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1.
As university professors we sought to disrupt the practice of giving our students the actions we felt they should imitate in their teaching practice. Instead, we sought to actively engage teachers in the creation of workable solutions to real-life problems. We accomplished this by conducting a participatory action research project. This paper illustrates our action research project focused on preparing middle level science teachers to foster inquiry-based learning in their classrooms. The findings of this study not only lead to a revised professional development opportunity for science teachers, but also provided an example of university faculty engaging in pragmatic research focused on addressing contemporary issues in K-12 science education. The work reported within was partially supported by a National Science Foundation Grant. The opinions, views and conclusions expressed in this paper may not reflect those of the funding agency.  相似文献   

2.
美国一向把科学教育看做提高国家竞争力的重要基础,高度关注科学教师的质量。建立专业标准是提高教师质量的基础和前提。联邦政府在长期支持"国家教学专业标准委员会"建立优秀科学教学专业标准并认证优秀科学教师的基础上,近年又在教育发展战略上强调"只有优秀的教师才能培养优秀的学生,高素质的教师队伍是保证教育质量的关键",并从政策上和经费投入上提出"投资卓越教学",推广优秀科学教师实践,借以加强科学教师队伍建设,进而促进整个教育质量提高。本文旨在解读分析美国"国家教学专业标准委员会"开发的优秀科学教师专业标准的准则、内容、特点,从而为我国试行教师专业标准提供可资借鉴的经验。  相似文献   

3.
The purpose of this study was to investigate the relationship of subject matter knowledge in science and the patterns of entering, leaving, and remaining in the teaching profession among college graduates trained to be science teachers. To do this, National Teachers Examination (NTE) Biology and General Science test scores served as the proxy for science subject matter knowledge for a sample of 83 individuals initially certified to teach science in North Carolina during a 4-year period of time. The career patterns of these individuals as science teachers were documented and their work status was identified as nonrecruits, defectors, or career teachers. Using maximum likelihood logistical regression (MLOGIT) analysis, the relationship between career status (the dependent variable) and knowledge of science, race, gender, and the race and status (public or private) of the college from which they graduated was investigated. Of the 83 individuals in the analysis, 30 (36.1%) were identified as nonrecruits, 31 (37.3%) as defectors, and 22 (26.5%) as career teachers. Science subject matter knowledge was found to have a significant (p = .01) effect on the likelihood of being a nonrecruit versus a career teacher. The magnitude of this effect was also important, with the likelihood of being a nonrecruit increasing 120% for every 100-point increase in score on the NTE Biology and General Science tests. Science subject matter knowledge also had a significant effect (p = .05) on the likelihood of being a defector versus a career teacher, with the likelihood increasing 80% for every 100-point increase in NTE Biology and General Science scores. No other significant relationships were found.  相似文献   

4.
The influence of a 3-week institute upon secondary biology and earth science teachers regarding their experiences with respect to the teaching of evolution was investigated. The institute directors, with National Science Foundation (NSF) funding, hoped to foster an understanding of the nature of science, provide enhanced content, and support a forum for teachers to discuss problems common to the teaching of evolution. Analysis of data indicated statistically significant increases in participants' acceptance of the theory of evolution and their understanding of both applied evolutionary principles and the applied nature of science. In addition, a significant reduction in participants' perceived anxieties regarding the teaching of evolution was achieved. Further, a qualitative examination of Stages of Concern (SoC) profiles indicated a slight shift by participants toward the use of more student-centered instruction. Finally, data were collected from 9 of the original 19 participants at a voluntary follow-up session, 8 months after the formal institute. Scores from all of the data-collection instruments (with the exception of SoC profiles) exhibited a slight decline. These decreases were not, however, statistically significant. Examination of SoC profiles, however, indicated a much stronger adoption by follow-up participants for the use of student-centered instructional strategies for the teaching of evolution.  相似文献   

5.
Conclusion The most important finding from this study is that if one adheres to the guidelines from the literature on staff development and educational change, teachers can and will change their teaching behaviors. It is very easy, however, to underestimate the time and resources required to implement change in schools. Even a seemingly simple change such as increasing use of educational computing, which teachers can implement in their individual classrooms without an overhaul of schools, is immensely complex and difficult. Helping teachers and schools change requires a systematic effort, with intensive on-going support over a period of three or more years. Science educators, school leaders, and the public must learn that school improvement is not an event but a continual process of renewal and refinement. This study demonstrates the importance of allocating resources to staff development and implementation along with those for curriculum development. Fortunately, the National Science Foundation has recognized the importance of implementation in school improvement by requiring that implementation be an integral part of all curriculum development projects it funds. As Hall (1986) said, “It is not enough to build pretty boxes; what is important is to get the boxes used.” This article is based on work supported by the National Science Foundation under Grant No. MDR-8470061. Any opionions, findings, and conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the National Science Foundation.  相似文献   

6.
Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students based on the select application of National Science Teachers Association’s National Standards for Science Teacher Preparation. Methods students completed a resume, an interview on pedagogical preferences, and a learning styles survey to determine the reform-based standards and pedagogical approaches that better fit their personal histories and identity formation as science teachers. Each case was unique with one student better meeting the Standards of “Issues” and “Science in the Community” and the other student better meeting the standards of “Inquiry” and the “Nature of Science”. Student teachers planned and taught lessons based on their IRP and were mostly successful in meeting their prescribed standards and utilizing their preferred pedagogies. However, their success in use of specific strategies supporting their approach was highly dependent upon classroom context. The use of the IRP process as a reflective tool strengthening identity formation and early practice is discussed.  相似文献   

7.
Recent efforts of the National Association for Research in Science Teaching (NARST) and the National Science Teachers Association (NSTA) have encouraged collaborative “research partnerships” between university researchers and classroom science teachers. This research partners study, begun in 1987, examined student outcomes and teacher characteristics in middle/junior high exemplary programs identified by the NSTA's Search for Excellence in Science Education (SESE). A second year of the study has been completed involving SESE program teachers with similar instructional profiles. Using Iowa Test of Basic Skills and National Assessment of Educational Progress (NAEP) items, key teachers in those SESE programs examined their seventh- and eighth-grade student outcomes in three domains: (a) knowledge, (b) attitudes, and (c) applications/connections. Results were compared with national populations. A similar study was conducted during the second year, involving teachers from the first year and additional teachers with instructional practice profiles similar to those in SESE programs. Teachers were surveyed using a questionnaire from the Report of the 1977 National Survey of Science, Mathematics and Social Studies Education Teachers (Weiss, 1978a) and supplemental questions (Bonnstetter, 1985). This study found that in exemplary middle/junior high programs: (a) as a group, students achieve high scores in science knowledge and maintain or develop positive attitudes toward science; and (b) students need opportunities to make connections between what they learn in science and personal responsibility.  相似文献   

8.
In 2003 the University of Missouri (with the aid of US National Science Foundation funding) initiated an alternative certification program (ACP) to address the well-documented need in the US for increasing the quantity and quality of mathematics and science teachers for the middle and secondary levels. Nationwide current certification programs do not provide the quality and quantity of mathematics and science teachers needed in schools. As a result most American states have begun to experiment with ACPs as a way to address the shortage of math and science teachers. To evaluate the success of this program, we collected data from ACP participants regarding perceived preparation, self efficacy, and outcome expectancy at three time points in the program. State standards for beginning teachers were used to construct a perceived preparation instrument. Analysis of data suggests that over time, ACP participants exhibited an increasingly positive view toward their preparation for classroom teaching, as well as increased self efficacy. However, there was little change in the students’ outcome expectancy over time. In this article we share details of the unique ACP program and we describe steps taken to collect and evaluate a project data set. Our work provides useful guidance to researchers and practitioners in the field of science and mathematics teacher education.  相似文献   

9.
民国时期,安徽的近代教育有了一定的发展。这种状况在南京国民政府统治时期,特别是在战前10年,伴随着经济的恢复发展,教育事业发展到了一个“峰值”。但即便如此,安徽的近代教育依然存在着很多问题：学校数量的覆盖率极小、学龄儿童入学率极低、教育经费困难、教师专业化水平与授课内容的近代化程度都亟待提高等,同时也折射出地区发展不平衡、社会总体贫困、封建思想观念浓厚等诸多问题。  相似文献   

10.
Involving people outside of a science course can foster learning for students enrolled in the course. Assignments involving friends and family provided such opportunities in an undergraduate physics course for prospective teachers. These assignments included reflecting upon prior experiences, interviewing friends and family members, engaging them in exploring physical phenomena, and teaching them with relevant websites. The six strands of science learning articulated in Learning Science in Informal Environments (National Research Council in Learning science in informal environments: People, places, and pursuits. National Academies Press, Washington, DC, 2009) provided a framework for analyzing the prospective teachers’ responses. Through such assignments, the instructor created opportunities for the prospective teachers to use and build upon knowledge learned in class as well as to gain confidence and experience in facilitating the learning of others.  相似文献   

11.
The National Science Education Standards have outlined flexible processes children perform when engaging in scientific inquiry. Cases narratives are a common component of many university science education courses but rarely are they used as a tool to evaluate the preservice teachers within these courses. This article describes the construction of a positive and negative science teaching case narrative. These case narratives can be used to evaluate the level of acceptance of scientific inquiry teaching in preservice elementary teachers.  相似文献   

12.
This longitudinal study of middle school science teachers explored the relationship between effective science instruction, as defined by the National Science Education Standards (NRC in National science education standards. National Academy Press, Washington, DC, 1996), and student achievement in science. Eleven teachers participated in a three year study of teacher effectiveness, determined by the LSC Classroom Observation Protocol (Horizon Research, Inc. in Local Systemic Change Classroom Observation Protocol. May 1, 2002) and student achievement, which was assessed using the Discovery Inquiry Test in Science. Findings in this study revealed the positive impact that effective science teachers have on student learning, eliminating achievement gaps between White and Non-White students. Case studies of three teachers, both effective and ineffective explore the beliefs and experiences that influence teachers to change, or not to change practice. This study provides justification for teaching science effectively to narrow achievement gaps in science and provides insight to stakeholders in science education as to how to support teachers in becoming more effective, through addressing existing teacher beliefs and providing experiences that challenge those beliefs.  相似文献   

13.
This study took place within an environment of educational change in teaching and assessment in the UK, where the National Curriculum (NC) and National External Examination syllabi undertook significant revision. Science education specifically, has seen aspiration raised to allow pupils to achieve a greater depth of understanding at Key Stage 4 and hence facilitate advanced study. Central to the development of effective scientific understanding is teacher preparation. This study examined the factors that impacted on the experiences of primary teachers during their training. Questionnaires completed by a sample of one hundred and sixteen trainee teachers followed by semi-structured interviews of sixteen trainees were used as a means of interpreting Post-Graduate Certification in Education (PGCE) trainee teachers’ experiences during taught university sessions and school based training. The findings showed that the majority of the trainees rated their training highly, and perceived themselves to be confident primary science pedagogues. They felt, however that the very limited opportunities to observe and teach science during their training negatively influenced their overall development.  相似文献   

14.
This study sought to explore the extent to which the introduction of six National Curriculum subjects (English, Mathematics, Science, Technology, History and Geography) has had an impact on teaching methods. A case study was conducted at one secondary school, which comprised interviews, questionnaires and lesson observations (including video taping for stimulated recall). Particular attention was paid to the National Curriculum Council's guidance concerning the teaching methods to be used in teaching these subjects. The data indicate that most teachers felt their general approach to teaching was based on using a variety of teaching methods and adopting a more active and investigatory approach. They felt this approach had generally been supported by the National Curriculum. However, there was a concern that the content and method of national assessment tests may make it difficult to sustain this emphasis in their approach in future.  相似文献   

15.
This study assessed the effectiveness of one science teacher education program designed to be a model program. The study provided evidence that preservice science teacher education can have a very positive effect on the development of preservice science teachers into effective practicing teachers. Thirty program graduates completed a pilot version of the 1985 National Survey of Science and Mathematics Education providing information on course objectives, teaching strategies, equipment use, time allocation, and textbook use. The responses of program graduates were compared to the responses of a select national sample of teachers. All teachers in the comparison group were from programs in the Search for Excellence in Science Education, Presidential Award winners, recognized as outstanding state science teachers, employed as department chairs, or actively involved in the development of science curriculum. Analysis of the responses indicated that both program graduates and comparison group teachers had similar course objectives and teaching strategies, used materials and equipment a similar amount of time, and allocated class time in similar ways. In another component of the study, students of 37 program graduates completed a questionnaire that assessed their attitudes toward science teachers, science classes, and the study of science. Analysis of attitudinal data from their 2871 students indicated that students of program graduates generally had positive attitudes. For instance, 89% of the students perceived their science teacher as asking questions and 80% perceived their science teacher as letting them ask questions. In general, the data are in stark contrast to the images obtained from National Assessment efforts.  相似文献   

16.
The London School of Economics and Political Science (LSE) organizes institution-wide surveys of all its undergraduate and postgraduate taught-course offerings. Students taking each course are requested to assess various teaching modes (lecturing, small-group teaching, and seminar teaching), as relevant to the particular teachers involved in the respective course. One finding of these studies is that certain individual teachers, even within the same teaching mode (say, lecturing), are evaluated more highly in some courses than in others. The article uses LSE's data-base on student course-evaluation to examine reasons for this. The data analysis focuses on two principal issues: Do those teachers assessed differently for the same teaching mode across different courses have distinctive personal characteristics to distinguish them from other teachers not differently assessed? Do courses that are assessed especially discrepantly for a particular teacher have certain distinguishingfeatures? The findings on the first question are generally negative. On the other hand, such course-level characteristics as the number of student enrolments, the number of other lecturers involved in the course and students' general feelings of satisfaction with various aspects of the course do affect how a lecturer is assessed on that course in relation to his or her overall level of assessed lecturing competence.  相似文献   

17.
We describe a workshop in which 10 teachers from 10 schools, located in central Israel, participated in the development of alternative assessment tools in the context of implementing a new science curriculum for senior high-school students, namely “Science for All” (an STS type curriculum). In order to assist a group of teachers (who began teaching the “Science for All” program) in both teaching and assessment strategies, it was decided that the Department of Science Teaching at the Weizmann Institute of Science would sponsor a workshop for them. An evaluation study was conducted during the workshop and at its completion. The main goal of the study was to evaluate the outcomes of the workshop and to determine whether its objectives were attained. The research tools consisted of (a) an attitude questionnaire administered to participating teachers, (b) structured interviews with the teachers, (c) structured interviews with students, and (d) an attitude questionnaire administered to the students. Based on the results of the questionnaires and the interviews, it seems that all the teachers who participated in the workshop gained self-confidence in using the teaching strategies and assessment methods of this new interdisciplinary curriculum. The interviews with students revealed that their active involvement in their own assessment improved their sense of responsibility for their achievements. The variety of assignments enabled them to be at their best with certain assignments and to succeed less with others. In conclusion, we found that running a new interdisciplinary curriculum requires a professional development program that will stimulate teachers’ creativity and diversify the instructional strategies that they use in the classroom. Such skills should improve their ability to understand the goals, strategies, and rationale of the curriculum, as well as their students’ learning difficulties.  相似文献   

18.
The National Research Council’s Framework for K-12 Science Education and the Next Generation Science Standards (NGSS Lead States in Next Generation Science Standards: For states, by states. The National Academies Press, Washington, 2013) move teaching away from covering many isolated facts to a focus on a smaller number of disciplinary core ideas (DCIs) and crosscutting concepts that can be used to explain phenomena and solve problems by engaging in science and engineering practices. The NGSS present standards as knowledge-in-use by expressing them as performance expectations (PEs) that integrate all three dimensions from the Framework for K-12 Science Education. This integration of core ideas, practices, and crosscutting concepts is referred to as three-dimensional learning (NRC in Division of Behavioral and Social Sciences and Education. The National Academies Press, Washington, 2014). PEs state what students can be assessed on at the end of grade level for K-5 and at the end of grade band for 6–8 and 9–12. PEs do not specify how instruction should be developed nor do they serve as objectives for individual lessons. To support students in developing proficiency in the PEs, the elements of the DCIs will need to be blended with various practices and crosscutting concepts. In this paper, we examine how to design instruction to support students in meeting a cluster or “bundle” of PEs and how to blend the three dimensions to develop lesson level PEs that can be used for guiding instruction. We provide a ten-step process and an example of that process that teachers and curriculum designers can use to design lessons that meet the intent of the Next Generation of Science Standards.  相似文献   

19.
It is common currency that science education in America isn't working well enough. We are failing to excite the curiosity of young minds in the great questions of the physical universe. LabNet—a prototype teacher-support project developed by TERC, and funded by the National Science Foundation, is dedicated to addressing this issue. The first three year phase of LabNet began in January 1989 and ended in mid-1992. During that time, some 562 high school teachers of physics in 37 states were involved. Three interconnected threads are woven through the fabric of LabNet. The first, and most vivid, is the use of projects to enhance students' science learning. LabNet's second thread is building a community of practice among LabNet teachers. The third thread woven into LabNet is promoting the use of new technologies in science teaching and learning. The most notable use of new technology in the LabNet project is telecommunications—computer-to-computer communication via telephone lines. A dedicated network has been created and made available to all participants. As the first national network designed for high school teachers of physical science, the LabNetwork is a dynamic medium for building and sustaining a community of practice for physics teachers separated by many thousands of miles. In recommendations directed at teachers, scientists, and particularly the National Science Foundation, steps are outlined that can be taken to strengthen the community and the teaching of science in both the secondary and elementary grades.This article, printed with the permission of the publisher, is drawn from the bookLabNet: Toward a Community of Practice, edited by Richard Ruopp, Shahaf Gal, Brian Drayton, and Meghan Pfister—all LabNet staff from TERC. The book was published in November 1992 by Lawrence Erlbaum Associates.LabNet Project Director until October 1992.  相似文献   

20.
Prue Goodwin  Chris Routh 《Literacy》2000,34(3):119-123
Since the announcement of the National Literacy Project in April 1996, publishers of children’s books and teaching materials have been keen to provide appropriate materials for use in the literacy hour. With the new government in 1997 came generous funding for books and publishers were quick to respond in terms of marketing and new publications. Lack of time and training to assimilate the new approaches caused many teachers to rely on materials to show them how to teach. While this reliance on materials underlines the ongoing need for teachers to be updated about resources, time to become more knowledgeable and confident about practice remains paramount.  相似文献   

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