共查询到20条相似文献，搜索用时 31 毫秒
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Michael Price 《History of education》2013,42(4):271-284
Sherlock Holmes. Look at those big isolated clumps of buildings rising up above the slates, like brick islands in a lead coloured sea. Watson. The Board Schools. Holmes. Lighthouses, my boy! Beacons of the future! Capsules, with hundreds of bright little seeds in each out of which will spring the wiser, better England of the future. 相似文献
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Terence A Beck 《Teaching and Teacher Education》1998,14(8):871-886
While many teachers agree that the questions students ask are valuable, researchers have found that student questions are notably absent from most classrooms. We know almost nothing about the exceptions to this—classrooms where teachers manage to elicit and use student questions effectively in instruction. One fourth grade teacher, known for her use of student questions, was selected for this study. Classroom observations and interviews were used to gather data; qualitative methods were utilized to analyze the teacher interviews and the interactions surrounding 260 questions students asked during observations. This paper highlights the teacher’s stance toward her students and their questions. 1) The teacher viewed her students as learners who asked questions to increase their understanding. 2) The teacher viewed the assumptions revealed by student questions, as ‘steps’ to the curriculum. 3) The teacher viewed her students’ questions through the lens of potential; that is, she responded to questions based on how they might promote the understanding of her students. 相似文献
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《International Journal of Research & Method in Education》2013,36(3):213-227
This paper examines the place of research questions in the teaching of research methods. It describes the neglect of research questions in both methods texts and the wider academic literature, but notes that this situation is not peculiar to educational research and that similar concerns have been raised in the social sciences more widely, as well as in the humanities. It explores some possible explanations for this neglect and argues that the lack of attention paid to research questions may be related to the availability of appropriate resources, the structure and content of methods texts and the way some research is conducted and presented. Question-led methods teaching is presented as both a logical approach to the teaching of research design and data analysis and also a strategy that may help to overcome some of the weaknesses in current practice. It is argued that focusing on research questions can encourage capacity-building among new researchers and may discourage the early formation of ‘mono-method’ identities. 相似文献
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Gauldin D 《The Journal of perinatal education》2000,9(1):52-53
In spite of their best efforts, nurses still get asked some of the most bizarre questions. 相似文献
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Instructional effectiveness of higher-order questions: The devil is in the detail of students’ use of questions 总被引：1，自引：0，他引：1
Research has repeatedly established that the theoretical benefits of various scaffolds do not match their actual impact on
learning. It has been argued that the instructional effectiveness of scaffolds largely depends on very detailed aspects of
the learning activities associated with the scaffolds within specific environments. From this perspective and, in order to
predict and control learning outcomes in the context of specific instances of scaffolds, there is a need for a detailed cognitive
analysis of learning activities (e.g. analyses of students’ scaffold use). Accordingly, the current study investigated how
students actually use adjunct questions while studying a text and how the quantity and quality of usage determine students’
learning outcomes (performance). Forty-two university students in two conditions were required to study a short science text
for 15 min. Results revealed that the quality of students’ use of instructional devices accounted for their final performance. 相似文献
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《Contemporary educational psychology》1986,11(3):290-304
Several authors have recommended that reading teachers encourage students to ask questions while reading to improve comprehension and recall. This improvement seems to be influenced by the quality of the questions generated, and therefore it has been suggested that poor comprehenders be trained how to construct good questions before using this technique. Trained junior high school students were compared with untrained students on comprehension and recall after both were told to construct questions while reading text passages. Results indicate that training improved the question quality only for those students who had above average pretest free recall scores, although improvements in the question quality were directly related to improvements in reading recall. The implications of these results for teachers and for theories of the development of comprehension strategies are discussed. 相似文献
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This study examines the possible change in cognitive processes and geographical knowledge requirements during the digitalisation process of the Finnish Matriculation Examination in Geography (digitalised in the autumn of 2016). The theoretical background is derived from revised Bloom’s taxonomy, which is applied as a framework for the content analysis of the questions (n = 331) of the geography tests between the autumn of 2013 and the spring of 2019. The results show that the questions mainly require an understanding of conceptual and factual knowledge. Because of the digitalisation, questions that require remembering have been reduced, whereas questions that require analysing have been increased. In addition, more comprehensive use and more extensive production of materials are required in the tests. Based on our research findings, we emphasise the need for a careful re-evaluation of the kind of cognitive processes and knowledge that should be assessed in geography tests, both nationally and internationally. 相似文献
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This case study of a first-year and an experienced teacher presents an analysis of the place and frequency of three types
of questions: probing, guiding, and factual. We examined the use of these questions in the course of five lessons, in order
to study the relationship between the part of the lesson and types of questions asked. In addition, we interviewed the teachers
to gain insights into their reasons for asking different types of questions. Both teachers asked many more factual questions
than other types of questions regardless of their teaching strategies. Both asked more probing questions during the summary
part of the lessons than in other parts. The first year teacher asked more probing questions overall than the experienced
teacher, except in a lesson in which the experienced teacher engaged student with manipulatives. Guiding questions were rarely
used by either teacher. In the interviews, both teachers said asking higher order questions was important for better students’
learning, even though they asked relatively few probing or guiding questions. Using the indicators we developed for question
types, we found that the two teachers were aware of the functions of questions they used. Even after a considerable amount
of time had elapsed, they were able to recall the lesson from a video clip and explain why they used questions with particular
students or in a specific situation 相似文献
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Berry Billingsley Manzoorul Abedin Mehdi Nassaji 《British Educational Research Journal》2020,46(1):177-204
This article describes the development of a questionnaire to discover primary school students’ perceptions of science, religion and the relationships between them on a range of topics that are known as Big Questions. The questionnaire was administered in 16 primary schools in England with over 750 students aged 10–11. The findings indicate that students in this age group have begun to consider how science and religion relate and that while there is a diversity of positions, a significant proportion perceived science and religion to conflict. Analysis of responses also indicated that primary school students’ epistemic insight was limited in relation to their understanding of the nature of science and, in particular, the idea that science has limitations. The basis and potential consequences of such views are considered and recommendations for teaching practice are presented, together with ideas for future research. It is anticipated that the study will inform teachers and curriculum planners developing approaches and guidance materials in science and religious education. 相似文献
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Jeylan Wolyie Hussein 《Educational Action Research》2013,21(3):377-393
The research was conducted at Haramaya University with a group of in‐service teacher trainees in the Department of English with the aim of helping the trainees learn about the construction of reading comprehension questions. The data for the study were collected from the trainees’ reading comprehension exercises and their analyses of the cognitive categories of the questions collaboratively designed in the classroom. A reflective diary was kept to record events and to reflect on them. The study resulted in three major findings. The first is that trainees develop better understanding of the pedagogical values of reading comprehension questions when they have the chance to design, evaluate and use hierarchically ordered questions themselves. The second major finding is related to the use of small‐group learning as a strategy to promote collaborative learning. The study found that a community of learning does not happen just by putting trainees together into a group. Thirdly, the study demonstrated that action research should not be conducted with a predetermined problem in mind, but flexibly, to address issues that arise through the action research itself. The experience recounted here suggests that action research is much more than the technical things we do in classrooms; it also helps generate new knowledge. 相似文献
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Helena Pedrosa de Jesus Aurora Coelho Moreira 《Assessment & Evaluation in Higher Education》2009,34(2):193-208
The quality of teaching and learning has been one of the major concerns of foundation chemistry disciplines for science and engineering undergraduates at the University of Aveiro, Portugal. Student‐centred approaches are being continuously developed, exploring ways of stimulating active and meaningful student learning by encouraging questioning by students. The development of questioning competences is regarded as fundamental, particularly in science education. In order to reinforce adequate alignment with teaching strategies, a new assessment method was implemented during the academic year of 2004–2005. This study is mainly aimed at exploring the use and integration of students’ questions as alternative assessment tools. Written formative and summative problem‐based cases were designed for these purposes. The questions raised by students during those assignments were analysed according to their cognitive level, relationship and orientation to the problem posed, herein considered to be quality indicators for learners’ questions. The findings suggest a deep engagement of students within these situations along the year, supporting the use of these alternative assessment tools as a way of fostering students’ questioning capability. Results also reveal that it is possible to achieve, with students’ questions placed at the centre of these processes, alignment between teaching, learning and assessment. 相似文献
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《师资教育杂志》2012,38(2):163-179
It is well known that most teachers appear to take little or no interest in the activities and findings of educational researchers. In two successive studies, experienced senior high-school teachers’ interest and the questions they pose about their educational practice were studied to establish insights for teacher education and teacher-educator researchers. In the first study, 81 teachers’ research reports for obtaining a master’s degree were analysed and the results were validated by questioning another 39 teachers and having them pose questions about their practice. The results showed that students’ cognitive learning was the teachers’ main priority. In the second study, 22 teachers completed a questionnaire about themes from educational research related to cognitive learning. The results showed that the teachers were interested in the topics of cognitive growth and insightful and engaged learning. How to practise these topics regularly was important to the teachers regardless of their teaching discipline. Implications for teacher-educator researchers are discussed. 相似文献
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Deevia Bhana 《Journal of moral education》2014,43(3):362-376
Thirty-eight countries in Africa regard homosexuality as punishable by law with South Africa remaining a standout country advancing constitutional equality on the basis of sexual orientation. In the context of homophobic violence, however, concerns have been raised about schools’ potential to improve the educational, moral and social outcomes for young people. In examining how some South African teachers normalize heterosexuality the paper raises questions about moral education in addressing homophobia. By drawing on interviews conducted with teachers across different social contexts, the paper shows how rights are limited by dominant constructions of heterosexual privilege mediated by a range of interlocking social processes including gender, race and culture. The paper argues that attention to the social and cultural influences in teachers’ account of homosexuality must feature in local designs of moral education. The imperative of working with teachers is presented as a way forward to facilitate the broadening of moral education to include an interrogation of heteronormativity which has evaded the focus of South African moral education. 相似文献
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Recent studies do not find consistent relationships between teacher degree, major, and certification, and PK outcomes (Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., et al. (2006). Are teachers’ education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? Early Childhood Research Quarterly, 21, 174–195; Early, D. M., Maxwell, K. L., Burchinal, M., Bender, R. H., Ebanks, C., Henry, G. T., et al. (2007). Teachers’ education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. Child Development, 78, 558–580), raising questions about the impact of the degrees and certifications of PK teachers on children's learning. The researchers note that these findings do not support the conclusion that teacher education does not matter for children's learning. However, they do not provide specific directions for policymakers who decide on the minimum requirements for teacher qualifications in PK programs. This commentary raises issues for researchers and policymakers about whether PK is part of a K-12 educational continuum, how teachers are prepared to teach, how research is designed to inform policy, and the importance of developmental science in policy-relevant education research. As part of a future PK-16 education system, we propose that the BA be the entry requirement for PK as it is for K-12 teachers, followed by professional education combined with extensive classroom experiences. 相似文献
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Tom Bramley 《Assessment in Education: Principles, Policy & Practice》2019,26(1):75-90
For many years, question choice has been used in some UK public examinations, with students free to choose which questions they answer from a selection (within certain parameters). There has been little published research on choice of exam questions in recent years in the UK. In this article we distinguish different scenarios in which choice arises, explore the arguments for and against using optional questions, and exploit the item level data that has recently become available from on-screen marking of examinations to exemplify methods for investigating the (statistical) comparability of optional questions. We conclude that unless there is a very good reason for allowing question choice it should be avoided. 相似文献
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Helen Kwah 《Cultural Studies of Science Education》2012,7(4):955-961
In their paper, Mu?oz and El-Hani propose to bring video games into science classrooms to promote culturally sensitive ethics and citizenship education. Instead of bringing ??educational?? games, Mu?oz and El-Hani take a more creative route and include games such as Fallout 3? precisely because they are popular and they reproduce ideological and violent representations of gender, race, class, nationality, science and technology. However, there are many questions that arise in bringing these commercial video games into science classrooms, including the questions of how students?? capacities for critical reflection can be facilitated, whether traditional science teachers can take on the role of using such games in their classrooms, and which video games would be most appropriate to use. In this response, I raise these questions and consider some of the challenges in order to further the possibility of implementing Mu?oz and El-Hani??s creative proposal for generating culturally sensitive science classrooms. 相似文献
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Friedrich Schweitzer 《British Journal of Religious Education》2020,42(4):381-390
ABSTRACT This article refers to the new European discussion on international knowledge transfer in religious education. Readers are introduced to the background of the recent manifesto ‘International Knowledge Transfer in Religious Education: A Manifesto for Discussion’ which was the outcome of a first international consultation of researchers in the field of religious education in October 2018. In a first step, the demand for international knowledge transfer in religious education is described. Furthermore, the question of the validity of knowledge in religious education is taken up and discussed in the sense of the presuppositions of international transfer and cooperation. Special attention is given to the relationship between universal and contextual elements or dimensions of knowledge in religious education and their epistemological implications which the authors consider a general and fruitful challenge for the discipline, in international as well as in national contexts. In conclusion, the authors set forth a number of perspectives for future research concerning international knowledge transfer in religious education. 相似文献
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Lydia Schaap Peter Verkoeijen Henk Schmidt 《Assessment & Evaluation in Higher Education》2014,39(5):625-640
This study investigated the effects of two different true–false questions on memory awareness and long-term retention of knowledge. Participants took four subsequent knowledge tests on curriculum learning material that they studied at different retention intervals prior to the start of this study (i.e. prior to the first test). At the first and fourth (pre- and post-) tests, participants indicated which form of memory awareness (i.e. remember, know, familiar and/or guess) accompanied their answer. On the two intermediate tests, testing format was manipulated: true/false or true/false justification, that is a true/false statement with the additional instruction to explain why the statement is true or false. The results resembled earlier findings in that different forms of memory awareness could be distinguished. The study did not indicate (additional) knowledge schematisation as a result of testing or testing format. However, independent of test format, the proportion of correct answers on the post-test was higher than on the pre-test. This could indicate that the beneficial effects of testing can occur even when the learning episode was at a long retention interval prior to the first test. 相似文献