共查询到20条相似文献，搜索用时 31 毫秒
1.
Christina Solomonidou Dimitrios Kolokotronis 《Education and Information Technologies》2008,13(3):185-219
This paper mainly describes the role of the multimedia software package ‘Interactions between Objects’ on students’ learning
of mechanical interaction forces and Newton’s laws. We designed and developed this software within social constructivism on
the basis of 226 students’ initial conceptions (categorized in six categories), in order to help students construct appropriate
knowledge about the subject. Teaching with the software was conducted in 13 primary, lower secondary and upper secondary school
classes. In the software’s evaluation research 226 students (aged 11–16) and 13 teachers of the classes participated. Data
analysis showed students’ substantial learning gains with respect to their initial alternative conceptions of the six conceptual
categories. Particularly, the students’ incorrect answers to the post-test questionnaire have perceptibly decreased (a mean
of 65%). In contrast, their correct answers to the questions reached high percentages, from 60% to 90% depending on the question
and the students’ age. Also the teachers’ opinions and comments enhanced software’s evaluation. The contribution of the software’s
specific characteristics on students’ learning is discussed along with implications for designing constructivist science learning
tools. 相似文献
2.
Amanda Berry John Loughran Kathy Smith Simon Lindsay 《Research in Science Education》2009,39(4):575-594
This paper reports research from a three-year Australian science teacher professional learning project, the Science Teaching
and Learning (STaL) Project, in which groups of science teacher participants (across years K – 12) worked with academics over
a one-year period as teacher researchers. Through reflecting on their experiences within the STaL Project and collecting data
from their classrooms related to specific science teaching concerns, teacher participants constructed cases around particular
aspects of their professional learning. The cases that these participants developed elicited rich insights into their teaching
and their students’ learning of science. This paper discusses how the cases were developed by the teacher researcher participants
and uses exemplars as a way of illustrating the nature of the professional knowledge developed. 相似文献
3.
In this study, students’ perceptions of the classroom learning environment in Arab elementary schools were investigated. The
sample included 261 students from Grades 5 and 6. The questionnaire was developed at an Arab college of teacher education
by 16 fourth-year student teachers who were completing their studies toward a BEd degree. Articles on classroom learning environment
were distributed to the students, who then wrote items to assess learning environment. The items were evaluated for content
validity in relation to the Arab school culture, language, teachers’ teaching, students’ learning styles, teacher–student
relations, order and organisation, discipline and behaviours. The Classroom Learning Environment of Elementary Students (CLEES)
questionnaire consists of 32 items in four scales: Teacher’s Image, Group Work, Students’ Participation, and Order and Organisation.
The CLEES was used in a pilot study in two Grade 5 and 6 classes in order to validate it. The student teachers administered
the questionnaire to students in elementary schools. Data were analysed using SPSS (e.g. factor analysis and one-way ANOVA)
to validate the CLEES. No significant differences were found between boys and girls in classroom learning environment. However,
significant differences in CLEES perceptions were found between students from different grades (Grade 5 vs. Grade 6), age
groups and schools. The results are explained in the discussion section in relation to the characteristics of their schools. 相似文献
4.
Anne Haarala-Muhonen Mirja Ruohoniemi Nina Katajavuori Sari Lindblom-Yl?nne 《Learning Environments Research》2011,14(2):155-169
The present study explored differences in students’ perceptions of their teaching–learning environments in three professional
academic disciplines at the University of Helsinki, using a modified version of the Experiences of Teaching & Learning Questionnaire.
A total of 426 first-year students from the Faculties of Law, Pharmacy and Veterinary Medicine participated in the study.
When six scales measuring students’ perceptions of their teaching–learning environments were devised, veterinary and pharmacy
students experienced their teaching–learning environment more positively than law students. Significant differences in students’
perceptions were found between disciplines on the four scales of Alignment, Staff Enthusiasm and Support, Constructive Feedback
and Support from Other Students. Comparisons between the disciplines helped in recognising special features of each discipline
from novice students’ points of view. The questionnaire was found to provide valuable information about the quality of teaching
and learning. 相似文献
5.
6.
Documentary websites known as “snapshots of practice” provide vivid examples of teachers’ inquiries into issues they have formulated in the context of their own teaching practices and students’ learning. Designed with assistance from Carnegie Foundation for the Advancement of Teaching, snapshots of practice can be accessed in the K–12 section of the Gallery of Teaching and Learning (). Analysis of prospective teachers’ reflections on science-related snapshots of practice indicate that this use of technology enhanced their understanding of inquiry-based approaches to instruction. The paper also illustrates how prospective teachers used an electronic toolkit, , to construct their own snapshots of practice in order to represent what they had learned in a course on methods of teaching science in elementary school. 相似文献
7.
8.
Shu-Nu Chang Yau-Yuen Yeung May Hung Cheng 《Journal of Science Education and Technology》2009,18(5):447-457
Students’ learning interests and attitudes toward science have both been studied for decades. However, the connection between
them with students’ life experiences about science and technology has not been addressed much. The purpose of this study is
to investigate students’ learning interests and life experiences about science and technology, and also their attitudes toward
technology. A total of 942 urban ninth graders in Taiwan were invited to participate in this study. A Likert scale questionnaire,
which was developed from an international project, ROSE, was adapted to collect students’ ideas. The results indicated that
boys showed higher learning interests in sustainability issues and scientific topics than girls. However, girls recalled more
life experiences about science and technology in life than boys. The data also presented high values of Pearson correlation
about learning interests and life experiences related to science and technology, and in the perspective on attitudes towards
technology. Ways to promote girls’ learning interests about science and technology and the implications of teaching and research
are discussed as well. 相似文献
9.
Joke Voogt Frank Tilya Jan van den Akker 《Journal of Science Education and Technology》2009,18(5):429-438
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration
of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which
educative curriculum materials were used to prepare teachers for student-centered education and for the use and application
of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education.
Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher
learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2)
teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research
indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were
able to create a classroom environment which was appreciated by their students as more investigative and open-ended. 相似文献
10.
The Role of the Learning Community in the Development of Discipline Knowledge and Generic Graduate Outcomes 总被引：2，自引：0，他引：2
In this paper we describe a study of learning outcomes at a research-intensive Australian university. Three graduate outcome
variables (discipline knowledge and skills, communication and problem solving, and ethical and social sensitivity) are analysed
separately using OLS regression and comparisons are made of the patterns of unique contributions from four independent variables
(the CEQ Good Teaching and Learning Communities Scales, and two new, independent, scales for measuring Teaching and Program
Quality). Further comparisons of these patterns are made across the Schools of the university. Results support the view that
teaching and program quality are not the only important determinants of students’ learning outcomes. It is concluded that,
whilst it continues to be appropriate for universities to be concerned with the quality of their teaching and programs, the
interactive, social and collaborative aspects of students’ learning experiences, captured in the notion of the Learning Community,
are also very important determinants of graduate outcomes, and so should be included in the focus of attempts at enhancing
the quality of student learning. 相似文献
11.
This paper reports Grade 12 students’ biology learning during interactive teaching classes in 2001 in Taiwan. The researcher
as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and
learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings
of this study indicate that intervention students’ cognitive development was facilitated, their reasoning and social abilities
were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the
traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist
view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan. 相似文献
12.
Joshua Gisemba Bagaka��s 《International Journal of Science and Mathematics Education》2011,9(4):817-842
The study identified two dimensions of teacher self-efficacy and practices and five dimensions of students’ mathematics self-efficacy
and sought to determine the extent to which teacher characteristics and practices can enhance secondary school students’ self-efficacy.
Data were collected from 13,173 students in 193 teachers’ classrooms from 141 schools in the 10 districts of Lake Victoria
Region of Kenya. Two-level hierarchical linear model revealed that teachers’ frequent use of mathematics homework, their level
of interest and enjoyment of mathematics, as well as their ability and competence in teaching mathematics were found to play
a key role in promoting students’ mathematics self-efficacy. Teachers’ ability and competence in teaching were also found
to be effective in narrowing the gender gap in students’ self-confidence and competence in mathematics. The study recommends
that teacher training colleges emphasize such teacher practices and values in order to enhance students’ mathematics self-efficacy,
reduce their level of anxiety and fear of mathematics, and consequently, enhance their achievement in mathematics. Professional
development opportunities should also be made available to in-service teachers to continually update their knowledge and skills
and develop new strategies for teacher effectiveness. 相似文献
13.
J. Bernardino Lopes Julia Branco Maria Pilar Jimenez-Aleixandre 《Research in Science Education》2011,41(5):787-809
According to the literature, there is a very important corpus of knowledge that allows for the investigation of some dimensions
of ‘learning experience’ provided to students, in relation to epistemic, pedagogical and meta-cognitive practices. However,
in the literature, there is little investigation into the invariance (or not) of the characteristics of students’ learning
experience while being taught a scientific subject by the same teacher. This paper suggests that the relationship between
the learning experience provided and the competences developed is not properly highlighted. This paper analyses the learning
experience provided to students in epistemic, pedagogical and meta-cognitive terms. The students were taught the proprieties
and applications of light by one teacher, in three classes, over 7 weeks. We analysed the data in each referred learning experience,
using a pre-defined category system. The students’ competences were evaluated by a competence test. The epistemic demand of
each item and the students’ performances were also analysed. Our findings point to the non invariance of learning experiences
provided to students and the influence of some dimensions of learning experiences provided in the development of certain competences.
These findings and their implications are contextualized and discussed. 相似文献
14.
The purposes of this study were to investigate students’ conceptual learning outcomes and the effect of motivation on students’
conceptual learning outcomes in two different contexts: a Web-based and a classroom-based instruction, which incorporated
the Dual Situation Learning Model (DSLM). Nine classes of Grade eight students (N = 190) were involved in the study; five classes participated in a Web-based context and four classes in a regular classroom-based
context. The topic covered was chemical reaction. Students’ conceptual change outcomes were assessed using eight two-tier
pre/post conceptual tests during the instruction and the reaction rate integrated conceptual test at the end of the instruction.
Students’ motivation data were collected in the beginning and during instruction using the items from the Students’ Motivation
Toward Science Learning (SMTSL) questionnaire. The data were analyzed using ANOVA, ANCOVA, bivariate correlation, and multiple
regression analysis. Findings revealed that students’ motivational factors were correlated significantly with their conceptual
learning outcomes in both Web-based and classroom-based science teaching. In the Web-based context, students’ motivation during
the Web-based learning played a more important role on students’ conceptual learning outcomes than before learning. 相似文献
15.
Katrien Struyven Filip Dochy Steven Janssens Sarah Gielen 《Learning Environments Research》2008,11(2):83-109
This study investigated the effects of two contrasting learning environments on students’ course experiences: a lecture-based
setting to a student-activating teaching environment. In addition, the evaluative treatment involved five research conditions
that went together with one of four assessment modes, namely, portfolio, case-based, peer assessment, and multiple-choice
testing. Data (N = 608) were collected using the Course Experience Questionnaire. Results showed that the instructional intervention (i.e.
lectures versus student-activating treatment) influenced students’ course experiences, but in the opposite direction to that
expected. In declining order, the following scales (5 out of 7) revealed statistically significant differences: Clear Goals
and Standards; the General scale; Appropriate Workload; Good Teaching; and Independence. Moreover, when the assessment mode
was considered, also the Appropriate Assessment scale demonstrated significant differences between the five research conditions.
Moreover, the same teaching/learning environments led to diverse students’ perceptions. While the perceptions of lecture-taught
students were focused and concordantly positive, students’ course experiences with student-activating methods were widely
varied and both extremely positive and negative opinions were present. Students’ arguments in favour of the activating setting
were the variety of teaching methods, the challenging and active nature of the assignments and the joys of collaborative work
in teams, whereas students expressed dissatisfaction with the perceived lack of learning gains, the associated time pressure
and workloads, and the (exclusive) use of collaborative assignments and related group difficulties. 相似文献
16.
Shu-Huei Yen 《Asia Pacific Education Review》2009,10(4):455-463
Research shows that minority students continue to fail in the Taiwan public school system. That failure has sharply focused
on the urgent need for teachers with the skills to work effectively with minority students. The purpose of this study is to
investigate the experiences of an exemplary Taiwanese teacher who teach Indigenous students and to obtain insights about teaching
Indigenous students. Four themes can be drawn from the teacher’s beliefs and knowledge about educating Indigenous students
and her efforts on behalf of that cause. The themes are to adapt teaching to students’ learning needs, to believe in their
learning ability, to provide curriculum in context, and establish caring relationships with students. The implications for
teaching practices and teacher education are provided. 相似文献
17.
This study investigated the effect of metaconceptual teaching interventions on students’ understanding of force and motion
concepts. A multimethod research design including quasi-experimental design and case study designs was employed to compare
the effect of the metaconceptual activities and traditional instruction and investigate students’ reactions to metaconceptual
teaching interventions. The participants (45 high school students in the USA) were enrolled in one of the two physics classes
instructed by the same science teacher. In the experimental group, students’ engagement in metaconceptual knowledge and processes
was facilitated through various instructional activities, including poster drawing, journal writing, group debate, concept
mapping, and class and group discussions. These activities were intended to facilitate students’ engagement in (a) becoming
aware of their existing and past conceptions, associated beliefs, everyday experiences, and contextual differences, (b) monitoring
their understanding of the new conception, the changes in ideas, and the consistency between existing and new conceptions,
and (c) evaluating the relative ability of competing conceptions to explain a physical phenomenon. In the comparison group,
the same content knowledge was explained by the teacher along with the use of laboratory experiments, demonstrations, and
quantitative problem solving. Students’ reactions to the designed instructional activities indicated that metaconceptual teaching
interventions were successful in facilitating students’ engagement in several types of metaconceptual functioning. The results
showed that students in the experimental group had significantly better conceptual understanding than their counterparts in
the comparison group and this positive impact remained after a period of 9 weeks. 相似文献
18.
Anne K. Morris 《Journal of Mathematics Teacher Education》2006,9(5):471-505
This study investigated the learning-from-practice skills that pre-service teachers possess when they enter teacher preparation programs in the United States. Two subskills were hypothesized to represent, at least in part, what is required to learn from practice: (1) the ability to collect evidence about students’ learning in order to analyze the effects of instruction, and (2) the ability to use the analysis to revise the instruction. Because it seems likely that different teaching situations and contexts reveal these learning-from-practice skills in different ways and to different degrees, this study examined the skills that pre-service teachers exhibited under two experimental conditions. Thirty pre-service teachers were asked to analyze the effects of a videotaped mathematics lesson on student learning, to support their analysis with evidence, and to use their analysis to revise the lesson. Based on the results, it appears that many entry level pre-service teachers can carry out a cause-effect type of analysis of the relationships between specific instructional strategies and students’ learning, and can use this analysis to make productive revisions to the instruction. However, prospective teachers’ ability to collect evidence that supports their analysis appears to be less developed. In addition, the type of analysis that prospective teachers carried out about the effects of instruction on students’ learning differed dramatically across the two experimental task conditions.Preparation of this article was supported by the National Science Foundation (Grant #0083429 to the Mid-Atlantic Center for Teaching and Learning Mathematics). The opinions expressed in the article are those of the author and not necessarily those of the Foundation. Thanks to James Hiebert for his comments on earlier drafts of the paper. 相似文献
19.
Praxedes SM de la Rosa 《Asia Pacific Education Review》2005,6(2):170-178
Excellence in teaching has always been a demanding and absorbing concern in institutions of higher learning. Earlier studies,
which are numerous, have often dealt with the measurement of teacher qualities but have largely failed to explain the phenomenon
of excellence in practice. This study focused on the outstanding professional teachers’ candid revelations of their subjective
experiences of becoming and being excellent in their craft. Findings of the study indicated that love is the touchstone of
excellence in teaching: that is, loving the students, loving knowledge and loving the teaching process. 相似文献
20.
A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning 总被引：1，自引：0，他引：1
Erdal Senocak Yavuz Taskesenligil Mustafa Sozbilir 《Research in Science Education》2007,37(3):279-290
The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum
with those in a conventional primary science teacher preparation program with regard to success in learning about gases and
developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who
were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention
group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods
were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and
scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s
performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical
Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent
sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically
significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their
attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed
learning, cooperative learning and critical thinking. 相似文献