共查询到20条相似文献，搜索用时 15 毫秒
1.
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
2.
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
3.
Mr. Ray Peterson Associate Professor David Treagust 《Research in Science Education》1992,22(1):323-330
This paper discusses a preliminary investigation into primary pre-service teachers' pedagogical reasoning skills. Results
from this investigation led to the development of a problem-based learning model which focused on improving primary pre-service
teachers' pedagogical reasoning skills. The problem-based learning model uses pedagogical reasoning as the basis for creating
problem situations for the pre-service teachers to investigate. The paper reports on pre-service teachers' views on the use
of the approach to improve their pedagogical reasoning skills.
Specializations: science teacher education, learning in science, chemistry education.
Specializations: student learning, conceptual change, technology education, curriculum evaluation. 相似文献
4.
Dr. Donna Satterthwait Dr. Jim Butler Dr. Warren Beasley 《Research in Science Education》1993,23(1):252-258
Australia's changing political, social and economic agendas have triggered a critical analysis of school curriculum. Part
of this consideration has been concern over the future of science education within the context of senior schooling. Following
the completion of the Senior Science Future Directions Project commissioned by the Queensland Board of Senior Secondary School
Studies, fifteen issues were identified. These issues, grouped by the needs of the science disciplines, society and the individual
student, are discussed with the view of understanding the future design of senior science syllabuses.
Specializations: biology teacher education, science curriculum development.
Specializations: professional development, curriculum design and evaluation.
Specializations: professional development, science teaching. 相似文献
5.
The focus of this study was on the investigation of a laboratory instructional program on electricity designed for conceptual
development using constructivist principles for conceptual change. This approach was compared with a traditional laboratory
approach in a quasi-experimental design. The sample was 247 grade 10 students (boys) in a large non-government urban school.
Covariance analysis with the corresponding pretest as covariate showed statistically and educationally significant gains for
the experimental group on cognitive but not attitudinal outcomes when compared to the traditional group. Student and teacher
interview data provide some evidence for the success of the experimental approach.
Specializations: physics education, constructivist approaches to in practical work.
Specializations: science teacher education, learning environments, conceptual change. 相似文献
6.
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
7.
The potential of informal sources of science learning to supplement and interact with formal classroom science is receiving
increasing recognition and attention in the research literature. In this study, a phenomenographic approach was used to determine
changes in levels of understanding of 27 grade 7 primary school children as a result of a visit to an interactive science
centre. The results showed that most students did change their levels of understanding of aspects of the concept “sound”.
The study also provides information which will be of assistance to teachers on the levels of understanding displayed by students
on this concept.
Specializations: informal science learning, science curriculum
Specializations: science education, science teacher education, conceptual change, learning environments. 相似文献
8.
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
9.
Towards a theoretical basis for students' alternative frameworks in science and for science teaching 总被引：1，自引：0，他引：1
Dr Brian L. Jones Professor Kevin F. Collis Dr Jane M. Watson 《Research in Science Education》1993,23(1):126-135
As there is nothing as practical as a good theory, there is a continuing need in the field of science education enquiry to
look for theories which help to interpret the findings about students' alternative frameworks and to inform the design of
teaching strategies which relate to a research focus on ‘how the student learns’. The developmental model of cognitive functioning
based on the SOLO Taxonomy (Biggs & Collis, 1982) as updated in 1991 (Biggs & Collis, 1991; Collis & Biggs, 1991) is being
applied in this way. Questionnaire data from two large studies of science learning of Australian students (conducted by ACER
and NBEET) are being re-analysed in terms of the current theory. This paper illustrates the theory and describes a plan of
further research.
Specializations: science education, students' understandings of phenomena in science.
Specializations: cognitive development, evaluation, mathematics and science education.
Specializations: mathematics education, students' understanding of chance and data concepts. 相似文献
10.
Ian A. Simpson Dr. Kevin P. Singer Dr. David Treagust Dr. Marjan G. Zadnik 《Research in Science Education》1990,20(1):316-323
This paper describes the development and evaluation of a course in physiotherapy whereby the physics fundamental to the modalities
of cold, heat and ultrasound therapies was integrated in lectures and actual physiotherapy activities. The design of the course
is described together with the perceptions of physiotherapy students regarding the organisation of the course, safety aspects
and how well the integration contributed to their understanding of the physics involved in electrotherapy.
Specialization: Physics education.
Specialization: electrotherapy.
Specializations: Diagnosis of student learning difficulties and teaching for conceptual change, technology education, curriculum evaluation.
Specializations: Material science, isotope studies, physics education. 相似文献
11.
Dr. Campbell J. McRobbie Dr. Barry J. Fraser Dr. Geoffrey J. Giddings 《Research in Science Education》1991,21(1):244-252
Existing instruments in classroom environment research have limitations when subgroups are investigated or case studies of
individual students conducted. This study reports the validation and development of a personal form of the Science Laboratory
Environment Inventory which is better suited to such studies. Further, systematic differences between scores on the class
and personal forms of the instrument are reported along with comparisons of their associations with inquiry skill and attitudinal
outcomes.
Specializations: Science education, Preservice science teacher education.
Specializations: Learning environments, science education, educational evaluation, curriculum.
Specializations: Curriculum, science education, science laboratory teaching. 相似文献
12.
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
13.
Many introductory biochemistry students have problems understanding metabolism and acquiring the skills necessary to study
metabolic pathways. In this paper we suggest that this may be largely due to the use of a traditional teaching approach which
emphasises memorisation rather than understanding. We present an alternative approach to teaching carbohydrate metabolism
which is designed to promote understanding of pathways. The approach also enables regular monitoring of, and reflection on,
student progress and the identification of student reasoning and conceptual difficulties through the use of specially designed
problems. Preliminary results are presented giving examples of specific student difficulties and the extent to which they
were addressed by the alternative instructional approach. A qualitative evaluation of the approach is also presented.
Specializations: metal accumulating plants biochemical education.
Specializations: physics education, conceptual development, instructional design, improvement of tertiary science education. 相似文献
14.
Mr Jeffrey P. Dorman Dr Campbell J. McRobbie Dr Barry J. Fraser 《Research in Science Education》1993,23(1):61-67
Much Catholic school and church rhetoric suggests that Catholic schools possess distinctive learning environments. Research
into this aspect of Catholic schooling has been hampered by the lack of an appropriate assessment instrument. By drawing on
contemporary church literature, the perceptions of personnel involved in Catholic education and existing classroom environment
questionnaires, a new instrument was developed to assess student perceptions of classroom psychosocial environment in Catholic
schools. The use of this instrument in 64 classrooms in Catholic and Government schools indicated significant differences
on some scales. The distinctive nature of Catholic schooling did not extend to all classroom environment dimensions deemed
important to Catholic education.
Specializations: Catholic education, learning environments.
Specializations: conceptual change in students, science teacher professional development, scientific reasoning, learning environments.
Specializations: learning environments, science education, educational evaluation, curriculum. 相似文献
15.
MS. Christine Chin DRS. Ngoh-Khang Goh Lian-Sai Chia Kam-Wah Lucille Lee DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information
to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science
curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service
primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting
their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes
part of the science curriculum, as teaching behaviour influences student learning outcomes.
Specializations: science eeducation
Specializations: educational measurement, research methodology. 相似文献
16.
Intuition was one of the four key themes for science education that emerged from the Woods Hole Conference in 1957. Despite
the considerable influence of this conference on a generation of curriculum projects the intuition theme was almost completely
ignored. Recent studies of intuition, including an analysis of Nobel laureates' views of scientific intuition, are considered.
This enables several conceptions of the nature and role of intuition in science to be defined, and its importance to be assessed.
The assumption that it is also important in science education is examined by considering conditions in science teaching and
learning that may encourage intuitive thinking in the light of current research developments that could lead to a new agenda
for school science.
Specializations: science and technology curriculum, environmental education, educational disadvantage.
Specializations: phenomenography, ways of knowing, higher education—teaching and learning. 相似文献
17.
Professor Dr. Reinders Duit Professor Dr. Peter Häussler Dr. Roland Lauterbach Professor Dr. Helmut Mikelskis Professor Dr. Walter Westphal 《Research in Science Education》1992,22(1):106-113
This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism.
Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the
market will be discussed.
Specializations: constructivist approaches in science education research and practice.
Specializations: gender issues in science instruction.
Specializations: primary education, integrated science.
Specializations: STS, phenomenological oriented physics instruction.
Specializations: peace education within science education. 相似文献
18.
Alison Grindrod Andrea Klindworth Dr. Marjory-Dore Martin Russell Tytler 《Research in Science Education》1991,21(1):151-160
In 1990, a large proportion of third year primary trainee teachers at Victoria College had observed or taught very few or
no science lessons during the first two years of their course. The students felt that a lack of content knowledge, a crowded
school curriculum, and problems associated with managing resources and equipment, were the main factors contributing to the
low level of science being taught in schools. By the end of their third year significantly more students had taught science
than after the second year. There was also a change in approach to teaching science with more practical activities being included
than previously. The science method unit taught to the students in the third year of their course contributed to this increase.
The students considered the hands-on activities in class to have been the most effective aspect of the unit in their preparation
for the teaching of primary science.
Specializations: children's learning in science, primary teacher education.
Specializations: student understanding of biology, evaluation of formal and informal educational settings.
Specializations: gender, science and technology, environmental education.
Specializations: children's learning in science, language and science. 相似文献
19.
This study involved collaborative classroom-based observation of student communication and cognition in small groups after
the implementation of two management strategies in science departments in several schools. The paper presents the data and
provides insights into the conduct of research and teacher development in the midst of educational change.
Specialization: science teacher education.
Specializations: studies in twentieth century science education in Australia, student learning in classroom groups, teachers' working knowledge. 相似文献
20.
Despite the almost mandatory inclusion of a laboratory component in the school curriculum very little has been reported about
the effects of laboratory instruction upon student learning and attitudes. The present study was undertaken to investigate
the thinking of students in a chemistry laboratory. An interpretive research method was adopted in collecting and analysing
data gathered from observations, general interviews and stimulated recall interviews. Four high school students were studied
during their participation in a week-long university summer school program. This study reports how the four students responded
differently to the same laboratory experience.
Specializations: chemistry and biochemistry education, thinking in science and industry.
Specializations: science education, teacher learning and preparation, teaching thinking. 相似文献