Aims.
The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.
Sample.
The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.
Method.
The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.
Results.
When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.
Conclusion.
The results were considered to have implications for the origins and treatment of problem behaviour. 相似文献
Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods.
Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program.
Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans.
Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers’ TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools.
Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching. 相似文献
Purpose: The focus of this research is development and testing of a new classroom observation protocol specifically designed for SSI-based instructional contexts.
Design and methods: Development of this SSI-Observation Protocol (SSI-OP) took place in four distinct phases: review of existing protocols and SSI-based instruction frameworks, writing and revision of protocol items, initial testing of the draft protocol, and soliciting feedback from SSI experts.
Sample: Following the four stages of SSI-OP development, we progressed to a series of field tests. The field tests were conducted with three different samples. The first sample was an experienced (10 + years) high school biology teacher and one of her honors biology classes. The second sample consisted of seven Turkish Pre-service Science Teachers (PST) participating in a science methods course. The third sample included two Thai PST from a field experience course embedded within a teacher education program.
Results: The final version of the protocol addressed five dimensions of SSI-based instructional activities: focus of instruction, teaching moves, role of teacher, role of students, and classroom environment.
Conclusions: The SSI-OP could be used in a variety of ways for research including documentation of current practices, impacts of professional development and/or curricula on teaching practices, and changes in teaching over time. We offer the SSI-OP as a new tool with the potential to contribute to science teacher education and research that may advance the teaching and learning of science through SSI. 相似文献
Purpose The paper aims to illustrate primary pre-service teachers’ understanding of argumentation based on a study using quantitative methodology. In particular, it aims to illustrate how these teachers view quality of arguments and teaching strategies related to argumentation in the context of a socio-scientific issue on energy.
Sample 332 pre-service teachers enrolled in a university teacher education programme in Spain were investigated. Many studies on argumentation have been conducted with small sample sizes of teachers. Hence, given the sample size, the study provides findings that are likely to be generalisable.
Design and methods A questionnaire was administered to the participants. The design of the questionnaire was guided by some existing analytical tools which were adapted for primary education purposes in the context of socio-scientific issues. This adaptation is novel in that the questionnaire items can potentially be used as diagnostic questions to assess primary teachers’ understanding of argumentation.
Results The results suggest that pre-service teachers had difficulty in understanding arguments and different pedagogical strategies to promote argumentation in classroom. For example, they did not understand the role and the meaning of warrants in scientific arguments and their understanding of the use of different kind of strategies is limited to debates, open discussions and experiments. The age range of the participants and the length of teaching experience had no impact on the quality of their understanding of argumentation.
Conclusions Pre-service science teacher education will benefit from incorporation of more robust and lengthy sessions on argumentation. For example, sessions could focus on quality as well as structure of arguments in science and more diverse pedagogical strategies to support argumentation in science lessons, such as the use of writing frames and presentations. 相似文献
Purpose: This study evaluated and compared the Singaporean and Taiwanese middle school students’ conceptions of science assessment. Within-country gender comparisons were also explored.
Sample: 424 Taiwanese and 333 Singaporean eighth graders were invited for a cross-country comparison.
Design and methods: The participants completed a questionnaire named Conceptions of Science Assessment.
Results: The findings showed that the summative assessment dominates in the Taiwanese classrooms, while formative and summative assessment are usually perceived in Singaporean classrooms. The Singaporean students had a greater tendency than their Taiwanese counterparts to perceive the purpose of assessment as a way of reproducing knowledge, and the formative assessment as improving learning, problem-solving, and critical judgment. No gender differences were found among either the Singaporean or the Taiwanese students.
Conclusions: Educators in both countries should provide learners with more opportunities to experience process-oriented science assessment activities and de-emphasize the usage of examination-oriented practices to achieve the sophistication of conceptions. 相似文献
Purpose: In the current study, the purpose was to investigate the relations among perceived teacher affective support (PTAS), academic emotions (academic enjoyment, academic anxiety, and academic hopelessness), academic self-efficacy and behavioural engagement in elementary school science classrooms in Turkey.
Sample: A total of 633 fourth- and fifth-grade students in eight elementary schools in Istanbul, Turkey were participated in the study.
Design and methods: A self-report questionnaire was administered to participating students. The data were analysed using structural equation modelling.
Results: Findings showed that PTAS was both directly and indirectly related to the given variables. PTAS was found to be significantly positively associated with students’ academic enjoyment, academic self-efficacy and behavioural engagement and significantly negatively related to their academic anxiety and academic hopelessness in science classrooms. An important finding is that the total effect of PTAS on behavioural engagement, a factor strongly associated with academic success in all disciplines, was as strong as the effect of students’ perceived academic self-efficacy beliefs in science.
Conclusions: Findings suggest that PTAS may help promoting positive emotions and motivation among students in science classrooms, eventually leading to more desirable attitudes and achievement outcomes in science. Teacher affective support deserves greater recognition from researchers, educational policy-makers, administrators and teachers to build better learning conditions for all students. 相似文献
Purpose/Hypothesis: This study offers teaching strategies and their corresponding instructional sequences based on Lakatosian Methodology, and examines the effects of a Lakatosian Conflict Map using pre-service elementary teachers’ conceptual understandings of the causes of seasons.
Design/Method: The Lakatosian Conflict Map was applied to concepts of seasonal change held by pre-service elementary teachers.
Results: Most pre-service elementary teachers consistently protect their hard-core beliefs about seasonal change by offering auxiliary hypotheses related to earth’s elliptical orbit and the tilt of its rotational axis in response to activities designed to promote conceptual change around knowledge related to the cause of the seasons. Specifically, the critical event rather than the discrepant event in the Lakatosian Conflict Map was conducted in a Lakatosian conflict group and these students were allowed to explicitly express their representations about the phenomena derived from these events. The result of this study is that instruction using the new Lakatosian Conflict Map produced more favorable outcomes in terms of conceptual change than traditional instruction.
Conclusions: This research concludes that the Lakatosian Conflict Map can help science teachers and students resolve the conflicts between students’ existing ideas and target scientific concepts. 相似文献
Purpose To investigate teachers’ and principals’ reflections on the competition in schools.
Sample Seventeen secondary school teachers and three principals from districts in the south-western part of Sweden participated in the study. All teachers had long experience of the competition, and their classes had reached at least the regional finals during the last year.
Design and methods Semi-structured interviews were recorded, transcribed verbatim, and then analysed using content analysis. Focus was put on why the teachers decided to participate, how the teachers integrated the competition in their education and roles of the principals.
Results There were various reasons for participating in the competition. Teachers reported development of twenty-first-century skills such as better cooperation between the students. They also noticed an increased interest in science and technology and how learning in the subjects was stimulated. Furthermore, the teachers found participation in the competition to be positive for them too. They integrated the competition in ordinary education and gained teaching ideas as well as found connections to the curriculum. Participating in the competition seemed to be a tradition in most of the schools. The principals’ role was to facilitate the organisation around the competition and to provide social support.
Conclusions Participation in a school competition was considered as an instructional strategy with several positive outcomes. Use of this strategy can be supported by earlier suggestions to use pedagogies that are opposite to transmissive methods, enhancing students’ development of important skills for the future. 相似文献
Purpose: The study aims to understand how seventh grade students perceive a collaborative web-based science project in light of Wolff’s design categories. The goal of the project is to develop their technological and collaborative skills, to educate them about technology integration practices, and to provide an optimum collaborative, PBL experience.
Sample: Seventh grade students aged 12–14 (n = 15) were selected from a rural K–12 school in Turkey through purposeful sampling.
Design and methods: The current study applied proactive action research since it focused on utilizing a new way to enhance students’ technological and collaborative skills and to demonstrate technology integration into science coursework. Data were collected qualitatively through interviews, observation forms, forum archives, and website evaluation rubrics.
Results: The results found virtual spaces such as online tutorials, forums, and collaborative and communicative tools to be beneficial for collaborative PBL. The study supported Wolff’s design features for a collaborative PBL environment, applying features appropriate for a rural K–12 school setting and creating a digitally-enriched environment. As the forum could not be used as effectively as expected because of school limitations, more flexible spaces independent of time and space were needed.
Conclusions: This study’s interdisciplinary, collaborative PBL was efficient in enhancing students’ advanced technological and collaborative skills, as well as exposing them to practices for integrating technology into science. The study applied design features for a collaborative PBL environment with certain revisions. 相似文献
Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland’s National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses.
Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15–16 years old).
Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables.
Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence.
Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject’s importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work. 相似文献
Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.
Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.
Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.
Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.
Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research. 相似文献