The discussion assumes no input from pupils. The constructivist perspective, however, assumes that pupils do not come to lessons with blank minds. What insights and questions do students bring to lessons about issues relevant to the philosophy and history of science? Can these be used to develop understanding? Classroom discussions about the energy concept imply that students have valuable ideas and questions related to the exploration of philosophical issues. Rather than developing curricula to tell students about the philosophy and history of science, this paper argues for exploration of student’s ideas and questions when abstract concepts are being discussed in the classroom. 相似文献
6.
Improving teacher questioning in science inquiry discussions through professional development 总被引：1，自引：0，他引：1
Alandeom W. Oliveira 《科学教学研究杂志》2010,47(4):422-453
7.
Over the last two decades, science educators and science education researchers have grown increasingly interested in utilising insights from the sociology of scientific knowledge (SSK) to inform their work and research. To date, researchers in science education have focused on two applications: results of sociological studies of science have been used to define new areas of content, generally referred to as Nature of Science (NOS). This has included research into students’ understanding of the NOS, teachers’ understanding of the NOS, and inclusion (or exclusion) of NOS themes in curricula. A second vein of inquiry has been investigations that consider the classroom as a microcosm of scientific discourse and inquiry. Such research has included investigations of student‐to‐student and student‐to‐teacher interactions. In this paper, we present a third application for educational research – the investigation of teacher knowledge and practice as sociological phenomena. In addition to supporting scholarly research, we believe it can be a useful tool for illuminating the complexities of teaching that needs to be taken into account by policy makers and practitioners. In this paper, we provide a thematic review of concepts from the sociology of scientific knowledge, and their application to a case of teacher work. 相似文献
8.
Petra Lindemann‐Matthies Constantinos Constantinou Xenia Junge Karlheinz Köhler Jürgen Mayer Ueli Nagel 《Environmental Education Research》2009,15(1):17-37
In this article, we present results from an international research study on biodiversity education in pre‐service education of primary school teachers. The study was carried out between 2004–2006 in four teacher education institutions in Cyprus, England, Switzerland and Germany. We used document analyses and in‐depth interviews with 27 teacher educators and 22 student teachers to examine the integration of biodiversity into the pre‐service teacher education programmes, and the student teachers’ satisfaction with their respective education. In all teacher education institutions, aspects of biodiversity education were integrated mostly in the natural science modules which provided students at least with some information on the scientific aspects of biodiversity. Few modules included aspects of the controversial nature of biodiversity conservation in relation to economics, ethics, social and political concerns, and methodological approaches on how to deal with this. In the institutions in Cyprus, England and Germany the teaching focus was content‐oriented, whereas in Switzerland a situated method‐oriented approach was used. The student teachers in Switzerland felt more confident to teach about biodiversity in school. All interviewees thought it necessary to prepare primary school student teachers on how to address biodiversity in schools, and strategies on how best to achieve this are critically discussed. 相似文献
9.
In the current study, we focus on teacher-student discourse in Pre-K science activities, with particular attention to teacher questioning. Videotaped classroom observations and teacher interviews served as the corpus of data. Overall, teachers asked mostly closed-ended questions, but used more open-ended questions when experiments were being conducted. During experiments, teachers?? questions were aimed at prediction and reasoning. In contrast, teachers used primarily closed-ended questions when science skills were being practiced and during science book readings, when their questions were oriented toward recognition and recall of factual information. The effects of the teachers?? questions can be seen in the students?? responses. When questions were open-ended, students employed a more varied vocabulary and more complex sentence structures. When teachers?? questions were oriented toward prediction and reasoning, students practiced these higher level cognitive skills in responding. Based on these findings, we provide recommendations for teaching practice in early childhood science education. 相似文献
10.
This study investigated how professional development featuring evidence‐based customization of technology‐enhanced curriculum projects can improve inquiry science teaching and student knowledge integration in earth science. Participants included three middle school sixth‐grade teachers and their classes of students (N = 787) for three consecutive years. Teachers used evidence from their student work to revise the curriculum projects and rethink their teaching strategies. Data were collected through teacher interviews, written reflections, classroom observations, curriculum artifacts, and student assessments. Results suggest that the detailed information about the learning activities of students provided by the assessments embedded in the online curriculum motivated curricular and pedagogical customizations that resulted in both teacher and student learning. Customizations initiated by teachers included revisions of embedded questions, additions of hands‐on investigations, and modifications of teaching strategies. Student performance improved across the three cohorts of students with each year of instructional customization. Coupling evidence from student work with revisions of curriculum and instruction has promise for strengthening professional development and improving science learning. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1037–1063, 2010 相似文献
11.
Anne Hume 《高等教育研究与发展》2009,28(3):247-260
This paper traces the development over several years of an initiative involving student journals that was introduced into a tertiary science education course for pre‐service teachers to promote enhanced learning of how to teach science. Very soon after introducing the journals into course work the lecturer began engaging in ‘unplanned’ informal reflection (reflection‐in‐action and reflection‐on‐action) when she witnessed the shallow, often trivial nature of her students’ reflective writing and the lack of pedagogical insights they were gaining from the exercise. Motivated by her own ongoing scholarship the lecturer introduced purposeful coaching of reflective skills into her pedagogy to scaffold students’ learning and promote more useful reflection. The impact of these interventions on students’ reflective capabilities and learning were investigated using a formal action research cycle. Findings indicate that student teachers’ reflective skills improved and resulted in deeper and more focused thinking about how to teach science for learning. 相似文献
12.
Tobias Irish Nam-Hwa Kang 《International Journal of Science and Mathematics Education》2018,16(7):1227-1245
This multiple case study examines how teachers request students’ use of their content knowledge and conceptual understandings from out-of-school experiences while reasoning about science concepts and the ways in which students perceive and respond to these requests. Three middle school teachers and a total of 57 middle school students participated in this study. The data collection involved classroom observations and multiple interviews with each of the teachers individually and with small groups of students. The findings indicate that the students appreciate the usefulness of making relevant connections between their in-school and out-of-school learning, but seldom do so during science lessons. We also found that teachers’ attempts to facilitate these types of connections during classroom discourse events involved the use of analogies, examples, or questions. Finally, the findings also indicate that students often recognize teachers’ requests but seldom relate to these requests in the way the teacher intends. 相似文献
13.
Reform based curriculum offer a promising avenue to support greater student achievement in science. Yet teachers frequently adapt innovative curriculum when they use them in their own classrooms. In this study, we examine how 19 teachers adapted an inquiry‐oriented middle school science curriculum. Specifically, we investigate how teachers' curricular adaptations (amount of time, level of completion, and activity structures), teacher self‐efficacy (teacher comfort and student understanding), and teacher experience enacting the unit influenced student learning. Data sources included curriculum surveys, videotape observations of focal teachers, and pre‐ and post‐tests from 1,234 students. Our analyses using hierarchical linear modeling found that 38% of the variance in student gain scores occurred between teachers. Two variables significantly predicted student learning: teacher experience and activity structure. Teachers who had previously taught the inquiry‐oriented curriculum had greater student gains. For activity structure, students who completed investigations themselves had greater learning gains compared to students in classrooms who observed their teacher completing the investigations as demonstrations. These findings suggest that it can take time for teachers to effectively use innovative science curriculum. Furthermore, this study provides evidence for the importance of having students actively engaging in inquiry investigations to develop understandings of key science concepts. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 149–169, 2011 相似文献
14.
Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
15.
G. E. Bookbinder 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):213-218
The effect of higher education upon student attitudes is one of increasing liberality and decreasing authoritarianism. In this study of 345 women students in a college of education similar trends were recorded concerning teacher‐role expectations during a three‐year period of anticipatory professional socialization. The early part of the course is seen as particularly significant in changing attitudes. The nature of the change is complex, for whilst on home‐school relationships, curriculum, organization and motivation students become more ‘open’ in their teacher‐role expectations, a hardening of attitudes was seen towards corporal punishment and teachers’ leisure time involvement with their school children. Some changes may be attributed to the orientation of the college towards certain professional beliefs and practices. The process of professional socialization is marked by increasing differentiation among students at different stages of their course on questions relating to teachers’ instrumental (task‐centred) roles. Further, this college's stress upon primary education may be responsible for only slight differences developing between the role‐concepts of groups training for different levels of school. 相似文献
16.
This study examines how students construct meaning through writing during authentic science activities. To determine how well students understood science concepts, we analyzed 228 writing samples from deaf students in grades 6 through 11 as well as the explanatory and reflective comments of their teachers. The analyses indicate that certain process writing strategies were differentially useful in helping deaf students to construct meaning and in allowing teachers to evaluate the constructed meaning. Three instructional conditions and two teacher variables were found to play roles in determining the accuracy and adequacy of the writing: (1) the writing prompts the teachers used, (2) the focus for the writing, (3) follow-up to the initial writing activity, (4) the teacher's content knowledge, and (5) the teacher's ability to interpret student writing. The authors recommend future applications of writing-to-learn strategies and suggest directions for further research and changes in teacher education. 相似文献
17.
This study assessed the effectiveness of one science teacher education program designed to be a model program. The study provided evidence that preservice science teacher education can have a very positive effect on the development of preservice science teachers into effective practicing teachers. Thirty program graduates completed a pilot version of the 1985 National Survey of Science and Mathematics Education providing information on course objectives, teaching strategies, equipment use, time allocation, and textbook use. The responses of program graduates were compared to the responses of a select national sample of teachers. All teachers in the comparison group were from programs in the Search for Excellence in Science Education, Presidential Award winners, recognized as outstanding state science teachers, employed as department chairs, or actively involved in the development of science curriculum. Analysis of the responses indicated that both program graduates and comparison group teachers had similar course objectives and teaching strategies, used materials and equipment a similar amount of time, and allocated class time in similar ways. In another component of the study, students of 37 program graduates completed a questionnaire that assessed their attitudes toward science teachers, science classes, and the study of science. Analysis of attitudinal data from their 2871 students indicated that students of program graduates generally had positive attitudes. For instance, 89% of the students perceived their science teacher as asking questions and 80% perceived their science teacher as letting them ask questions. In general, the data are in stark contrast to the images obtained from National Assessment efforts. 相似文献
18.
《Teaching and Teacher Education》2006,22(3):363-375
The purpose of this study was to examine the effects of science education courses on a group of Taiwanese inservice and preservice teachers’ views toward the nature of science. There were two science education courses in the study; one was for 36 inservice teachers, while the other one was for 32 preservice teachers. Both of the courses included the philosophy of science, the instruction about student alternative conceptions and theories of conceptual change, and some classroom activities for science education. The data sources were based upon these teachers’ questionnaires, written responses to open-ended questions and interviews. The findings derived from this study revealed that both inservice and preservice teachers, to a certain extent, changed their views toward the nature of science when completing the courses. Many of them might reinterpret and reconstruct their views about science during the courses, and their views had progressed toward more constructivist-oriented. This study also suggested that the instruction about student alternative conceptions and conceptual change theories was more helpful than direct instruction about the philosophy of science in changing teachers’ views about science. 相似文献
19.
Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g., drug abuse) to help high school students learn basic principles in biology and chemistry. High school biology and chemistry teachers were recruited for the study and they attended a 1‐week workshop to learn how to integrate pharmacology into their teaching. Working with university pharmacology faculty, they also developed classroom activities. The following year, teachers field‐tested the pharmacology modules in their classrooms. Students in classrooms using the pharmacology topics scored significantly higher on a multiple choice test of basic biology and chemistry concepts compared with controls. Very large effect sizes (up to 1.27 standard deviations) were obtained when teachers used as many as four modules. In addition, biology students increased performance on chemistry questions and chemistry students increased performance on biology questions. Substantial gains in achievement may be made when high school students are taught science using topics that are interesting and relevant to their own lives. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 922–938, 2003 相似文献
20.
In this study, an anthropological perspective informed by sociolinguistic discourse analysis was used to examine how teachers, students, and scientists constructed ways of investigating and knowing in science. Events in a combined fourth‐ and fifth‐grade elementary class were studied to document how the participating teacher provided opportunities for students to diverge from the intended curriculum to pursue their questions concerning the behavior of sea animals in a marine science observation tank. Analysis of the classroom discourse identified ways that particular teaching strategies provided opportunities for student engagement in scientific practices. Implications of this study for the teaching of science in elementary classrooms include the value of student‐initiated science explorations under the conditions of uncertainty and for topics in which the teacher lacked relevant disciplinary knowledge. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 237–258, 2000. 相似文献