共查询到20条相似文献，搜索用时 15 毫秒
1.
This paper reports a study on concept mapping involving 14 Australian and 9 Indonesian science teachers. After a training
and practice session in concept mapping, the teachers were surveyed on four scales: “Learning it”, “Teaching it”, “Useability
by students”, and “Perceived benefits”. While the teachers' attitudes were generally favourable interesting differences were
discerned among scales, among teachers of Biology, Chemistry, Physics and Mathematics, and between countries.
Specialization: Social psychology of science learning, eco-culture and metalearning in science.
Specializations: Eco-culture and metalearning in science; distance education delivery systems. 相似文献
2.
This article presents a Vygotsky-inspired analysis of how a teacher mediated a “thinking aloud” whole-group discussion in
a 6th grade mathematics classroom. This discussion centered on finding patterns in a triangular array of consecutive numbers
as a phase towards building recursive and direct algebraic formulas. By a “thinking aloud” discussion we mean a conversation
wherein students exchange and further develop ideas-in-the-making with their peers under the teacher’s guidance. Drawing upon
Halliday’s systemic functional linguistics (SFL), we treated the selected discussion as a text. We then analyzed how the teacher
mediated the conjoined making of this text so that it served as an interpersonal gateway for students to practice searching
for patterns and signifying these patterns in propositional form. This analysis was guided by the following questions: How
did the discussion as a text-in-the-making mean what it did? What was the role of the teacher in the conjoined making of this
text? Our study illustrates the power of SFL for capturing the inner grammar of instructional conversations thus illuminating
the complexities and subtleties of the teacher’s role in mediating semiotic mediation in mathematics classrooms. 相似文献
3.
Adopting the concept that “decisions can be seen as argument-driven actions,” the purpose of this study was to apply the argumentation
structure raised by Stephen Toulmin (1958) to capture two science teachers' instructional decision-making mechanisms in their
teaching practices. The two case teachers were chosen because of their close estimations of their students' achievement outcomes
and both were in their transition stages from competent teachers to proficient ones. A science teaching observation coding
schedule (STOCS) was designed to be used in classroom observations, and all these quantitative data were collected to be converted
into four issues for the two teachers to justify their ways of teaching. A semi-structure interview was conducted to analyze
why and how these two case teachers made their instructional decisions. The results indicate that although they knew that
their students could not fully understand what they taught in the class, their teaching strategies were still teacher-dominated
modes. What really influenced their instructional decisions included external context factors (e.g., examination pressure,
subject contents, limited time and classroom management) and internal experiential factors (e.g., personal educated experiences,
beliefs and understandings of constructivism and inquiry). Finally, the authors suggest that science teachers' instructional
decision making mechanisms can be appropriately represented by case teachers' argumentations structure. 相似文献
4.
This review essay adds to the conversation to which Allison Skerrett and Hannah Sevian contribute in their article, Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service. Here we address the need to reconceptualize faculty service in public schools and traditional notions of scholarship. We
discuss the importance of transforming university structures that envision service as less important than “scholarship” and
“teaching” while mediating hierarchical ideas of what “service” entails. We share a dialectical view of social life and an
ethical stance that values polysemy and polyphony both in research and in our daily interactions. Here we employ a dialectical
lens that seeks multiple perspectives as we engage in a dialogue about these issues. 相似文献
5.
Sharon E. Nichols Deborah Tippins Katherine Wieseman 《Research in Science Education》1997,27(2):175-194
The purpose of this paper is to describe various “tools” we use to facilitate critical reflection as we teach prospective
science teachers. The notion of “tools” refers to materials and experiences used to facilitate prospective teachers’ critical
reflection on science teaching and learning. Reflective tools are not intrusive devices used by instructors to analyse mechanically
what prospective teachers are learning; rather, these tools are intended to provide prospective teachers with the means to
generate and critique their own views of science teaching and learning. Each tool is described herein with respect to its
potential use and the way in which it is introduced to prospective science teachers. We conclude with discussion of the potential
for reflective tools to contribute to research on reform of science teacher education, with particular attention to primary
teacher preparation. 相似文献
6.
David Geelan Penny J. Gilmer Sonya N. Martin 《Cultural Studies of Science Education》2006,1(4):721-744
This forum discussion focuses on seven themes drawn from Sonya’s fascinating paper: the terminology of “cogenerative dialogues,”
the roles of participants and their power relations within such dialogues, the use of metaphor and analogy in the paper, science
and science education for all students, the ways in which students’ expectations about learning change in innovative classrooms,
teacher research and the “theory-practice gap,” and the tension between conducting cogenerative dialogues with individual
students or with whole classes. These themes by no means exhaust the ideas in Sonya’s paper, but we feel that they have allowed
us to explore the classroom research she reports, and to extend our discussion beyond the paper to explore some of these themes
more broadly. 相似文献
7.
Individuals and Leadership in an Australian Secondary Science Department: A Qualitative Study 总被引：1，自引：0，他引：1
Wayne Melville John Wallace Anthony Bartley 《Journal of Science Education and Technology》2007,16(6):463-472
In this article, we consider the complex and dynamic inter-relationships between individual science teachers, the social space
of their work and their dispositions towards teacher leadership. Research into the representation of school science departments
through individual science teachers is scarce. We explore the representations of four individual teachers to the assertions
of teacher leadership proposed by Silva et al. (Teach Coll Rec, 102(4):779–804, 2000). These representations, expressed during
regular science department meetings, occur in the social space of Bourdieu’s “field” and are a reflection of the “game” of
science education being played within the department. This departmentally centred space suggests an important implication
when considering the relationship between subject departments and their schools. The development of an individual’s representation
of teacher leadership and the wider “field” of science education appears to shape the individual towards promoting their own
sense of identity as a teacher of science, rather than as a teacher within a school. Our work suggests that for these individuals,
the important “game” is science education, not school improvement. Consequently, the subject department may be a missing link
between efforts to improve schools and current organizational practices. 相似文献
8.
This paper reports a survey of research in mathematics teacher education from 1999 to 2003 done by an international team of
five mathematics educators and researchers. The survey included published research in international mathematics education
journals, international handbooks of mathematics education and international mathematics education conference proceedings.
Some regional sources from various parts of the world were also included. We investigated who was writing, from and in what
settings, with what theoretical frameworks, and with what sorts of study designs for what core questions. We also examined
the range of findings and conclusions produced in these studies. Our analysis presented here focuses on four themes that stood
out from our initial investigation of almost 300 published papers, and systematically elaborated through a focused study of
a 160 papers across key journals and conference proceedings in the field. From this vantage point, the paper offers a reflection
on the current state of the field of mathematics teacher education research. Our aim is to stimulate discussion that can support
the development of the field, not make final pronouncements about its nature.
The research presented in this paper was done by five mathematics education researchers, the authors listed above, and presented
at ICME10 in Copenhagen in July 2004. This Survey Team (Survey Team 3) was nominated by the International Program Committee
for the Congress and asked to survey “Professional Development of Mathematics Teachers” and present this in a plenary at the
Congress. A copy of the presentation can be viewed at: http://www.wits.ac.za/jadler/presentations.html. An earlier version
of this paper will also appear in the ICME10 proceedings. 相似文献
9.
Beth Herbel-Eisenmann David Wagner Viviana Cortes 《Educational Studies in Mathematics》2010,75(1):23-42
In this article, we introduce the lexical bundle, defined by corpus linguists as a group of three or more words that frequently
recur together, in a single group, in a particular register (Biber, Johansson, Leech, Conrad, & Finegan, 2006; Cortes, English for Specific Purposes 23:397–423, 2004). Attention to lexical bundles helps to explore hegemonic practices in mathematics classrooms because lexical bundles play
an important role in structuring discourse and are often treated as “common sense” ways of interacting. We narrow our findings
and discussion to a particular type of lexical bundle (called a “stance bundle” or bundles that relate to feelings, attitudes,
value judgments, or assessments) because it was the most significant type found. Through comparing our corpus from secondary
mathematics classrooms with two other corpora (one from university classrooms (not including mathematics classrooms) and one
from conversations), we show that most of the stance bundles were particular to secondary mathematics classrooms. The stance
bundles are interpreted through the lens of interpersonal positioning, drawing on ideas from systemic functional linguistics.
We conclude by suggesting additional research that might be done, discussing limitations of this work, and pointing out that
the findings warrant further attention to interpersonal positioning in mathematics classrooms. 相似文献
10.
This paper addresses the accumulating knowledge of prospective teachers of secondary school mathematics and their acquired
proficiency during the course “Psychological aspects of mathematics education,” in which we discussed theoretical models including
the intuitive rules theory. Participants’ performances are examined by means of an extensive report of two episodes, one during
the course and one afterwards. These episodes marked different stages in the prospective teachers’ analysis of their own and
of students’ solutions, which led me to conclude that exposing prospective teachers to the intuitive rules theory is important,
since their familiarity with the theory provided them with a tool to reflect on their own mathematical solutions (subject
matter knowledge; SMK), on others’ solutions, and on the tasks (pedagogical content knowledge; PCK). 相似文献
11.
Peter J. Fensham 《Research in Science Education》1979,9(1):43-52
Summary For each of the four distinctive aspects of a paradigm, case study research does now seem to stand sharply apart from traditional
research. It seems then, that it is appropriate to speak of “competing paradigms” and that we in science educational research
would do well to examine our own practices as researchers and see on which side we wish to stand. 相似文献
12.
Uffe Thomas Jankvist 《Educational Studies in Mathematics》2009,71(3):235-261
This is a theoretical article proposing a way of organizing and structuring the discussion of why and how to use the history
of mathematics in the teaching and learning of mathematics, as well as the interrelations between the arguments for using
history and the approaches to doing so. The way of going about this is to propose two sets of categories in which to place
the arguments for using history (the “whys”) and the different approaches to doing this (the “hows”). The arguments for using
history are divided into two categories; history as a tool and history as a goal. The ways of using history are placed into
three categories of approaches: the illumination, the modules, and the history-based approaches. This categorization, along
with a discussion of the motivation for using history being one concerned with either the inner issues (in-issues) or the
metaperspective issues (meta-issues) of mathematics, provides a means of ordering the discussion of “whys” and “hows.”
相似文献
| Uffe Thomas JankvistEmail: |
13.
This study explores an approach to autobiographical research based on a notion of “outlaw genre” autobiography referred to
as biomythography. Outlaw genres of autobiography resist the tendency of western autobiography to craft narratives that will
ultimately link the life of an individual to a universalised person—someone to whom all readers can relate. In this study,
photo essays are used to learn about prospective elementary teachers' stories of science and science education. The photo
essays and the theoretical framework of “biomythography” helped us reflect on layers mediating teaching and learning in our
courses. Implications of the study call for us to examine hegemonies extending from our students' personal histories as science
learners, and through mythologies of teacher education. Alternative research frameworks and approaches, such as those represented
in this study, might help science teacher educators explore myths undermining the preparation of future science teachers and
learners. 相似文献
14.
Angela Calabrese-Barton 《Research in Science Education》1998,28(1):133-151
I have been drawn to the construct of “invention” and “inventive acts” because in my research involving how homeless children
construct science and the self-in-science, an overwhelming theme has been the multiple ways in which self-identity in science
has been described by the children through a language of invention. Using post-modern feminism and science and technologies
studies, I examine the multiple uses and definitions of “invention” in science in order to develop a theory of invention and
inventive acts around the themes: invention as a social act, invention as a recursive and socially linked process, and embodied
agency. I use this framework to examine the construct of “invention” in two different case studies involving the science education
of urban homeless children. Finally, I link this discussion of invention and inventive acts with current international reform
initiatives revolving around constructivist science teaching and learning. 相似文献
15.
Pessia Tsamir 《Educational Studies in Mathematics》2007,65(3):255-279
This paper indicates that prospective teachers’ familiarity with theoretical models of students’ ways of thinking may contribute
to their mathematical subject matter knowledge. This study introduces the intuitive rules theory to address the intuitive,
same sides-same angles solutions that prospective teachers of secondary school mathematics come up with, and the proficiency they acquired during
the course “Psychological aspects of mathematics education”. The paper illustrates how drawing participants’ attention to
their own erroneous applications of same sides-same angles ideas to hexagons, challenged and developed their mathematical knowledge. 相似文献
16.
Mathematics teaching in Burkina Faso is faced with major challenges (high illiteracy rates, students’ difficulties, and high
failure rates in mathematics, which is a central topic in the curriculum). As evidenced in many of these studies, mathematics
is reputed to be tough, inaccessible, and far from what students live daily. Students here look as though they are living
in two seemingly distant worlds, school and everyday life. In order to better understand these difficulties and to contribute
in the long run to a more adapted teaching of mathematics, we tried to document and elicit the “mathematical resources” mobilized
in various daily life social practices. In this paper, we focus on one of them, the counting and selling of mangoes by unschooled
peasants. An ethnographic approach draws on the observation of the situated activity of counting and selling mangoes (during
harvesting) and on “eliciting interviews” of the involved actors. The analysis of results highlights a richness of structuring
resources mobilized and distributed through this practice, related to what Lave (1988) call “the experienced lived-in-world” and “constitutive order.” The mathematical resources take the form of “knowledge in
action” and “theorems in action” (Vergnaud, Rech Didact Math 10(23):133–170, 1990), embedded in the social, economic, and even cultural structures of actors. 相似文献
17.
Guilaine Menotti Graciela Ricco 《European Journal of Psychology of Education - EJPE》2007,22(4):477-495
Wishing to explore the complexity of the conceptual, didactic and institutional aspects of learning a scientifically defined
object of knowledge, we chose to study the link between the personal relation to numeration developed by six-year-old pupils
in first grade (“cours préparatoire” the first level of primary school in France), and more particularly, the relationship
between the construction of pupils’ relation to the concept of “tens” and the didactic practice of their teachers during the
lessons.
Our study shows that both teachers establish “strong” didactic contracts, leaving it up to the pupils to develop on their
own the capacity of making mathematical decisions and destabilizing the procedure of counting one by one. There is a difference
between classes in the articulation of knowledge and know-how. In the ZEP class learning is centered on know-how; in the other
class knowledge and know-how are simply juxtaposed, their relationship is never made explicit. The result is that only 4 children
out of 42 (the two classes taken together) can work with both. All four belong to the categories of “good” or “very good”
students. 相似文献
18.
在数学教师职前教育的研究文献中,研究者进行了大量深入而细致的研究,在理论和实践、模式及内容上都取得了丰硕的成果.主要集中在以下几个方面:高师数学教育现状;培养目标;高师数学教育改革的理论建构;高师数学教育改革的实践.追溯教师专业化水平不高在对双专业理解水平偏低方面的渊源,奠定教师专业化形成与发展中对双专业深刻理解的基础,我们应在数学教师教育改革中为之做出不懈的努力. 相似文献
19.
Gert Schubring 《Educational Studies in Mathematics》2011,77(1):79-104
There is an over-arching consensus that the use of the history of mathematics should decidedly improve the quality of mathematics
teaching. Mathematicians and mathematics educators show here a rare unanimity. One deplores, however, and in a likewise general
manner, the scarcity of positive examples of such a use. This paper analyses whether there are shortcomings in the—implicit
or explicit—conceptual bases, which might cause the expectations not to be fulfilled. A largely common denominator of various
approaches is some connection with the term “genetic.” The author discusses such conceptions from the point of view of a historian
of mathematics who is keen to contribute to progress in mathematics education. For this aim, he explores methodological aspects
of research into the history of mathematics, based on—as one of the reviewers appreciated—his “life long research.” 相似文献
20.
This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National
Science Foundation’s GK-12 Program—a program which partners institutions of higher education with local school districts and
places science, technology, engineering, and mathematics graduates in the K-12 classroom with teachers. Final evaluations
of 26 GK-12 sites were analyzed with a priori and emergent content analyses, which included rigorous inter- and intra-reliability
testing. The results of the a priori analysis demonstrated that the GK-12 program incorporates all ERBCPD, but to drastically
varying degrees (76–5%). The a priori characteristics that appeared most often were “Treats Fellows as professionals,” and
“Professional development is on-going.” The two emergent characteristics included “Improves communication skills” and “Has
real world application.” 相似文献