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1.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
2.
Dr J. R. Baird Associate Professor R. F. Gunstone Mr C. Penna Professor P. J. Fensham Professor R. T. White 《Research in Science Education》1990,20(1):11-20
This paper is based on findings from a three year collaborative action research project on classroom teaching and learning.
The research, which involved 33 teachers, over two thousand students from six schools, and the authors, centred on exploring
how various features of the classroom context influence teaching and learning processes. We interpret project findings as
indicating the importance of balance between cognition and affect for effective teaching and learning. We advance the notion
of challenge as a way of conceptualising this balance. Challenge comprises a cognitive/metacognitivedemand component and an affectiveinterest component. Nine major features of a teaching/learning event were found to interact to influence these cognitive and affective
components of challenge.
Specializations: Collaborative research on science teaching and learning; staff development and school improvement; quality of science education.
Specializations: Learning and teaching science; pre-service teacher education.
Specializations: teacher development in science education; technology education.
Specializations: Science and teachnology curriculum, environmental education, educational disadvantage.
Specializations: learning theory, probing of understanding, conceptual change. 相似文献
3.
Dr Paul L Gardner 《Research in Science Education》1990,20(1):124-133
Technology encompasses the goods and services which people make and provide to meet human needs, and the processes and systems
used for their development and delivery. Although technology and science are related, a distinction can be made between their
purposes and outcomes. This paper considers four possible approaches to teaching students about the relationship between technology
and science. Atechnology-as-illustration approach treats technology as if it were applied science; artefacts are presented to illustrate scientific principles. Acognitive-motivational approach also treats technology as applied science, but presents technology early in the instructional sequence in order
to promote student interest and understanding. In anartefact approach, learners study artefacts as systems in order to understand the scientific principles which explain their workings.
Finally, atechnology-as-process approach emphasises the role of technological capability; in this approach, scientific concepts do not have privileged status
as a basis for selecting curriculum content.
Specializations: science and technology education, educational evaluation, measurement of attitudes and interests. 相似文献
4.
Carmel McNaught Dianne Raubenheimer Margaret Keogh Rob O'Donoghue Jim Taylor 《Research in Science Education》1992,22(1):291-298
This paper describes an ongoing process of participatory curriculum development. It outlines some of the tensions which need
to be explored in science curriculum development: debates about the nature of science, of society, of school science content
and of learning theories. The process whereby action can arise from this debate is also explored. An example will be outlined
of a network of science curriculum action which has developed from the work of a range of science education projects in Natal,
South Africa.
Specializations: science curriculum development from primary to tertiary level.
Specializations: inservice primary science teacher development.
Specializations: inservice teacher development, biology education.
Specializations: environmental education, teacher development.
Specializations: environmental education, teacher development. 相似文献
5.
This paper reports an investigation into gender, ethnicity and rurality on Fijian students’ perceptions of science. A questionnaire
was administered to a large sample of Form 5 classes. All students had completed a four year integrated "Basic Science" course
in the junior secondary school and were continuing their studies in the upper secondary school. The responses were analysed
to determine the significance of gender, ethnicity and rurality on the students’ perceptions of science, attitudes to science
in the world and to science in the school curriculum.
Specializations: gender issues and affective aspects of science and technology education.
Specializations: Constructivism in science education, development education and gender issues. 相似文献
6.
Olugbemiro J. Jegede James C. Taylor Peter Akinsola Okebukola 《Research in Science Education》1991,21(1):198-207
Most of the curriculum design models within the technical-scientific approach utilise the rational and sequential process
of designing and inter-relating the various elements of the design process. While this procedure may be efficient and adequate
for conventional education in which the designers are professional science educators, there is doubt if it satisfies the particular
needs of distance education.
The experience accumulated through a multi-disciplinary team approach to distance learning courseware development for higher
education at the University of Southern Queensland Distance Education Centre motivated this study which primarily focused
on a search for an alternative approach to curriculum development with a more satisfactory functional value.
Using selected units in Engineering as a focus, an experiment was designed in which a variant of the classical Wheeler model
was used. This paper reports the results of this experiment. The implications for contemporary curriculum development initiatives
in science especially within distance education settings are pointed out.
Specializations: science education, learning strategies, curriculum development, instructional design, research and development in distance
education.
Specializations: Cognitive Science, curriculum development, instructional design, expert systems, research and development in distance education.
Specializations: science education, learning strategies, curriculum development, instructional design, research and development in distance
education. 相似文献
7.
Dr Beverley F. Bell Dr Valda M. Kirkwood Mr John D. Pearson 《Research in Science Education》1990,20(1):31-40
The Centre for Science and Mathematics Education Research at the University of Waikato is now undertaking the fourth Learning
in Science Project, LISP(Teacher Development). The project builds on the findings of the previous three projects on the nature
of learning and how to improve learning of science in classrooms. This two-year project is investigating the process of teacher
development (as change in behaviour and beliefs) in the context of two kinds of teacher courses that acknowledge and take
into account teachers’ existing ideas. This paper summarises the planning done for the first phase of the project as detailed
in Bell, Kirkwood and Pearson (1990).
Specializations: learning theories, curriculum development, equity issues.
Specializations: science education, teacher professional development. 相似文献
8.
Dr Campbell J. McRobbie Dr Geoffrey J. Giddings Dr Barry J. Fraser 《Research in Science Education》1990,20(1):200-209
Existing instruments for assessing student or teacher perceptions of characteristics of actual or preferred classroom psychosocial
environment are unsuitable for one of the most important settings in science teaching, namely, the science laboratory class.
Consequently, the Science Laboratory Environment Inventory (SLEI), was designed to assess student or teacher perceptions of
seven scales:Teacher Supportiveness, Student Cohesiveness, Open-Endedness, Integration, Organization, Rule Clarity andMaterial Environment. An important feature of the design of the study was that the new instrument was field tested simultaneously in six countries:
Australia, USA, Canada, England, Nigeria and Israel. This paper is based on a sample of 4643 students in 225 individual laboratory
classes, together with the teachers of most of these classes. Preliminary analyses were used to shed light on various important
research questions including the differences between Actual and Preferred environments, gender differences in perceptions
of Actual and Preferred environment, the relationship between the science laboratory environment and attitude towards science
laboratory work, differences between school and university laboratory classes, differences between teachers’ and students’
perceptions of the same laboratory classes, and differences between laboratory classes in different science subjects (Physics,
Chemistry, Biology).
Specializations: Science education, educational evaluation.
Specializations: Curriculum, science education, science laboratory teaching.
Specializations: Learning environments, science education, educational evaluation, curriculum. 相似文献
9.
Deborah Corrigan Peter Fensham Jennifer Sheed Rosemary Hutchinson 《Research in Science Education》1992,22(1):403-405
Conclusion The difficulty of sharing meaning of curriculum intentions between different groups is highlighted in this study. The acceptance
of the novel features of the Chemistry Study Design is mixed. The longitudinal nature of the study helped to identify the
difficulty teachers had in understanding the meaning of these novel features although the experiences of teaching units in
the VCE chemistry course have enabled some teachers to shift in their construction of the meaning of the words and messages
around them.
Specializations: chemistry and science education, technology and industry links with sicence in schools.
Specializations: science and technology curriculum, environmental education, educational disadvantage.
Specializations: curriculum change, science career paths.
Specializations: science education, computers in schools. 相似文献
10.
One of the main goals of science education is the development of scientific investigation skills (Bryce & Robertson, 1985;
Woolnough & Allsop, 1985). This paper describes a practical test instrument developed to assess students’ attainment of skills
associated with problem analysis and planning experiments, collecting information, organizing and interpreting information,
and concluding. During administration of the test, students verbalized their thoughts as they worked on the task and their
performance was videotaped for analysis. Preliminary results reveal important areas of student weakness and lead to recommendations
for curriculum reform.
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
11.
Gender-inclusive technology materials for the primary school: A case study in curriculum development
Dr. Adrianne Kinnear Dr. David Treagust Dr. Leonie Rennie 《Research in Science Education》1991,21(1):224-233
This paper describes how an idea for technology education materials developed into a process for producing unique curriculum
modules for teaching technology in a gender-inclusive way to primary children. Using a case-study format, the paper describes
the interaction between participants, the sequential evolution of the materials themselves and the degree to which success
was achieved in terms of the original goals. The study demonstrates how an awareness of gender bias needs to be a feature
from the earliest stages of curriculum development, through to the trialling and modification stages. The curriculum materials
were a product of effective cooperation between teachers, science educators and community representatives. They utilise a
“process” approach to the teaching of technology and in this presentation, we demonstrate how this same approach is a useful
framework for describing this particular curriculum development.
Specializations: primary science and technology education, gender issues.
Specializations: diagnosis of student learning and teaching for conceptual change, technology education, curriculum evaluation.
Specializations: affective aspects of science and technology education, gender issues. 相似文献
12.
Dr David F Treagust 《Research in Science Education》1990,20(1):272-281
This paper describes, chronologically, the deliberations of a school staff in their decision-making to place technology education
in their school. The outcome of these deliberations is a curriculum model whereby objectives of technology awareness, technological
literacy, technological capability and transferable skills are integrated with all subjects in the school. The desired outcome
is that students at this school will gain a technological education by, for example, attending classes in English, Home Economics,
Mathematics, Social Studies, Science and Art. The implementation process is ongoing, is being evaluated and has already experienced
senior staff changes and industrial disruption without loss of vigour or intent.
Specializations: diagnosis of student learning and teaching for conceptual change, technology education, curriculum evaluation. 相似文献
13.
Dr Michael R. Matthews 《Research in Science Education》1990,20(1):220-229
The history and philosophy of science components of the new British National Curriculum, and the American Association for
the Advancement of Science Project 2061 curriculum guidelines are described. Some curriculum background is given to these
developments; and a contemporary international project concerned with the utilization of the history and philosophy of science
in science teaching and teacher education is also described. Finally the recent Discipline Review of the Training of Science
and Mathematics Teachers in Australia is examined and criticised for its lack of recommendations about the need for appropriate
history and philosophy of science courses to be included in science teacher education programmes.
Specializations: history and philosophy of science, philosophy of education. 相似文献
14.
Dorit Maor 《Research in Science Education》1990,20(1):210-219
This paper discusses a study in progress which involves the use of a computerised research science database (Birds of the
Antarctica) and specially designed curriculum materials. The purpose of the study is to investigate the extent to which students’
inquiry skills can be facilitated by the materials. Much attention is given in the programme to developing both students’
inquiry skills and their subject-matter knowledge. Year 11 and 12 students’ knowledge and skills development are interpreted
as they interact with the computerised database and the curriculum materials. Preliminary findings about students’ abilities
and perceptions are discussed and, in particular, constraints to the development of inquiry skills and construction of understanding
are explored.
Specializations: Science education, computers in education, learning environment. 相似文献
15.
The recent nationalDiscipline Review of Teacher Education in Mathematics and Science outlines the lack of confidence of many preservice primary school teachers in teaching science. This study explores the attitudes
of 170 primary school teachers in a Perth school district.
By means of a simple questionnaire the perceptions and attitudes of these teachers about the following aspects have been examined:
(1) background understanding of science; (2) preservice training; (3) interest in teaching science; (4) skill in teaching
science; (5) confidence in the plant, animal, matter, energy areas, and (6) time spent teaching science. Besides compiling
frequency responses for all teachers on these aspects comparisons have also been made on the basis of: (1) gender; (2) time
of graduation, and (3) grade level taught.
Specializations: Primary science, teacher attitudes.
Specializations: Primary science, science teaching strategies, curriculum implementation, cognitive studies. 相似文献
16.
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
17.
This paper examines the ideology of one the best known figures in science education in the USA, and draws attention to the
relationship between the political climate and curriculum in national curriculum developments. We are mindful of the forces
shaping the schooling of science in Australia, and we present this analysis as an example of the social forces that dominate
education both here and overseas. Paramount is our desire to open the door for a socially responsible Australian school science
experience.
Social Responsibility of Science in Science Education Group.Specializations: sociology of science education, the nature of science and the production of scientific knowledge, comparative science education
and environmental education.
Social Responsibility of Science in Science Education Group.Specializations: comparative education with particular reference to China, the nature of science and the production of scientific knowledge. 相似文献
18.
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
19.
Advocates of constructivist science recommend that school science begins with children’s own constructions of reality. This
notion of the way in which students’ knowledge of science grows is closely paralleled by recent research on teachers’ knowledge.
This paper draws on case study evidence of teachers’ work to show how two experienced teachers’ attempts to develop alternative
ways of teaching science involved reframing their previous patterns of understanding and practice. Two alternative interpretations
of the case study evidence are offered. One interpretation, which focuses on identifying gaps in the teachers’ knowledge of
science teaching, leads to theconstructivist paradox. The second interpretation explores theconstructivist parallel, an approach which treats the process of teachers’ knowledge growth with the same respect as constructivists treat students’
learning of science. This approach, the authors argue, is not only more epistemologically consistent but also opens up the
possibilities of helping teachers lead students towards a constructivist school science.
Specializations: Teachers’ knowledge and culture, educational change, qualitative research methodology.
Specializations: Teachers’ knowledge, imagery and teachers’ work, teacher collegiality, supervision of teachers’ work. 相似文献
20.
In recent years Australian primary schools have adopted an across-the-curriculum approach to writing. However, relatively
little research has been conducted in the area of primary science. This paper reports the result of a small scale collaborative
study involving a Year 2 and a Year 5 class, and their classroom teacher, which used science activities as the basis for developing
report-writing skills using a framework consisting of three focus questions. Students in both classes learned to use the framework
in one term and it was found that it improved the quality of reports.
Specialisations: science and technology curriculum development, secondary and primary teacher education in agriculture, science and environmental
education.
Specialisations: cognition and curriculum, early childhood and primary teacher education in science and social education. 相似文献