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1.
This paper examines the ideology of one the best known figures in science education in the USA, and draws attention to the
relationship between the political climate and curriculum in national curriculum developments. We are mindful of the forces
shaping the schooling of science in Australia, and we present this analysis as an example of the social forces that dominate
education both here and overseas. Paramount is our desire to open the door for a socially responsible Australian school science
experience.
Social Responsibility of Science in Science Education Group.Specializations: sociology of science education, the nature of science and the production of scientific knowledge, comparative science education
and environmental education.
Social Responsibility of Science in Science Education Group.Specializations: comparative education with particular reference to China, the nature of science and the production of scientific knowledge. 相似文献
2.
This paper relates to a study commissioned by the Department of Employment, Education and Training to evaluate the impact
of the Discipline Review of Teacher Education in Mathematics and Science. The major datagathering strategies employed in that
study have been to visit every higher education institution in Australia involved in teacher education to interview relevant
staff and to seek information by mail from other bodies to whom recommendations of the Review were addressed. This paper reports
a supplementary activity, the analysis of citations of the Report of the Discipline Review in the journal of the Australasian
Science Education Research Association,Research in Science Education. This research reveals that there has been relatively little critical analysis of the Review, somewhat surprising in the
light of its significance for science teacher education. Further the citations in the journal suggest that the Review Report
has struck a responsive chord with those involved in the science education of primary school teachers. Its impact on secondary
teacher education would appear to be less significant. This difference is explored in the context of professional education.
Specializations: science education, teacher education.
Specializations: international education, educational measurement, science education. 相似文献
3.
The textbook is often accepted as a fundamental resource in a science classroom because the assumption is made that students
are able to interpret a text in a manner which is congruent with the author's intentions. For example, where an author seeks
to promote student cognition through the inclusion of specific elements, or implies a high degree of social awareness through
the incorporation of societal characteristics in a text, it is expected that students will, at least, perceive these emphases.
This research questions these assumptions and suggests that if textbook authors with to communicate such ideas to students,
then they should do so in an overt manner.
Specializations: Science Education, pedagogy.
Specializations: Science Education. 相似文献
4.
Many tertiary institutions in South Africa have implemented schemes to help redress the unfair school educational system.
This paper describes one such initiative to increase access and success of educationally disadvantaged students in science.
The background of the College of Science and the success of its first intake of students is described with an emphasis on
the physics component of the physical sciences course. Sixty six percent of the students passed all three courses in their
first year with the most educationally disadvantaged showing the greatest gains.
Specializations: physics education, language and communication. in science.
Specializations: meta-cognition and conceptual development in physics, qualitative research in physics education. 相似文献
5.
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
6.
Over the past two years, Florida State University's Science Education Program and Sabal Palm Elementary have collaborated
to develop a PPS. The formation of the Sabal Palm PPS was not based upon a predetermined design nor has one group served as
an authority to direct how the PPS ought to operate. The success of this model relies on PPS participants working collaboratively
to establish goals and plans for actions to be taken to support teacher-learning. The Sabal Palm PPS continues to evolve as
dynamic model for creating a center for teacher and student learning. The purpose of this paper is to discuss our involvement
in the formation a PPS and implications for enhancing teacher education programs.
Specializations: professional practice school development, teacher research, primary science education
Specializations: environmental science, primary science education. 相似文献
7.
Conclusion This study suggests that most students entering science or science education units in preservice primary teacher education
courses have a positive attitude to the teaching/learning of primary science and see value in all domains of science for children
at this stage. This was an unexpected finding. It was of concern however, that their interest in physical science topics was
so low. This may be due to previous specific experiences in secondary science. Science and science education units should
build on the positive attitudes of students and could develop physical science ideas through their significance in environmental
and social problems.
Specializations: science education, teacher education in science.
Specializations: science education policy and practice, teacher education, school effectiveness. 相似文献
8.
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
9.
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
10.
This research focusses on the role of science educators in preparing technically educated graduates for their careers. A comparison
was made between the skills and abilities in science and technology students desired by industrial employers and whether New
Zealand graduates exhibit these qualities. To address some of the management-based issues identified by the research, the
design of a new Science and Technology Management course is outlined.
Specializations: science and technology education, co-operative education, development of professional skills.
Specializations: co-operative education programmes. 相似文献
11.
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
12.
Beverley Jane Associate Professor Marjory-Dore Martin Russell Tytler 《Research in Science Education》1991,21(1):188-197
A study of primary teacher trainees' perceptions and attitudes to science in 1990, has been useful in designing a semester
unit aimed at increasing the confidence and interest of first year students at Victoria College. This paper outlines the background
survey and discusses some, of the results and how they were used to develop the Professional Readiness Study-Understanding
Science. This unit attempts to change attitudes by focussing on metacognition and encourages students to understand and control
their own learning. Discussion involves teaching and learning strategies and alternative assessment approaches including the
student's journal-the Personal Record.
Specializations: technology for learning, health education.
Specializations student understanding of biology, particularly genetics, evaluation.
Specializations: children's learning in science, language in science. 相似文献
13.
This paper outlines work in progress on a study which is investigating what children understand about natural and processed
materials and how scientific learning on the topic could be extended and reinforced in the home. Four different interview
schedules for eliciting children's understanding were developed and tried out. Children's understandings prior to each of
the four units, and at the conclusion of the teaching program were documented through individual interviews. Family interviews
were also conducted prior to and at the conclusion to the teaching. In this paper the difficulties associated with researching
young children's thinking are explored. The rationale for a storytelling context for the interviews is presented, and there
is a preliminary discussion on the effectiveness of the methodology utilised.
Specializations: early childhood science education; the Curriculum Corporation K-3 Science Program.
Specializations: primary science education, teacher education in science, adult experiences of science and technology; the K-3 Science Program. 相似文献
14.
This paper describes research into teachers' perceptions of technology education carried out as part of the Learning in Technology
Education Project. Thirty primary and secondary school teachers were interviewed. Secondary teachers interpreted technology
education in terms of their subject subcultures as did some primary teachers. The primary teachers were also influenced by
current initiatives, outside school interests and teaching programs.
Specializations: investigations in science, science and technology education.
Specializations: learning theories, history and philosophy of science, chemical education. 相似文献
15.
Colin Webb 《Research in Science Education》1993,23(1):327-336
This study examines teacher perceptions regarding professional development practices used in a region of the NSW Department
of School Education to support the implementation of the K-6 Science and Technology Syllabus. The findings from a survey of
97 teachers indicate that teachers have a preference for ‘traditional’ models of in-service which may not bring about significant
changes. Teachers also perceive that change is brought about through the influence of external factors such as in-service
and resources which are not directly the responsibillity of individual teachers. This contrasts with the perception that the
inability to change is due to internal personal qualities.
Specializations; K-6 teacher education in science and technology education, children's learning in science and technology. 相似文献
16.
In this paper we continue our search for a socially responsible science education by an examination of the trends in the Science,
Technology and Society movement. These trends reflect differing ideological perspectives and result in courses which serve
different ends. We identify two major flaws in the movement that inhibits the realization of a schooling in science dedicated
to democracy. We propose skills necessary for citizens to participate in debate over issues surrounding the impact of science
and technology on society and a teaching stategy to help develop them.
Specializations: social responsibility and the curriculum, ideology and comparative science education. 相似文献
17.
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
18.
Ms Christine Brew Associate Professor Richard Gunstone 《Research in Science Education》1992,22(1):55-62
This paper presents some of the findings of a naturalistic study of a first year university biology laboratory. We report
on the affective outcomes for a field trip and a practical exercise that incorporated innovations aimed at increasing the
scientific realism and students' responsibility in the learning process. Concern with assessment procedures and a perceived
lack of teaching support dominated outcomes for students. Feelings of confusion, lack of satisfaction and hostility were evoked.
Recognition of the need to foster greater student input into the learning process is commended, but this paper raises issues
about the strategies utilised.
Specializations: conceputual understanding in biology students, laboratory work.
Specializations: curriculum and assessment in science, teacher Education, metacognition. 相似文献
19.
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
20.
The literature has made us all aware of large gender differences in students' atttudes to science, in enrolment statistics
in upper high school and tertiary level science courses, and in different spheres of employment. What have not been looked
at in detail are the factors which are influential when students begin to make choices in early high school, choices which
may well set them on a particular pathway from which it is difficult to turn.
This preliminary study identifies factors which students in a Year 9 class believed were influential on the limited subject
choices they had been able to make in Years 8 and 9, and the factors they believed would be most influential on choices to
be made later in the school. In addition the students' views of science, of the separate sciences, and of their anticipated
career patterns were sought.
Several interesting findings were made which, if validated in further work, could lead to strategies which would support other
approaches designed to reduce gender imbalances related to science.
Specializations: non-scientific conceptions and conceptual change, problem solving, science teacher education.
Specializations: Gender issues. 相似文献