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M. B. Ogunniyi 《International Journal of Science Education》2013,35(10):1189-1207
In response to the needs of a newly democratic South Africa, a new education policy required science teachers to integrate Indigenous Knowledge Systems (IKS) with school science: Curriculum 2005 (C2005) was developed. The first phase of that curriculum was implemented in 1997 with the hope that by 2005 it would have been implemented in the entire school system (i.e., R–12 grades). Since then science educators have been making a concerted effort to develop science teacher education programmes compatible with the postulates of the new curriculum policy. As part of that effort, this study used a Practical Argumentation Course to equip a group of science teachers with knowledge and instructional skills needed to implement an integrated Science‐IKS curriculum in their classrooms. The findings showed that, as a result of the course, the teachers’ understanding of, and awareness about, the Nature of Science and IKS improved considerably. Similarly, the teachers made noticeable perceptual shifts from construing science and IKS as polar opposites to considering the two thought systems as compatible and complementary. The implications of the findings for instructional practices are highlighted in the paper. 相似文献
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M. B. Ogunniyi 《International Journal of Science Education》2013,35(8):963-986
The new South African curriculum known as Curriculum 2005 (to depict the year of its full implementation) requires that teachers integrate school science with Indigenous Knowledge Systems (IKS). Curriculum 2005 has generated heated debates at various levels since its inception in 1997. This study focuses on the effectiveness or otherwise of a Practical Argumentation Course (PAC) as an instructional tool for enhancing teachers’ understanding of, and ability to implement, a Science‐IKS curriculum. Data collected by questionnaires, video‐taped and audio‐taped interviews, and reflective essays were analysed in terms of a Practical Argumentation Framework developed for the purpose. The findings show that the PAC did enhance the teachers’ understanding as well as increase their awareness of the need to implement a Science‐IKS curriculum in their classrooms. Also, the PAC seemed to have made the teachers more sceptical of the notion that science is the only way of knowing or interpreting experience, or that IKS were based on superstitious beliefs. All the teachers recommended the need to include the PAC or similar courses in science teacher education programmes. 相似文献
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Science 总被引：1，自引：0，他引：1
《Reading and Writing(高中版)》2006,(10)
在科学上没有平坦的大道,只有不畏劳苦沿着陡峭山路攀登的人,才有希望达到光辉的顶点。There is mo royal road to science,andonly those who do not dread the fatigu-ing climb of its steep paths have a chance ofgaining its luminous summits.Science 相似文献
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China)With many tests, the paper studied the main factors affected to coal fine grinding result, such as ball grinding rotary speed, ball coal quality ratio, ball grinding 相似文献
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科学世界，奥妙无穷，本期《竞技场》为一组科学谜语题。第1小题中的a和b谜底为两种动物名；第2道题中的谜底为气象名称，请根据各题要求写出答案。欢迎同学们参与挑战，并将你的答案于11月1日之前(以当地邮戳为准)寄到《中学生英语》初中版下半月刊编辑部，我们将根据正确率评出若干获奖者。本期《竞技场》的参考答案及获奖名单将在2002年第11期公布。 相似文献
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R. A. Schibeci 《International Journal of Science Education》2013,35(4):451-459
Summaries English Science teachers’ perceptions of affective‐domainobjectives were gathered through interview procedures. A sample of teachers in Western Australian high schools were the subjects of the study. For the purpose of analysis, a distinction is drawn between attitudes to science (such as ‘enjoyment of science lessons’ and ‘interest in science') and scientific attitudes (such as ‘honesty in reporting data’and ‘tolerance of the views of others'). Analysis of teachers’ views revealed confusion and lack of clarity regarding these science‐related attitudes. However, it is argued that curriculum writers are no clearer in their views. It is suggested that a much clearer, more explicit justification for attitude objectives (of both kinds) needs to be made by curriculum writers. Science teachers need to be provided with greater assistance in clarifying the role of these attitude objectives, as well as assistance with techniques for their assessment. 相似文献
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Itamar Cohn 《Journal of Adventure Education & Outdoor Learning》2013,13(1):15-34
In this paper the human-nature relationship is recognized as a major field of interest and a platform of ideas linked with it is explored. A ‘new’ source to inform an alternative paradigm for outdoor education is proposed; it is millennia old, has roots all over the globe and is a living, breathing, and evolving tradition—indigenous ways. While recognizing the diversity of indigenous people, the paper explores common characteristics of thought and practice within indigenous traditions. Indigenous ways are defined and their connection with outdoor education is explored. The author concludes that indigenous ways have the potential to inspire a fundamental change in outdoor education, while providing working models for theory and practice. 相似文献
8.
Eren-Şişman Ece N. Çiğdemoğlu Ceyhan Kanlı Uygar Köseoğlu Fitnat 《Science & Education》2020,29(5):1255-1290
Science & Education - The purpose of this study is twofold: first, to delve into professional development (PD) of science teachers’ views about nature of science (NOS) throughout... 相似文献
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Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is based on an expert–novice dialog: an older student (explainer, expert) explains a physics phenomenon to a younger peer (addressee, novice) in a controlled test setting. The explanations are video-recorded and analysed by qualitative content analysis. The method was applied in a study with 46 secondary school students as explainers. Our aims were (a) to evaluate whether our model covers the relevant features of SCC, (b) to validate the assessment method and (c) to find characteristics of addressee-adequate explanations. A performance index was calculated to quantify the explainers’ levels of competence on an ordinal scale. We present qualitative and quantitative evidence that the index is adequate for assessment purposes. It correlates with results from a written SCC test and a perspective taking test (convergent validity). Addressee-adequate explanations can be characterized by use of graphical representations and deliberate switches between scientific and everyday language. 相似文献
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Science & Education - 相似文献
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Science & Education - Current visions of science education advocate that students should engage with science in the classroom in ways that mirror the work of scientists in order to develop... 相似文献
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Mehmet Karakas 《Journal of Science Education and Technology》2009,18(2):101-119
Study provides qualitative analysis of data that answers the following research question: how college science faculty teach science and NOS and incorporate aspects of NOS and the history of science into their undergraduate courses? Study concentrates on four cases and more specifically on three introductory science classes and on four instructors who taught those courses. These instructors were chosen as case studies to explore in greater detail what occurs inside introductory science courses in one particular higher institution in the Northeastern United States. Participants’ teaching styles are presented through a combined and detailed presentation of interview data and classroom observations supported with examples from their classroom activities. Constant comparative approach was used in the process of organizing and analyzing data. Findings revealed that participants preferred to use the traditional teacher-centered lecturing as their teaching style and whose main concern was to cover more content, develop the problem solving skills of their students, and who wanted to teach the fundamental principles of their subjects without paying special importance to the NOS aspects. The study also revealed that other variables of teaching science, such as large class size, lack of management and organizational skills, teaching experience, and instructors’ concerns for students’ abilities and motivation are more important for these scientists then teaching for understanding of NOS. 相似文献
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Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers’ science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers’ science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants’ responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research. 相似文献
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Science &; Education - 相似文献
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The identity work engaged in by Indigenous teachers1 in school settings is highlighted in a study of Australian Indigenous teachers. The construction of identity in home and community relationships intersects with and can counteract the take up of a preferred identity in the workplace. In this paper we analyse data from interviews with Indigenous teachers, exploring the interplay between culture and identity. We foreground the binary nature of racial assignment in schools, demonstrate how this offers contradictory constructions of identity for Indigenous teachers, and note the effects of history, culture and location in the process of forming a teaching ‘self’. 相似文献
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Sedat Ucar 《Journal of Science Education and Technology》2012,21(2):255-266
Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced
by teachers’ attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding
teaching and learning. The purpose of the study was to document pre-service teachers’ views on science, scientists, and science
teaching as well as the relations between these views and the offered courses over several years spent in an elementary science
teacher training program. The sample consisted of 145 pre-service elementary science teachers who were being trained to teach
general science to students in the 6th through 8th grades. The research design was a cross-sectional study. Three different
instruments were used to collect the data, namely, the “Draw a Scientist Test”, “Draw a Science Teacher Test”, and “Students’
Views about Science” tests. The elementary science teacher training program influenced pre-service science teachers’ views
about science, scientists and science teaching to different degrees. The most pronounced impact of the program was on views
about science teaching. Participants’ impressions of science teaching changed from teacher-centered views to student-centered
ones. In contrast, participants’ views about scientists and science did not change much. This result could be interpreted
as indicating that science teacher training programs do not change views about science and scientists but do change beliefs
regarding teaching science. 相似文献
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Research in Science Education - This study examines science interests, efficacy, attitudes, and identity—referred to as affinities, in the context of an informal science outreach program for... 相似文献
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