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Why should computers be used in primary schools and what roles have they come to play in the classroom? This paper describes an investigation into UK primary teachers' perceptions and use of computers in the classroom. The responses collected illustrate the existence of two broad groups of teachers. Those who adopt a computer awareness perspective and those who believe that the computer should be used as a means to facilitate and enhance teaching and learning. Furthermore, the responses suggest an association between teachers' beliefs about computer use and teachers' patterns of actual computer use and thus demonstrate that educational innovations are primarily and intrinsically realized in our way of thinking before they become practice. Yet, this way of thinking may be formed not only by teachers' interpretations of official orders and requirements but also by their knowledge of information technology (IT) and their comprehension of what teaching and learning is about. 相似文献
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As is the case with most developed countries, pressures from various sectors of society have seen computers make a big presence in Australian education systems in the last decade. In the state of Victoria, integrating learning technology (LT) into all key learning areas of every school's curriculum has been a priority policy of governments. Over the last 8–10 years, large amounts of money have been provided to set schools up with computers and associated technologies. In the area of science, a range of LT resources is available for use in the teaching and learning processes in the classroom. However, there has been limited evaluation into teachers' attitudes towards, and types of, methodology and effectiveness of usage of computer-based technologies in knowledge construction. Using both quantitative and qualitative methods, a study aimed at identifying science teachers' opinions and practices with the use of computer-based technologies in their teaching has been carried out in Victorian government schools. The focus of this paper is on the attitudes of these science teachers towards the use of computer-based technologies in their teaching. The study showed that most teachers have embraced the introduction of these technologies into the school structure well and are generally positive about their potential in the classroom. However, their use in the classrooms is infrequent and often on an ad hoc basis. A range of obstacles preventing the use of these technologies are identified and discussed in this paper. 相似文献
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Barbara A. Crawford 《科学教学研究杂志》2007,44(4):613-642
This study examined the knowledge, beliefs and efforts of five prospective teachers to enact teaching science as inquiry, over the course of a one‐year high school fieldwork experience. Data sources included interviews, field notes, and artifacts, as these prospective teachers engaged in learning how to teach science. Research questions included 1) What were these prospective teachers' beliefs of teaching science? 2) To what extent did these prospective teachers articulate understandings of teaching science as inquiry? 3) In what ways, if any, did these prospective teachers endeavor to teach science as inquiry in their classrooms? 4) In what ways did the mentor teachers' views of teaching science appear to support or constrain these prospective teachers' intentions and abilities to teach science as inquiry? Despite support from a professional development school setting, the Interns' teaching strategies represented an entire spectrum of practice—from traditional, lecture‐driven lessons, to innovative, open, full‐inquiry projects. Evidence suggests one of the critical factors influencing a prospective teacher's intentions and abilities to teach science as inquiry, is the teacher's complex set of personal beliefs about teaching and of science. This paper explores the methodological issues in examining teachers' beliefs and knowledge in actual classroom practice. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 613–642, 2007. 相似文献
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This study examined the effect of fidelity of implementation (FOI) on the science achievement gains of third grade students broadly and students with limited literacy in English specifically. The study was conducted in the context of a professional development intervention with elementary school teachers to promote science achievement of ELL students in urban schools. As the criterion for measuring FOI, we focused on the quality of instructional delivery in teaching science to ELL students. We measured FOI using both teachers' self‐reports and classroom observations during the first year of the intervention. Science achievement was measured by a pretest and posttest over the school year. The results indicate that none of the measures of FOI using teachers' self‐reports or classroom observations had significant effects on science achievement gains. The results are discussed in terms of issues about conceptualization and measurement of FOI in educational interventions. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 836–859, 2009 相似文献
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We describe a recent project that explored combined use of Internet client-server technology and interactive computer modeling software for improving secondary science teaching. We envisioned a constructivist network in which teachers make contributions to the resources available. The purpose of the network was to promote the emerging field of computer modeling in high school science. Our approach coupled the networking and curricular initiatives with evaluation of changes in classroom core practices—those which have a traceable impact on student learning. Distribution of work, ideology of science, teaching styles, and curricular goals come together dynamically to influence teachers' use of modeling technology in the high school science classroom. A combination of Internet tools, each affording a different contribution to the spread of innovation, provides the best promise for future networks of this kind. 相似文献
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This article discusses the concept of pedagogical content knowledge (PCK) within the context of science teaching. First, an attempt is made to define this concept within the tradition of research on teachers' craft knowledge and to identify possible purposes of research on PCK. From this point of view, recent research on science teaching is investigated. This investigation identifies teaching experience as the major source of PCK, whereas adequate subject-matter knowledge appears to be a prerequisite. Finally, an empirical study is presented which focuses on PCK with respect to a specific topic—that is, chemical equilibrium. The effects on teachers' PCK of participation in an in-service workshop and conducting an experimental course in classroom practice are reported. This leads to the identification of elements of PCK teachers can use to promote student understanding. It is concluded that research on topic-related PCK may complement research on student learning of specific topics. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 673–695, 1998. 相似文献
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This study explored the development of a community of learners through a professional development program to improve teachers' views of nature of science (NOS) and teaching practice. The Views of Nature of Science questionnaire and interviews were used to assess teachers' conceptions of NOS three times over the course of the study. Notes and videotapes taken during workshops and classroom observations were used to track influence of the community of learners on classroom practice. The community of practice (CoP) was fostered through an intensive summer workshop, monthly school site workshops, and classroom support to aid teachers in incorporating new techniques and reflecting upon their learning and practice. We found that teachers became aware of their changes in views about NOS once they struggled with the concepts in their own teaching and discussed their struggles within the professional development community. The CoP on its own was not sufficient to change teacher's practice or knowledge, but it created a well‐supported environment that facilitated teacher change when paired with NOS modeling and explicit reflection. Cases of three teachers are used to illustrate changes in views and teaching practice common to the teachers in this study. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1090–1113, 2009 相似文献
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Junghoon Leem Eunmo Sung 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):601-613
Teachers' beliefs are a major factor in the effective use of new technology in teaching and learning. Recently, smart mobile devices (SMDs) such as smartphones, smart pads and tablet computers have been responsible for introducing broad innovations into the education field as Self-directed, Motivated, Adaptive, Resources-enriched, Technology embedded education in South Korea. Teachers' beliefs and technology acceptance concerning SMDs in South Korea can be either a facilitator or a barrier to the use of SMDs in the classroom. The purpose of this study is to investigate the factors of teachers' beliefs concerning SMDs, and to examine teachers' technology acceptance of SMDs in their lessons. To address these goals, 378 primary and 390 secondary teachers participated in a survey with a 25-item paired adjective questionnaire and a 12-item technology acceptance questionnaire. A series of exploratory and confirmatory factor analyses and multiple regressions were applied for the statistical analysis. The results indicate that teachers' beliefs were consistently revealed the five factors of immediacy, interest, interactivity, instability and inconvenience. Regarding the effect of the technology acceptance of SMDs on teachers' beliefs, the factors of instability, inconvenience and interactivity strongly related to the perceived usefulness and ease of use of SMDs. This finding indicates that teachers' beliefs that SMDs are unstable or uncomfortable can be the main barrier to the use of technology in the classroom. 相似文献
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Margareta Maria Thomson Bradley Gregory 《International Journal of Science Education》2013,35(11):1800-1823
This study unveils the stories of 3 public school elementary teachers from the USA who reflected on their beliefs about science education reform, and implementation of the reform in their classroom teaching, in response to state recommendations for change in science education. The teachers' stories show how various factors assisted or impeded the implementations of reform in their teaching, the various challenges related to their grade-level teaching, and the teachers' personal struggles to make sense of reform recommendations. Within each case study, we describe 4 common themes from the teachers' interviews. These themes are related to teachers' science teaching strategies, their science teaching efficacy beliefs about adopting reform, the types of science learning outcomes teachers target, and the types of teaching resources available to them. Implications for teacher education and practice are discussed in relationship with study findings. 相似文献
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In this research project, we investigated two beginning secondary science teachers' efforts to learn to teach science in ways that build from and celebrate the ethnic, gender, linguistic, and academic diversity of their students. To do so, we followed Troy and Brian from their preservice teacher education experiences through their first year of teaching 8th grade physical science at local junior high schools. We also conducted a follow‐up observation and interview with each participant after he had moved past the beginning stage of survival in the teaching profession—once in his fourth year of public school science teaching. Through qualitative analysis of interviews, classroom observations, and teachers' written work, we identified patterns and explored commonalities and differences in Troy and Brian's views and practices tied to equity over time. In particular, we examined successes and challenges they encountered in learning to teach science for all (a) from their students, (b) from inquiry into practice, and (c) from participation in professional communities. In our implications, we suggest ways teacher educators and induction professionals can better support beginning teachers in learning to teach science to all students. In particular, we highlight the central roles both individual colleagues and collective school cultures play in aiding or impeding beginning teachers' efforts to learn from students, from practice, and from professional communities. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 586–612, 2007. 相似文献
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Stuart Bevins Gareth Price Josephine Booth 《International Journal of Science Education》2019,41(4):533-545
This article is concerned with the personal constructs of science teachers about inquiry in selected schools in the Yorkshire and the Humber region of England. While there is a large volume of existing literature which advocates the use of inquiry in the science classroom to enhance students' engagement with, and learning of science, relatively few of these studies represent teachers' voice. Therefore, we believe that it is important and distinctive to report teachers' constructs of inquiry and related concerns regarding its use in the science classroom. We identify the key constructs from 10 participating teachers and discuss these amongst a backdrop of policy implications for inquiry approaches in English secondary school science classrooms. Personal Construct Theory was used to underpin the study and frame data collection and analysis. Key findings show that the teachers identify an inquiry approach as being effective in stimulating students' independent learning and interest in science but issues such as time and confidence inhibit their deployment of inquiry approaches. 相似文献
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《British Educational Research Journal》2006,32(3):459-480
This article examines teachers' ‘practical theories’ concerning the contribution of information and communications technology (ICT) to teaching and learning, as they are elaborated and refined in action. The study arose from a collaborative programme of 10 small‐scale projects through which participating teacher‐researchers aimed to develop a range of pedagogic strategies involving the use of computer‐based ICTs within their subject areas (Classics, English, Geography, History, Science and Design Technology). Within‐ and cross‐case analyses drew on multiple sources of data and characterised teachers' initial statements of practical theory in terms of five key themes: broadening classroom resources and reference; enhancing working processes and products; fostering more independent pupil activity; mediating subject thinking and learning; and improving pupil motivation towards lessons. Three cases are presented to illustrate how teachers developed their ideas in action, and issues that prompted teachers across cases to adapt their approaches are discussed. 相似文献
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Maria Tsouroufli 《Gender and education》2002,14(2):135-147
This article discusses the results of a qualitative ethnographic study in a secondary school in Greece. The study explored teacher-student classroom interaction in a mixed-ability group in a working-class school in Greece. It also explored the links between the teachers' behaviour in the classroom and their ideas about gender and, to a limited extent, their life experiences. Although the sample was small and there were many variations, the findings of the study suggest that overall teachers behaved differently towards girls and boys. Teachers' general lack of awareness or low level of awareness of gender as an important organising and categorising factor in students' behaviour and generally in schooling, as well as the teachers' tacit assumptions about gender, influenced the way that teachers related to girls and boys in the classroom. Other issues, such as the lack of teachers' training on equal opportunities, the low status of the school and the principal's lack of involvement in the promotion of gender equality in the school, also impact on teacher-student interaction. 相似文献
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Christine Ditzler Eunsook Hong Neal Strudler 《Journal of Research on Technology in Education》2016,48(3):181-193
New technologies are a large part of the educational landscape in the 21st century. Emergent technologies are implemented in the classroom at an exponential rate. The newest technology to be added to the daily classroom is the tablet computer. Understanding students' and teachers' perceptions about the role of tablet computers is important as this can provide information for future development and implementation of table technologies in the classroom. To gather users' perceptions, observations of eight classrooms and interviews with 23 students and three teachers were performed in a middle school that implemented 1:1 iPad program, toward the end of the first-year implementation. Themes elicited from the interviews included like/dislike of the iPad, iPad as an educational tool, iPad for play, iPad as a distraction and responsibility, and favorite apps and projects. Although most participants did like having the iPads and considered them useful for education, there were a number of concerns, particularly with learning to use the tablet technology and distractions created by having the device. The apps used in the classroom were limited, with the majority having been productivity apps. The need for teacher training for effective classroom applications of mobile devices is discussed. (Keywords: 1:1 iPad program, instructional use of tablets, student perceptions, tablet technology, teacher perceptions) 相似文献
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This study explored preschool teachers' beliefs about the appropriateness of early literacy and mathematics education. In all, 60 teachers of 4-year-olds, half working with low-socioeconomic status (SES) children at publicly funded preschools and the other half with middle-SES children at private preschools, were randomly assigned to read either the mathematics or the literacy versions of written vignettes describing issues related to teaching these subjects. Teachers were interviewed individually concerning the vignettes. Analyses showed that teachers of middle-SES children tended to support literacy and mathematics education that respects individual children and their preferences and to oppose classroom use of computers; overall they emphasized nonacademic areas. Teachers of low-SES children tended to focus on literacy and mathematics to prepare children for kindergarten and to support computer use; they showed concern about their students' underdeveloped readiness to learn, particularly literacy. Analyses comparing subject matter showed that for literacy, teachers preferred to gear a curriculum toward children's interests and to allow children to follow their interests in a literacy-rich classroom to promote social competence and positive dispositions toward literacy. For mathematics, teachers preferred to embed mathematics into everyday routines to promote the learning of key knowledge and skills throughout the day. These findings have significant implications for professional development. 相似文献
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The purpose of this study was to explore the extent and nature of teachers' use of newspapers in the secondary science classroom. A survey was conducted in 50 schools. Through semi-structured interviews with the heads of their science departments, three broad issues were investigated: the prevalence, pattern and purpose of use, classroom practice and curricular priorities. It was found that a great many teachers use newspapers, in some way, to support science instruction. The majority, however, used the resource incidentally rather than systematically. By far their most common intention was to highlight the link between school science and everyday life. Only a few reported that they used newspapers to develop among their students an aptitude and ability to read and respond critically to science in the media. It is suggested that such findings are significant in the context of current discussion of the school curriculum and 'scientific literacy'. 相似文献
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Grade 10 students' perceptions of classroom practices and activities, as well as their attitudes toward science teaching and school science, were assessed in the Westend School District (pseudonym) in British Columbia, using both quantitative (statistics of Likert-type scales) and qualitative (critical interpretive analysis of interview data) methods. The major findings of the study were that students do not appreciate the most prevailing contemporary practices in science classes, perceived by them as mainly the copying of the teacher's notes, and that they prefer science teaching and learning in which they take an active and responsible part. Additionally, teaching style appears to be the major determinant of high school students' attitudes toward science and science teaching. No change in students' perceptions of and attitudes toward science teaching and school science (in 1989 compared with 1986) could be detected in spite of the impact made by the recently advocated constructivist and science-technology-society (STS) approaches on science curriculum and science education. It is argued, therefore, that more emphasis must be placed on the science teachers' role and their teaching style if an educational change in the constructivist/STS direction is to be achieved. 相似文献
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Helena P. Miranda Michael Russell 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):652-666
Analyses presented here are secondary data analyses of the Use, Support and Effect of Instructional Technology study aimed at identifying predictors of teacher‐directed student use of technology (TDS) in elementary classrooms. Using data from a convenience sample of 1040 teachers nested within 81 schools in 21 Massachusetts' school districts, researchers developed a teacher‐level structural equation modeling for TDS depicting relationships between and among factors associated with TDS. Researchers relied on diffusion and adoption theories as well as prior empirical evidence to specify the hypothetical model. Evidence presented here suggests that the strongest predictors of TDS are as follows: (1) teachers' experience with technology, (2) belief that technology is beneficial to meet instructional goals, (3) perceived importance of technology for teaching and that (4) experiencing obstacles with the integration of technology appears to be one deterrent to teachers using technology in the classroom. The most important finding reported here is that two of the most important factors in increasing TDS are teachers' beliefs about the benefits of technology and perceived importance of technology for teaching. 相似文献