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1.
Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down syndrome in the US. Parents of 50 children with DS (aged three to 13 years) completed a survey about their children's interest in reading and responded to open‐ended questions inquiring about their views on their children's reading development. A majority of parents in this study described their children's positive attitude toward reading, stated their reading‐related goals for their children, defined their children's relative strengths in reading, and shared strategies used in the home to promote literacy in this population. Parents pay close attention to and have high expectations for their children's reading achievement, and thereby would benefit from partnerships with informed educators willing and capable of teaching reading to children with DS. 相似文献
2.
贺善侃 《上海师范大学学报(哲学社会科学版)》2004,33(2):41-47
科技价值的迷失必然导致社会发展的失误。科技价值的迷失包括环境价值的迷失、价值利益的迷失以及科技应用价值的迷失。环境价值的迷失导致社会生存环境的恶化；价值利益的迷失导致畸形的社会发展观；科技应用价值的迷失导致社会发展中的人忧患。重视环境价值，确立综合、全面的社会发展观，正确处理科学与人的关系，是我们面对科技价值迷失的正确态度。 相似文献
3.
George N. Malandrakis 《International Journal of Science Education》2013,35(14):1627-1645
The present study draws on environmental science education to explore aspects of children’s conceptual change regarding hazardous household items. Twelve children from a fifth‐grade class attended a 30‐h teaching module of environmentally oriented science activities aimed at assessing their awareness about the environmental and health hazards posed by several typical household products. In‐depth interviews before, 2 weeks after, and 1 year after, the teaching intervention revealed that children followed three pathways of conceptual change ranging from the substantial alterations of their initial ideas to the qualitative enrichment of those ideas to the complete rejection of the new knowledge. Two components of the instructional intervention—the use of living organisms in classroom experiments, and group learning activities—along with the development of children’s situated metacognitive ideas facilitated their learning and increased the durability of the acquired knowledge. Additionally, sound indications concerning the situated nature and the social construction of the new knowledge were observed, as well as that in environmental education moral and value issues are closely related to knowledge. 相似文献
4.
Colette Murphy Jim Beggs Karen Carlisle Julian Greenwood 《International Journal of Science Education》2013,35(8):1023-1035
This study is an investigation of the impact of collaborative teaching by student‐teachers and classroom teachers on children’s enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student‐teachers were placed in primary schools where they ‘co‐taught’ investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children’s attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children’s experience of science. 相似文献
5.
Bugrahan Yalvac Ceren Tekkaya Jale Cakiroglu Elvan Kahyaoglu 《International Journal of Science Education》2013,35(3):331-348
The international science education community recognises the role of pre‐service science teachers’ views about the interdependence of Science, Technology, and Society (STS) in achieving scientific literacy for all. To this end, pre‐service science teachers’ STS views signal the strengths and the weaknesses of science education reform movements. Turkey, a country that follows the international reform movement, aims at improving citizen’s understanding of the STS interdependence to enable them to fully participate in an industrialised, democratic society. This study explores the Turkish pre‐service science teachers’ views (n = 176) on STS issues and discusses the ongoing reform efforts’ strengths and weaknesses within the context of the study findings. Data were collected through an adopted “Views on Science–Technology–Society” instrument. Analysis revealed that many participants held realistic views on science, technology, and society interdependence, while their views on technology and the nature of science were differed. Some viewed technology as an application of science, and some viewed science as explanatory and an interpretation of nature. Most agreed that the scientific knowledge is tentative but they did not present a thorough understanding of the differences between hypotheses, laws, and theories. 相似文献
6.
Hannu Räty 《Educational studies》2006,32(1):1-16
This paper examines the contribution of parents’ education and children’s gender on parental expectations of their children’s future education and the role of parental perceptions of their child’s competencies in the formation of their expectations. A group of university and vocationally educated parents (N = 418) were asked to estimate the probability of their child entering gymnasium (high school) or vocational education and assess the child’s competencies, first in preschool, and then at the end of the third school year. It was found that the education and gender‐bound differences in the parental expectations were established before the child entered school, and by the end of the third school year the relationships between expectations and competence assessments strengthened and were more uniform among the parents. The findings suggested that the parental assessments of their child’s abilities can be regarded as a potentially important social‐psychological process through which social differences are transformed into the individualized interpretations of the child’s educational prospects. 相似文献
7.
Fengshu Liu 《Gender and education》2006,18(5):491-505
Studies on the effect of only‐child status on girls’ education indicate that the only‐child policy has had an unintended consequence of engendering a child‐centered culture with a strong belief and shared interest among the urban community in educating the only‐child regardless of the child’s sex. As the distribution of education by sex is frequently argued to be a key determinant for gender inequality, this finding seems to carry an unquestioned message that gender equality has been largely achieved for the only‐child generation. So far, however, few studies have examined parental gender‐specific expectations for their only children as an important factor in preparing boys and girls for their different school and social experiences. Based on data collected through semi‐structured interviews with 20 families in north China, this paper explores parental gender‐specific expectations of their only‐children. Parents’ SES is also considered in order to see how class may interact with gender in parents’ expectations for boys and girls as only‐children. The study reveals patterns of differences in parental expectations based on gender, and to a lesser degree, class. The author argues that it would be over‐optimistic to believe that only‐child status and the equally high academic aspirations parents hold for boys and girls have done away with all the deep‐rooted factors against gender equality in Chinese society. Drawing on Bourdieu’s social theory, the author discusses the implications of the findings and provides suggestions for policy efforts and further research. 相似文献
8.
张丽娟 《佳木斯教育学院学报》2012,(3):89-89
当今的中国,经济高速发展,社会全面进步,这一切都与科技的发展紧密相连。科学技术的发展,直接影响着人们的生活环境。文章简单的介绍环境艺术设计、数字媒体技术,以及促进二者有效结合发展的策略。 相似文献
9.
This article reports the results of an analysis of 1676 science and technology questions submitted by Israeli children to a series of television programmes. It categorizes the children’s questions with reference to five different coding schemes: field of interest, motivation for asking the question, type of information requested, country‐specific aspects, and source of information. The results point to the popularity of biology, technology, and astrophysics over other sciences, indicate a shift in interests and motivation with age, and reflect a variety of gender‐related differences within the sample. The implications of the findings for some current trends in curriculum development and for informal science education are discussed with reference to the wider context of the pupils’ voice in education. 相似文献
10.
Russell Tytler 《International Journal of Science Education》2013,35(11):1403-1418
Accepting that scientific literacy is the primary purpose of science in the compulsory years of schooling leads to the question ‘What does scientific literacy mean in a particular community?’ This paper reports a study designed to provide some insight into that question. Data were gathered through interviews with a sample of community leaders, in the state of Victoria, Australia, about their views of the purposes of school science. The data reveal that, although most of those interviewed had no formal post‐school science education, their life experiences provided them with useful insights into the question raised. The wisdom of such people could make an important contribution during the initial stages of curriculum development in science. As people successful in their own fields, the study participants were lifelong learners. Consequently, their responses suggest that a primary focus of school science must be to provide students with a framework that will enable them to continue learning beyond schooling. This is not just a matter of knowledge or skills, but of feeling comfortable with science. The methods used provide a useful example of how views about education can be gathered from thoughtful, non‐expert community members. In this instance, they allowed a reconceptualization of the purposes of school science. These community leaders argued for an education for ‘science in life’ rather than an education about science. 相似文献
11.
John Ogier 《Assessment & Evaluation in Higher Education》2005,30(5):477-488
This study, using student ratings of lecturers, examines the perceived effect of the lecturer’s ability to communicate effectively. The relationship between the standard question—’The lecturer was able to communicate ideas and information clearly’—and the global rating question—’Overall, the lecturer is an effective teacher’—was investigated in 7072 undergraduate standard teaching surveys from one university, using the lecturer’s language background as a factor. The results show that overall student ratings of English as a second language (ESL) lecturers are, on average, 0.4 points lower on a five‐point scale than student ratings of native English speaking lecturers. There is a strong interaction between this average difference and the lecturer’s faculty, with little difference in arts (humanities and social sciences) through to 0.6 points difference in science. The study also found that, of the four categorical questions used in the university’s standard teaching survey, the ‘communication’ question had the highest correlation with the ‘overall’ question. The correlation (R?=?0.96) suggests that the standard teaching survey is overly influenced by the students’ perception of this one aspect of teaching—reflecting a transmission model. The rating difference between ESL and native English speaking lecturers is briefly explored. In addition, the paper briefly considers the implications of the above findings for teacher development and for student expectations against a background of a growing ESL student population. 相似文献
12.
Research Findings: This study examined how parenting styles and child social-emotional functioning may help explain the indirect relations between Chinese parents’ expectations for their preschool-age children’s social-emotional development and their children’s preacademic skills. A total of 154 parents with preschool-age children were recruited from 7 preschools located in northeastern China. The results showed that when parents expected their child to master social-emotional skills at a younger age or when they placed more value on social-emotional skills, they were more likely to adopt authoritative parenting, their children had better social competence, and finally their children showed better preacademic skills. The findings not only provided support for the interconnections between Chinese young children’s social-emotional functioning and preacademic skills but also revealed parenting styles and child social competence as potential pathways through which parents’ social-emotional expectations relate to children’s preacademic skills. Practice or Policy: The findings can be used to facilitate parent education efforts to help contemporary Chinese parents reflect on and even adjust their developmental expectations for young children. Parental expectations can also be an important element to consider in prevention and intervention programs that are designed to improve young children’s social-emotional and preacademic skills. 相似文献
13.
In the present study it has been examined how children’s creative writing tasks may contribute to teachers’ understanding of children’s values. Writings of 300 elementary school children about what they would do if they were the boss of The Netherlands were obtained and seemed to reflect different types of values. Most children were concerned with charity. Also, writings concerned materialist values and socio‐political topics, such as human rights, power and tolerance. Analyses of group‐specific differences showed girls to write more about charity and health when compared to boys. Children from low socio‐economic backgrounds wrote less about environmental issues compared to children from middle and high socio‐economic backgrounds. Children from ethnic minority backgrounds who wrote more about obtaining goods for themselves and less about environmental issues than Dutch‐origin children. In addition, age differences were found in line with an increase in social and moral development. These differences are discussed in light of differential socialisation practices. 相似文献
14.
This study explores the relationship, if any, between an individual’s culturally based worldviews and conceptions of nature of science. In addition, the implications of this relationship (or lack of relationship) for science teaching and learning are discussed. Participants were 54 Taiwanese prospective science teachers. Their conceptions of nature of science and their worldviews specific to humans’ relationship with the natural world were assessed using two open‐ended questionnaires in conjunction with follow‐up interviews. Their understandings of nature of science were classified into informed and naïve categories based upon contemporary views of these constructs and those stressed in international reform documents. An anthropocentric–naturecentric continuum emerged and is used to explain the participants’ views about humans’ relationship with Nature. Participants who recognized the limitations of scientific knowledge, and accept the idea that science involves subjective and cultural components, were more likely to emphasize harmony with Nature. In contrast, participants who possessed narrow views about the scientific enterprise and described science as close to technology and as of materialistic benefit tended to provide an anthropocentric perspective regarding the human–Nature relationships. The findings illustrate the interplay between participants’ sociocultural beliefs and conceptions of nature of science. Concisely, people with different worldviews may have concurrently different views about nature of science. The study suggests the need for incorporating sociocultural perspectives and nature of science in the science curriculum. 相似文献
15.
张瑞瑞 《北京教育学院学报》2015,(6):30-36
家长教育期待是影响子女学业成就的关键因素。相较于城市家长,农民工家长教育期待水平相对偏低。在实现教育期待上,他们表现出了明显的外控倾向。与城市居民有更多互动的从事越界型职业的家长,对子女获取更高学历的意愿更强烈。家长投入效能感、聚居区的独特文化、城乡二元和新二元社会结构的限制是影响农民工家长教育期待的主要原因。农民工家长教育期待对子女发展的影响是复杂的。短期内,家长教育期待可能提升子女教育期待,但长期来看,缺乏实现条件的家长教育期待对儿童的发展未必是正向的,家长教育期待的表达可能导致子女轻视本阶层。 相似文献
16.
以认识自然、欣赏自然、保护自然，不破坏其生态平衡为基础的生态旅游具有观光、度假、休养、科学考察、探险和科普教育等多重功能，以自然生态景观和人文生态景观为消费客体。生态旅游作为一种新的旅游形态，已经成为国际上近年来新兴的热点旅游项目。生态旅游是经济发展、社会进步、环境价值的综合体现，是以良好生态环境为基础，保护环境、陶冶情操的高雅社会经济活动，具有良好的经济效益和社会效益，具有广阔的发展空间。本文从铜仁地区生态旅游的发展现状出发，分析影响制约生态旅游的成因，在借鉴外地生态旅游成功经验的基础上，提出符合铜仁区情的对策建议。 相似文献
17.
Christine Parton 《Pastoral Care in Education》2013,31(1):5-19
Recent government policy has emphasised links between the acquisition of social skills by children and young people and their educational attainment. This study aims to fill a gap in the literature about the contribution of school‐based group work programmes to developing children’s social skills. National Society for the Prevention of Cruelty to Children (NSPCC) Children’s Services Practitioners ran four groups for a total of 38 Year Seven children from mixed ethnic backgrounds in two high schools in the North of England between 2004 and 2007, designed to improve children’s self‐esteem, social skills and behaviour. Parents were involved in identifying objectives and evaluating outcomes. The NSPCC’s aim was to deliver programmes jointly with non‐teaching staff and to train them to take responsibility for delivering future programmes. Pre‐intervention and post‐intervention Behaviour Rating Index for Children questionnaires identified small but significant improvements in teachers’ and parents’ assessments of children’s behaviour. Qualitative data referred to improvements in children’s self‐esteem. However, evaluation data showed that the groups struggled to cope with children with very disruptive behaviour, for whom a wider range of interventions and continuing support were required. Key variables included the quality of liaison between the NSPCC and school staff and the provision of suitable venues. Challenges included harmonising education and social work perspectives and expectations, and avoiding disruption to school curricula. 相似文献
18.
Gillian King Janette McDougall David DeWit Sungjin Hong Linda Miller David Offord 《International Journal of Disability, Development & Education》2005,52(4):313-344
The objective of this article is to examine the pathways by which children’s physical health status, environmental, family, and child factors affect children’s academic performance and prosocial behaviour, using a theoretically‐based and empirically‐based model of competence development. The model proposes that 3 types of relational processes, dealing with opportunity, support, and skill development through participation, lead to competence. Structural equation modelling was performed on cross‐sectional, parent‐report data for approximately 10,000 Canadian children aged 6–11 years from the 1994–95 National Longitudinal Survey of Children and Youth. The analyses controlled for family socioeconomic status and child’s age and sex, and included 3 groups of children (those with activity‐limiting conditions, non‐activity‐limiting conditions, or no health problems). There was little evidence that children with chronic conditions were at direct risk for poorer outcomes. Children with activity‐limiting conditions were at increased indirect risk for academic difficulties through the role played by cognitive functioning. Cognitive functioning and hyperactivity/inattention difficulties were the major predictors of academic performance. Recreational participation and behavioural functioning were the main predictors of prosocial behaviour. The pathways in the model also indicated the importance of family functioning, social support to parents, and neighbourhood cohesion. In conclusion, the findings indicate the utility of the model of competence development in understanding the pathways and processes by which various factors affect children’s academic and social outcomes. 相似文献
19.
在人类社会发展进程中,科学技术的发展在给人们带来物质财富与精神财富的同时,也伴随产生了一些复杂问题并且日益突出,如网络安全问题、生态环境问题、伦理道德问题等。人既是社会实践的主体,也是科学技术发展的享受主体,其对科学技术的选择及价值判断与社会发展紧密联系。关于思想政治教育的内容,各专家学者各有论述,但要提高科学素养,促进人的全面发展,必须将科学价值观教育融入思想政治教育内容,优化思想政治教育内容结构。具体可通过加强思想政治教育队伍建设,共享思想政治理论课网络精品课程,注重大众传播媒介与典型示范相结合的原则,创新教育方式方法,促进人们树立正确的科学价值观。 相似文献
20.
Young children’s views are heard rarely in public debates and are often subordinated to adults’ views. This article examines how early childhood staff could support and enhance young children’s participation in public decision making. We argue that when early childhood staff use their expertise in young children’s physical, social and cognitive development to facilitate consultations with young children, they are likely to reinforce the view that young children are unable to form and express their own views. Whatever their intentions, this weakens the notion of children’s rights and undermines young children’s participation in public decision making. In contrast, when staff use their expertise in child development to collaborate with young children, new social structures can emerge in which everyone’s voice is heard. This approach reaffirms staff’s status as experts, but redefines their expertise. Instead of being experts acting on behalf of children, staff become equitable collaborators with children, advancing citizenship for all. 相似文献