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1.
Dr Denis Goodrum MS Judith Cousins Dr Adrianne Kinnear 《Research in Science Education》1992,22(1):163-169
The study attempts to identify the factors which affect teacher's reluctance to teach science, then explains an approach to
help teachers teach science in a worthwhile manner over the school year while monitoring any changes in their confidence and
competence. It was found that the condidence and competence of the teachers improved during the year such that they were able
to teach successful science lessons on a regular basis.
Specializations: primary science and technology education, curriculum development and implementation, teacher education.
Specializations: primary science curriculum, early childhood education, gender and science.
Specializations: primary science and technology education, issues related to girls in science and technology. 相似文献
2.
Summary There is some evidence from this study that reflectivity within cooperative learning groups develops over time. Preliminary
observations suggest that Slavin's third and fourth levels of skills, those of reflection and reasoning and reconception and
reformulation and Kempa and Ayob's higher levels of explanation and insight appear more advanced in groups strategically managed
by teachers for such outcomes. Later analyses will permit more detailed accounts of the relationships between the teacher's
management strategies, and reflection within groups of different gender composition.
Specializations: science teacher education.
Specializations: studies in twentieth century science education in Australia, teacher education. 相似文献
3.
Mr. Peter Aubusson Associate Professor Joe Relich Mr. Dan Wotherspoon 《Research in Science Education》1991,21(1):10-19
About 100 science teachers in the Sydney Metropolitan West Region were surveyed to determine their professional development
needs and the ways in which these needs could be met. The findings provide a ranking of science teacher perceived professional
development needs, a list of possible incentives to motivate science teachers to complete inservice programs (in priority
order) and an indication of the preferred modes of presentation to meet professional development needs. In general, science
teachers stated a preference for professional development related to modern trends in science education directly related to
classroom practice. In contrast to recommendations from DEET, science teachers indicated a preference for traditional models
of inservice. Data related to preferred mode of inservice indicated significant gender differences.
Specializations: science teacher professional development.
Specializations: educational psychology and research design.
Specialization: constructivist approaches in science education. 相似文献
4.
Preparing student teachers to teach thoughtfully and to consider carefully the consequences of their work involves creating
opportunities for these beginning teachers to learn the skills and attitudes required for reflective practive. The case study
described here explores one model of developing reflective practice and the congruent role that the source and use of knowledge
of good teaching practice has in the process of developing the reflective practices of a post-graduate pre-service science
teacher. Of particular interest are the facilitators and barriers she sees as affecting this development.
Specializations: Science education, science teacher education
Specializations: science education, science teacher education, conceptual change, learning environments, science reasoning. 相似文献
5.
Alison Grindrod Andrea Klindworth Dr. Marjory-Dore Martin Russell Tytler 《Research in Science Education》1991,21(1):151-160
In 1990, a large proportion of third year primary trainee teachers at Victoria College had observed or taught very few or
no science lessons during the first two years of their course. The students felt that a lack of content knowledge, a crowded
school curriculum, and problems associated with managing resources and equipment, were the main factors contributing to the
low level of science being taught in schools. By the end of their third year significantly more students had taught science
than after the second year. There was also a change in approach to teaching science with more practical activities being included
than previously. The science method unit taught to the students in the third year of their course contributed to this increase.
The students considered the hands-on activities in class to have been the most effective aspect of the unit in their preparation
for the teaching of primary science.
Specializations: children's learning in science, primary teacher education.
Specializations: student understanding of biology, evaluation of formal and informal educational settings.
Specializations: gender, science and technology, environmental education.
Specializations: children's learning in science, language and science. 相似文献
6.
The focus of this study was on the investigation of a laboratory instructional program on electricity designed for conceptual
development using constructivist principles for conceptual change. This approach was compared with a traditional laboratory
approach in a quasi-experimental design. The sample was 247 grade 10 students (boys) in a large non-government urban school.
Covariance analysis with the corresponding pretest as covariate showed statistically and educationally significant gains for
the experimental group on cognitive but not attitudinal outcomes when compared to the traditional group. Student and teacher
interview data provide some evidence for the success of the experimental approach.
Specializations: physics education, constructivist approaches to in practical work.
Specializations: science teacher education, learning environments, conceptual change. 相似文献
7.
The potential of informal sources of science learning to supplement and interact with formal classroom science is receiving
increasing recognition and attention in the research literature. In this study, a phenomenographic approach was used to determine
changes in levels of understanding of 27 grade 7 primary school children as a result of a visit to an interactive science
centre. The results showed that most students did change their levels of understanding of aspects of the concept “sound”.
The study also provides information which will be of assistance to teachers on the levels of understanding displayed by students
on this concept.
Specializations: informal science learning, science curriculum
Specializations: science education, science teacher education, conceptual change, learning environments. 相似文献
8.
Ms. Dorothy Kearney 《Research in Science Education》1993,23(1):146-155
The last decade has seen an explosion of interest in issues concerned with girls and science education, and the nature of
the dialogue has become increasingly sophisticated. Current writing stresses the importance of acknowledging differences between
women, as well as differences between women and men. This paper will outline some of the positions it is possible to adopt
in the discussion. It will raise some questions concerning the implications of the choice of a position for classroom teachers
of science and, in particular, physics teachers.
Specializations: physics curriculum development, gender and science teaching. 相似文献
9.
Stephen M. Ritchie 《Research in Science Education》1993,23(1):236-242
Research undertaken by educational researchers based in universities has not had the desired impact on the practices of classroom
science teachers. Yet Goodlad (1990) has argued that if teaching is to be recognised as a profession there is a great need
for the marrying of the knowledge of the practitioner with that of the researcher. Student teachers might learn to respect
the potential for such a union by undertaking minor classroom research projects during their teacher preparation programs.
This paper discusses the role of research projects in pre-service teacher preparation with reference to an inquiry conducted
with teacher education students.
Specializations: science education, teacher learning and preparation, teaching thinking. 相似文献
10.
Mr. Ray Peterson Associate Professor David Treagust 《Research in Science Education》1992,22(1):323-330
This paper discusses a preliminary investigation into primary pre-service teachers' pedagogical reasoning skills. Results
from this investigation led to the development of a problem-based learning model which focused on improving primary pre-service
teachers' pedagogical reasoning skills. The problem-based learning model uses pedagogical reasoning as the basis for creating
problem situations for the pre-service teachers to investigate. The paper reports on pre-service teachers' views on the use
of the approach to improve their pedagogical reasoning skills.
Specializations: science teacher education, learning in science, chemistry education.
Specializations: student learning, conceptual change, technology education, curriculum evaluation. 相似文献
11.
Mr David Tulip Mr David O'Connell Ms Lorraine English 《Research in Science Education》1994,24(1):331-337
A study of students from a primary school and its local secondary school was conducted to investigate students' relative interests
in geology and biology during the years prior to Year 10. Students from Years 1, 3, 5, 7 and 9 were interviewed, using an
innovative interview technique, and results show that interest in both subjects appears to be fairly evenly distributed throughout
all years. This paper reports on the study conducted and illustrates the success of the interview technique developed to accommodate
all students, especially those from younger year levels.
Specializations: science teacher education, biology teacher education.
Specializations: economic geology, mineralogy, geological education.
Specializations: primary science education. 相似文献
12.
What is written in reports to parents can provide insight into the perceptions of teachers of the various areas of the primary
school curriculum. This paper reports the first stage of a research project focussing on reports as a guide to teachers' views
of the relative importance of, and desired student outcomes in, key areas of the curriculum. Teacher comments in the end-of-the-year
reports in one primary school were analysed.
Specializations: science education, teacher education.
Specializations: science education, teacher education. 相似文献
13.
Margaret Bearlin 《Research in Science Education》1990,20(1):21-30
Female teachers predominate in primary schools, and tend both to have more negative perceptions of their teaching skills in
the physical sciences than males, and to expect girls to perform less well in these areas than boys, with likely serious consequences
for girls. In this context the WASTE (Women and Science Teacher Education) Project sought to identify characteristics for
teacher education programs which, in the opinion of their conveners, were productive in changing the attitude toward the teaching
of science, or in changing the actual mode of teaching science, of women preservice and practising teachers. This paper reports
the findings of the WASTE Project which surveyed the conveners of pre- and inservice programs and outlined the three models
of exemplary practice used to classify responses:subject-centred, learner-centred andknowledge and person-centred. These models were based largely on differing explanations given for attitude change and on implicit concepts of knowledge,
persons, and teaching and learning, and on the importance attributed to gender as a variable. Secondly, it shows how the Primary
and Early Childhood Science and Technology Education Project, a gender-sensitive action-research project, was built on these
findings. Finally, using these models, it offers a critique of the gender perspective of the Discipline Review of Teacher
Education (DEET, 1989).
Specializations: gender and science/science teacher education, feminist theory, curriculum theory. 相似文献
14.
Dr. Campbell J. McRobbie Dr. Barry J. Fraser Dr. Geoffrey J. Giddings 《Research in Science Education》1991,21(1):244-252
Existing instruments in classroom environment research have limitations when subgroups are investigated or case studies of
individual students conducted. This study reports the validation and development of a personal form of the Science Laboratory
Environment Inventory which is better suited to such studies. Further, systematic differences between scores on the class
and personal forms of the instrument are reported along with comparisons of their associations with inquiry skill and attitudinal
outcomes.
Specializations: Science education, Preservice science teacher education.
Specializations: Learning environments, science education, educational evaluation, curriculum.
Specializations: Curriculum, science education, science laboratory teaching. 相似文献
15.
This research focusses on the role of science educators in preparing technically educated graduates for their careers. A comparison
was made between the skills and abilities in science and technology students desired by industrial employers and whether New
Zealand graduates exhibit these qualities. To address some of the management-based issues identified by the research, the
design of a new Science and Technology Management course is outlined.
Specializations: science and technology education, co-operative education, development of professional skills.
Specializations: co-operative education programmes. 相似文献
16.
Many school students experience difficulty in conducting science investigations (Hackling & Garnett, 1991; Murphy, 1988).
Students in Western Australia have poorly developed skills of problem analysis, planning and carrying out controlled experiments,
basing conclusions only on obtained data, and recognising limitations in the methodology of their investigations. This paper
compares the work of 10 expert scientists and 10 Year 12 science students as they conducted a laboratory based investigation.
The results provide insights into expertise in science investigation skills.
Specializations: Science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment
of laboratory work.
Specializations: Chemistry education, concept development and conceptual change, role of laboratory work. 相似文献
17.
Conclusion This study suggests that most students entering science or science education units in preservice primary teacher education
courses have a positive attitude to the teaching/learning of primary science and see value in all domains of science for children
at this stage. This was an unexpected finding. It was of concern however, that their interest in physical science topics was
so low. This may be due to previous specific experiences in secondary science. Science and science education units should
build on the positive attitudes of students and could develop physical science ideas through their significance in environmental
and social problems.
Specializations: science education, teacher education in science.
Specializations: science education policy and practice, teacher education, school effectiveness. 相似文献
18.
Post-primary science teachers in Victoria were asked to express views about primary science curriculum design and implementation.
They were also asked about the value of continuity between primary and post-primary science education. The post-primary teachers
generally had favourable attitudes to primary science education and considered that cooperation would be useful-though it
is not common at the moment. However, the data revealed a considerable range of opinion. Post-primary science teachers' views
about primary science curriculum are similar to those of primary teachers themselves, but many post-primary teachers would
place more emphasis on formal or textbook knowledge. Post-primary teachers see a number of systemic problems in implementing
primary science education but their positive perceptions suggest the value of encouraging more structured links. The notion
of continuity across the two sectors was well supported.
Specializations: science education policy and practice, teacher education, school effectiveness.
Specializations: science education, teacher education in science. 相似文献
19.
This paper highlights the challenges and problems in developing an innovative K-3 science program to support teachers in the
implementation of the national Statement and Profile in science. The program has been developed by the authors in association
with the Curriculum Corporation. The paper outlines the assumptions made about teachers of young children, the role of research
in the construction of the program, and the extent to which the Statement and Profile have influenced the process. The resolution
of a number of key problems in this curriculum development is discussed: responding to teachers' needs for a base of science
discipline knowledge, developing strategies for working scientifically with very young children, and helping teachers develop
an extended understanding of the nature of science.
Specializations: early childhood science and technology education.
Specializations: primary science education, teacher education in science, adult experiences of science and technology, and curriculum development. 相似文献
20.
This paper relates to a study commissioned by the Department of Employment, Education and Training to evaluate the impact
of the Discipline Review of Teacher Education in Mathematics and Science. The major datagathering strategies employed in that
study have been to visit every higher education institution in Australia involved in teacher education to interview relevant
staff and to seek information by mail from other bodies to whom recommendations of the Review were addressed. This paper reports
a supplementary activity, the analysis of citations of the Report of the Discipline Review in the journal of the Australasian
Science Education Research Association,Research in Science Education. This research reveals that there has been relatively little critical analysis of the Review, somewhat surprising in the
light of its significance for science teacher education. Further the citations in the journal suggest that the Review Report
has struck a responsive chord with those involved in the science education of primary school teachers. Its impact on secondary
teacher education would appear to be less significant. This difference is explored in the context of professional education.
Specializations: science education, teacher education.
Specializations: international education, educational measurement, science education. 相似文献