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1.
Mark Brown 《Research in Science Education》1992,22(1):63-71
This paper presents an “ecological perspective” on research with computers in science education. It is proposed that current
and past research within the computer education field has been characterised by an over-emphasis on technical applications
of the machinery, rather than a deeper consideration of the teaching and learning process. This tendency toward “technocentric
thinking” has usually failed to take into account the important social and cognitive interactions within the computer learning
environment. The view advanced here, is that an understanding of the effects of computers on students' learning can be achieved
only through an analysis of the dynamic interactions between students and teachers as they work with computers in a particular
environment. A theoretical framework for understanding this range of interactions is presented. Finally, an ecological model
is proposed for conducting future research on the application of computers in science education.
Specializations: information technology in education, science education, technology education, environmental education, and media education 相似文献
2.
This paper highlights the challenges and problems in developing an innovative K-3 science program to support teachers in the
implementation of the national Statement and Profile in science. The program has been developed by the authors in association
with the Curriculum Corporation. The paper outlines the assumptions made about teachers of young children, the role of research
in the construction of the program, and the extent to which the Statement and Profile have influenced the process. The resolution
of a number of key problems in this curriculum development is discussed: responding to teachers' needs for a base of science
discipline knowledge, developing strategies for working scientifically with very young children, and helping teachers develop
an extended understanding of the nature of science.
Specializations: early childhood science and technology education.
Specializations: primary science education, teacher education in science, adult experiences of science and technology, and curriculum development. 相似文献
3.
The premise that underlies the pre-service science teacher education program at Monash University is the need to focus on
the nature of learning in ways that encourage student-teachers to reconsider their conceptions of learning and how this relates
to their view of teaching. The purpose of teaching portfolios is to act as a prompt for student-teachers to reconsider these
conceptions and as a way of helping them to better articulate their professional knowledge. The Science (Stream 3) student
teachers construct a portfolio of teaching strategies, episodes, ideas, etc. that demonstrate how they see their role as science
teachers. The portfolio is ungraded, openended and organised as a dynamic assessment task, not just a static end product.
This paper reports on student-teachers' understanding of, and approach to portfolios as they come to understand its purpose
and value.
Specializations: chemistry and science education, technology and industry links with science curriculum
Specializations: science education, reflection, curriculum and evaluation 相似文献
4.
Bev Farmer 《Research in Science Education》1994,24(1):68-75
Technology education has a new focus in New Zealand with the publication of the draft Technology Curriculum. Biotechnology
is mostly taught by science teachers in New Zealand secondary schools. This study monitors both the author's and the teacher's
evolving perspective of technology education from that of applied science to technology and the influence of the draft Technology
Curriculum on this process.
Specializations: biotechnology/technology education, science education 相似文献
5.
Dr David F. Treagust 《Research in Science Education》1993,23(1):293-301
An important contribution to effective teaching and learning can be made by teachers' understanding of the central topics
in each subject area and knowing how to transform their content knowledge into knowledge for teaching. One aspect of this
knowledge is the use of analogies which can effectively communicate concepts to students of particular backgrounds and prerequisite
knowledge. Indeed, analogies are considered to be an important component in the repertoire of effective teachers. However,
research about teachers' use of analogies in science lessons provides little guidance about the optimum approaches that may
be taken by preservice teachers, novice teachers, experienced teachers or reluctant analogy users. This paper describes the
evolution of an approach for using analogies in science teaching that addresses both findings from the research literature
and recognises the needs of practising teachers.
Specializations: learning and teaching science concepts, technology education. 相似文献
6.
This study employs narrative methods to give a holistic view of the experiences of five mature age preservice teachers in
a semester unit of science education. The unit was designed to help teachers examine and make explicit their ideas about science
and science teaching and consider ways in which they might put those ideas into practice. The pivotal theme, around which
the teachers' experiences could be organised, was found to be learning science. The preservice teachers expressed a need for
a supportive learning environment in which concepts were built gradually and introduced using concrete examples. Previous
science experience was found to be a major influence on the attitudes the participants brought to the present course. A lack
of previous experience or negative past experiences were a major cause of anxiety. Gender was also important as it had limited
the science experiences available to some participants in the past and continued to influence the way they participated in
classes during the semester.
Specializations: primary science, science teacher education, primary school field experience.
Specializations: formation of teachers' knowledge, leadership, teacher change, school reform. 相似文献
7.
Professor Peter Fensham Dr. Kathiravelu Navaratnam Dr. Warren Jones Professor Leo West 《Research in Science Education》1991,21(1):80-89
One set of measures of the quality of courses for the preparation of science teachers stems from the perceptions exit students
have of their knowledge with respect to that teaching. The Discipline Review of Teacher Education in Mathematics and Science
surveyed these students late in 1988 on three broad types of knowledge-science content knowledge, curriculum knowledge, and
pedagogical knowledge. Some of these findings of the Review are described. In addition, the base for developing items to measure
these three types of knowledge is discussed in this paper. The variety in the data that emerged is also presented and the
consistency of the findings with other measures of quality is described.
Specialisations: science and technology curriculum, environmental education, educational disadvantage.
Specialisations: research and evaluation in teacher education, technical and further education and total quality management.
Specialisations: research in educational systems. 相似文献
8.
Whilst there is general agreement that primary teachers have a rather limited understanding of science, as Symington and Mackay
(Note 1) have shown there is no universally accepted view amongst teacher educators in Victoria about the steps that need
to be taken to improve their subject matter competence in science. This paper addresses the issue by taking a topic which
is widely included in primary science programs, namely floating and sinking, and asking what knowledge primary teachers should
have to enable them to handle the topic in a primary classroom in a way consistent with constructivist ideas. The paper will
also address the issue of how that knowledge could be assessed.
Specializations: learning theories, history and philosophy of science, chemical education.
Specialization: primary school science. 相似文献
9.
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
10.
Preparing student teachers to teach thoughtfully and to consider carefully the consequences of their work involves creating
opportunities for these beginning teachers to learn the skills and attitudes required for reflective practive. The case study
described here explores one model of developing reflective practice and the congruent role that the source and use of knowledge
of good teaching practice has in the process of developing the reflective practices of a post-graduate pre-service science
teacher. Of particular interest are the facilitators and barriers she sees as affecting this development.
Specializations: Science education, science teacher education
Specializations: science education, science teacher education, conceptual change, learning environments, science reasoning. 相似文献
11.
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
12.
Andrea Klindworth 《Research in Science Education》1993,23(1):156-164
Emotional responses from local community groups to the establishment of new industrial activities, involving toxic chemicals,
are common. The need for more public education about chemical hazards has often been stated. In the eastern suburbs of Melbourne,
PCBs have been stored since 1985, pending their destruction. Council approval for the siting of a pilot plant for their treatment
recently caused controversy. This paper presents an analysis of the situation, defines the knowledge needed by ordinary people
to participate effectively and rationally in decision making and discusses the acquisition of that knowledge in a community
setting. It is not the intention of the author to discuss the contribution that could be made through formal secondary education.
Specializations: primary science teacher education, computers in education, environmental education, social responsibility in science. 相似文献
13.
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
14.
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
15.
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
16.
Adult experiences of science and technology in everyday life: Some educational implications 总被引：1，自引：0，他引：1
Dr. Tim Hardy 《Research in Science Education》1992,22(1):178-187
This paper outlines a project that is focussed on examining the complex ways in which adults experience science and technology
in different areas of their everyday life including paid work, the home, health and leisure. The research has involved interviews
with individual adults situated in a diverse range of life situations in New Zealand. A case study is presented to indicate
the type of data being analysed and the implications emerging for education from the project.
Specializations: science teacher education, science curriculum development, science and technology in society. 相似文献
17.
Post-primary science teachers in Victoria were asked to express views about primary science curriculum design and implementation.
They were also asked about the value of continuity between primary and post-primary science education. The post-primary teachers
generally had favourable attitudes to primary science education and considered that cooperation would be useful-though it
is not common at the moment. However, the data revealed a considerable range of opinion. Post-primary science teachers' views
about primary science curriculum are similar to those of primary teachers themselves, but many post-primary teachers would
place more emphasis on formal or textbook knowledge. Post-primary teachers see a number of systemic problems in implementing
primary science education but their positive perceptions suggest the value of encouraging more structured links. The notion
of continuity across the two sectors was well supported.
Specializations: science education policy and practice, teacher education, school effectiveness.
Specializations: science education, teacher education in science. 相似文献
18.
This paper reports an empirical study of science education in Australian primary schools. The data show that, while funding
is seen as a major determinant of what is taught and how it is taught, teacher-confidence and teacher-knowledge are also important
variables. Teachers are most confident with topics drawn from the biological sciences, particularly things to do with plants.
With this exception there is no shared body of science education knowledge that could be used to develop a curriculum for
science education. There was evidence that most teachers see a need for a hands-on approach to primary science education involving
the use of concrete materials. A substantial proportion of teachers agree that some of the problems would be alleviated by
having a set course together with simple, prepared kits containing sample learning experiences. Any such materials must make
provision for individual teachers to capitalise on critical teaching incidents as they arise and must not undermine the professional
pride that teachers have in their work.
Specializations: science education, school effectiveness, teacher education
Specializations: science education, teacher education in science 相似文献
19.
Concern is increasingly being expressed about the teaching of higher order thinking skills in schools and the levels of understanding
of scientific concepts by students. Metaphors for the improvement of science education have included science as exploration
and science as process skills for experimentation. As a result of a series of studies on how children relate evidence to their
theories or beliefs, Kuhn (1993a) has suggested that changing the metaphor to science as argument may be a fruitful way to
increase the development of higher order thinking skills and understanding in science instruction. This report is of a case
study into the coordination of evidence and theories by a grade 7 primary school student. This student was not able to coordinate
these elements in a way that would enable her to rationally consider evidence in relation to her theories. It appeared that
the thinking skills associated with science as argument were similar for her in different domains of knowledge and context.
Specializations: science learning, scientific reasoning, learning environments, science teacher education.
Specializations: cognition, reasoning in science and mathermatics. 相似文献
20.
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