共查询到20条相似文献，搜索用时 939 毫秒
1.
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
2.
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
3.
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
4.
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
5.
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
6.
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
7.
Science & Education - 相似文献
8.
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
9.
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
10.
11.
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
12.
Science &; Education - 相似文献
13.
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
14.
Science & Education - The obstacles and difficulties that science teachers face when teaching the nature of science (NOS) are well-known. Nonetheless, little is known of what science teacher... 相似文献
15.
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
16.
Jyh‐Chong Liang 《International Journal of Science Education》2013,35(17):2273-2289
In recent years, there has been an increasing interest among educational researchers in exploring the relationships between learners’ epistemological beliefs and their conceptions of learning. This study was conducted to investigate these relationships particularly in the domain of science. The participants in this study included 407 Taiwanese college science‐major students. All of them responded to two major questionnaires, one assessing their scientific epistemological beliefs (SEBs) and the other one probing their conceptions of learning science (COLS). The SEB questionnaire included four factors: “certainty,” “source,” “development,” and “justification” of science knowledge. The COLS survey consisted of six factors in a hierarchical order, that is, learning science as “memorizing,” “preparing for tests,” “calculating and practicing,” “increasing one’s knowledge,” “application,” and “understanding and seeing in a new way.” The students’ confidence and interest toward learning science were also assessed by additional questionnaire items. Stepwise regression analyses, in general, showed coherence between students’ SEBs and their COLS, indicating that the sophistication of SEBs was consistent with less agreement with lower‐level COLS (such as “memorizing” and “preparing for tests”) as well as more agreement with higher‐level COLS (such as “understanding and seeing in a new way”). However, the SEB’s “justification” factor was positively related to almost all of COLS factors from the lower‐level to higher‐level. This study finally found that among all of the SEB and COLS factors, the “preparing for tests” factor in COLS was the solely significant variable for predicting students’ interest in science and confidence toward learning science. 相似文献
17.
Puneet Gill 《American journal of sexuality education》2016,11(1):18-26
Science classrooms—and science textbooks—are proving to be challenging spaces for education that contradicts abstinence-only-until-marriage (AOUM) sex education. However, science educators can teach against this knowledge in a way that is critical of oppressive language. In fact, having explicit dialogue about gender identities and sexual orientation can help uncover oppressive cultural attitudes and help science educators challenge universal views of the human body. This article examines two narratives that use a pedagogic practice to help them teach in AOUM environments. The first narrative discusses personal experiences of the author as a science teacher and the dilemmas faced by including what I call a “sex box” in a life science class. The second narrative discusses an excerpt from a research study conducted with life science teachers in which a participant uses this same method. The purpose of this discussion is to help expose the science classroom as a place to have meaningful discussions, even with policies and cultures that do not support the discussion of safe sex for minority human sexualities.1 This article suggests future science teachers and present teachers alike can advocate for the incorporation of national standards that counteract overtly discriminatory policies. 相似文献
18.
The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans
should be made for teachers to understand and implement the standards. This study examined science teachers’ perceptions of
the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards
in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods.
The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers
perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting
their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between
different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards.
The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth
sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as
being implemented to the least extent. Exposure of teachers’ perceptions on the effectiveness of standards and the implementation
of the standards may aid policymakers in future planning of teachers’ professional development for the implementation of standards. 相似文献
19.
Hutner Todd L. Petrosino Anthony J. Salinas Cinthia 《Research in Science Education》2021,51(3):761-789
Research in Science Education - One broad research question researchers continue to pursue is: to what degree does science teacher education influence the thinking of preservice science teachers?... 相似文献
20.
Analogies can play a relevant role in students’ learning. However, for the effective use of analogies, teachers should not only have a well-prepared repertoire of validated analogies, which could serve as bridges between the students’ prior knowledge and the scientific knowledge they desire them to understand, but also know how to introduce analogies in their lessons. Both aspects have been discussed in the literature in the last few decades. However, almost nothing is known about how teachers draw their own analogies for instructional purposes or, in other words, about how they reason analogically when planning and conducting teaching. This is the focus of this paper. Six secondary teachers were individually interviewed; the aim was to characterize how they perform each of the analogical reasoning subprocesses, as well as to identify their views on analogies and their use in science teaching. The results were analyzed by considering elements of both theories about analogical reasoning: the structural mapping proposed by Gentner and the analogical mechanism described by Vosniadou. A comprehensive discussion of our results makes it evident that teachers’ content knowledge on scientific topics and on analogies as well as their pedagogical content knowledge on the use of analogies influence all their analogical reasoning subprocesses. Our results also point to the need for improving teachers’ knowledge about analogies and their ability to perform analogical reasoning. 相似文献