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1.
Many studies have been conducted on hearing pupils' understanding of science. Findings from these studies have been used as grounds for planning instruction in school science. This article reports findings from an interview study of how deaf pupils in compulsory school reason about phenomena in a science context. The results reveal that there is variation in the extent to which pupils use scientific principles for reasoning about science phenomena. For some pupils, school science seems to have little to offer as a framework for reasoning. The results also generate questions about the need in school instruction of deaf and hard-of-hearing pupils to consider the specific teaching and learning situations in a deaf environment.  相似文献   

2.
Biology knowledge and understanding is important not only for the conversion of the loftiest dreams into reality for a better life of individuals but also for preparing secondary pupils for such fields as agriculture, medicine, biotechnology, and genetic engineering. But a recent study has revealed that many aspects of school science (biology included) pose problems of understanding for pupils, simply because of the teaching methods used and the lack of adequate instructional resources. Nevertheless, a program was designed to incorporate the use of computer technology innovation called the computer-mediated simulations (CMS) program to enhance pupils' learning outcomes in school biology. The study was carried out in a real biology classroom setting. It involved comparisons between the treatment and control groups. A Solomon-Three Group quasi-experimental design was employed to involve three secondary schools situated along Njoro-Mau Narok and Elburgon-Molo roads in Nakuru district that were purposively sampled on the basis of easy accessibility and the availability of IBM compatible computers. A total of 102 pupils enrolled in three intact classes were exposed to the same content on cell division for a period of 3 weeks. Three dependent measures—the Biology Achievement Test (BAT), the Biology Classroom Environment Questionnaire (BCEQ), and the Pupil Attitude Questionnaire (PAQ)—were used to assess the effectiveness of the program on the pupils' academic achievement in cell theory, their perception of the classroom environment, and attitudes towards the biology course on cell theory. The findings of the study affirmed the impact of the CMS program on the pupils' learning outcomes in that the mean gains of the participants in the treatment groups were significantly higher than that of their counterparts in the regular program. Also, the results indicated that the mean differences between the experimental group and the true control group were statistically significant in favor of the treatment group. The findings also showed no relationship between the participants' gender and their learning outcomes. The study concludes that the use of the CMS program to augment conventional biology teaching has major implications for secondary biology instruction in this area.  相似文献   

3.
The paper examines how the author has used what he calls action learning to encourage pupils to learn about citizenship in a secondary school. The paper argues that citizenship can be learnt by engaging young people in projects and other activities, which encourage them to develop an understanding of the responsibilities and skills needed to become citizens in society. The paper goes on to describe a small-scale research project which sought to assess the pupils' reactions to action learning. The young people's responses bring to life what they have learnt from their involvement in the action learning projects and how it has helped them to develop as citizens.  相似文献   

4.
儿麻患者学习适应性调查研究   总被引：2，自引：2，他引：0  
学习适应性是反映学生学习效率的重要指标之一,它可揭示影响学习的主要原因。儿麻患者在从康复训练为主向以文化知识学习为主的转变过程中,能否迅速掌握学习规律,有效地开展学习,是促进自身发展的关键。本研究通过对儿麻患者学习适应性的调查分析,探索其高效学习的途径  相似文献   

5.
邓红 《民族教育研究》2007,18(5):37-41,119
研究者扎根于甘肃省贫困民族地区的一所乡村小学,从儿童的角度了解在校学生对学校生活的体验。研究发现,回族乡村儿童进入学校后经历着一个非常艰难的适应过程,如何改进低年级教育教学内容与形式,构建安全的校园环境,是儿童顺利适应学校生活的关键。  相似文献   

6.
丰富学生的学习方式,掌握有效的数学学习方法,是新课程强调的重要理念之一,也是学生今后进一步学习的基础。在小学数学教学中,切实有效地实施"探究性学习,"需要创设情景,唤起学生"探究性学习"的需求;提供机会,展开主动有效的探究活动;反思明理,强化探究的知识成果;实践应用,获取数学学习的积极情感,体验成功乐趣。  相似文献   

7.
Experiential learning is often seen as a central component of social education and pastoral programmes such as peer mediation; but the precise nature of experience as an educational, social and pedagogic/cultural process in schools is complex. This paper uses the notion of experiential learning to explore the impact of a peer mediation programme in a transforming integrated school in Northern Ireland. The programme was intended to mainstream the involvement of pupils in the process of creating a more integrated school ethos and was implemented by youth workers working as members of the school staff.
The paper begins with a review of the theoretical basis of experience as educational. This is followed by an interpretative review of the results of a survey of pupils' attitudes to peer mediation and semi-structured interviews with pupils and school and project staff about their perception of the impact of the programme on ideas of social learning. One issue is the extent to which developing pupils' capacity for interactive dialogue can be seen as an experiential process, like learning a foreign language – hence 'peace talk'. Another is the process by which the perception of peer mediation training as 'experiential' constituted an enabling 'pedagogic discourse' which legitimized the programme for teachers and affirmed its beneficial impact on pupils.  相似文献   

8.
Use of the spelling program WILT with a class of mixed-ability third-year secondary-level pupils as part of an evaluation study of programs for language development is reported. The behaviour and language activities characteristic of pupils using WILT are described and 14 categories of language activity identified. The results of an analysis of the language activities of four groups are presented, and the types of learning that are encouraged by WILT are identified. Differences between the pupils' and the class teacher's evaluations of WILT are examined, and the educational value of the program assessed.  相似文献   

9.
The purpose of this research was to describe young pupils' learning conceptions. In this study, a learning conception was defined as a cluster of interrelated beliefs about different aspects of learning. Firstly, 27 pupils, all in the final year of primary school, were interviewed to elicit learning-related issues as being relevant for six-graders. Secondly, a questionnaire, developed on the basis of the outcomes of the interviews, was used to determine the interrelatedness of pupils' beliefs about the selected aspects. The results showed the young pupils to have different beliefs about five aspects of learning: purpose of school; learning orientation; regulation; learning demands; and mental activities. In exploring group differences, three different learning conceptions could be distinguished: a restricted learning conception; a functional learning conception; and a developmental learning conception. The characteristics of these different learning conceptions may be indicative of how young pupils conceive learning-related aspects.  相似文献   

10.
吴洪健  陈琦 《教育学报》2004,60(6):27-30
数学应用意识是指运用所获得的数学知识去解决同类或类似的问题的过程 ,特别是根据不同问题情境的要求和制约灵活使用已有知识的能力 ,并通过在不同的情境中对原有知识的使用达到对原有知识重组和再学习的目的。学生在解决数学应用题时 ,数学应用意识普遍淡薄。造成学生缺乏数学应用意识的主要原因在于学校的数学课堂情境与真实生活数学情境存在着根本差异。研究表明通过创设类似真实的数字情境能够促进学生数学应用意识的发展。  相似文献   

11.
Working with scientists has been suggested as an effective way for high-school students to learn authentic science. However, little research has involved students’ perceptions of science learning environments in a university internship. This study drew on the theoretical framework of community of practice with cogenerative dialogues to design an internship program that aims to build a constructivist internship for students. Students who learned science in the internship program developed stronger constructivist learning perceptions than those who learned science in school. Specifically, students perceived that they had more opportunities to think independently of the instructors and other students. Three effective principles for program design are: (a) high school students conduct open-inquiry projects with the support of scientists; (b) high school students and scientists conduct cogenerative dialogues regularly to address issues and share experiences; and (c) high school students present their project proposals and scientific findings at open house events. Implications of the results are discussed.  相似文献   

12.
小学生欺负问题的干预研究   总被引：1，自引：0，他引：1  
采用行动研究法在某小学进行欺负问题的干预研究,通过为期五周的干预,实验班学生上学和放学路上受欺负的比率和在学校情境中受欺负的程度显著下降,三年级的下降幅度大于五年级的;学生在学校里安全感增强;教师的研究意识和解决问题的能力得到增强和提高。  相似文献   

13.
Teaching technology without reference to the human need which calls for it, not only gives students the wrong idea about the nature of technology, it also hides the importance of the testing of artifacts for operation in the relevant environment. The research reported in this paper began with the trialing of stories designed to show the social need which triggered new invention, in the appropriate period of history, through the eyes of contemporary children of our pupils' age. The pupils were asked to design their working models through drawings, to construct them, and then to test and evaluate them. The model used to understand the interplay between the ideas in the minds of pupils, and the selection process which decided on their worthiness, is one drawn from evolutionary epistemology. Data shows that some elementary school children do recognise the mental nature of the design activity as the combination of parts of remembered mechanisms, and the grounds for selection as fitness for the job in the chosen environment. This approach goes some way towards distinguishing aspects of technological education from scientific education, including the high value accorded to creativity and personal invention in technology.  相似文献   

14.
Describe a survey of children who transferred to mainstream schools from a special school for pupils with moderate learning difficulties. While the survey done in late 1991 was small-scale and its findings are tentative, it offered some interesting insights into parents' and pupils' reactions to the transfer to mainstream schools and suggests some lines of research that might be pursued further.  相似文献   

15.
研究借鉴了加涅的教学设计原理 ,把小学生阅读 -习作能力图式同化训练的教学设计成由九个教学环节组成的一个反馈教学系统 ,把小学生自主阅读 -习作能力的习得和赖以产生的条件作为各环节教学设计的基础 ,把教学干预与学生主体参与结合起来。同时分析了儿童的自主学习过程。与传统的教学设计相比 ,本教学设计更符合现代认知学习论的要求和小学生不完全自主学习的特点 ,更有利于促进学生自主阅读 -习作能力的发展  相似文献   

16.
Abstract

Emotional awareness programmes and initiatives in education have a high profile. Training courses in emotional literacy and emotional literacy projects are being promoted nationwide. However, whilst many successful projects and programmes have taken place in the context of mainstream school settings, by comparison relatively fewer projects have been reported in special school settings. A seven-week emotional awareness project was designed for seven pupils in a Year 8 form group (12–13 years of age) who were presenting with emotional and emotional/behavioural difficulties in Durants School, which caters for pupils with moderate learning difficulties. The project drew upon principles of circle time and placed emphasis on multisensory activities and role play. The purpose of the project was to identify whether an emotional awareness programme would lead to an increase in the pupils’ awareness and understanding of their own emotions, and whether an awareness of other people’s feelings/emotions could be integrated as a core module of the school’s personal, social and health education curriculum. This project illustrates that an emotional awareness programme can be adapted creatively for pupils with special educational and learning needs without involving expensive resources, and can give pupils life skills that can be applied both in and out of the classroom.  相似文献   

17.
This exploratory study examines the impact of a collaborative inquiry- and design-based afterschool program on urban high school students’ IT/STEM learning—using information technology (IT) within the context of science, technology, engineering, and mathematics (STEM). The study used a mixed methods design, involving 77 participants within two cohort groups, each participating in an eighteen-month intervention period. Data were collected from the pre- and post-surveys, analysis of the participants’ IT/STEM projects, external evaluation reports, and follow-up interviews. Findings indicate that the program had a significant impact on students’ technology and IT/STEM skills, frequency of technology use, and understanding of IT use in STEM-oriented fields. Some degree of impact on attitude changes toward IT/STEM and career aspirations in these fields was also in evidence. The study demonstrates that IT/STEM experiences supported through technology-enhanced, inquiry- and design-based collaborative learning strategies have significant impact on urban high school students’ IT/STEM learning. Effect of afterschool programs on attitude changes and IT/STEM-related career aspirations of urban high school students are recommended areas of further investigation.  相似文献   

18.
小学英语教师素质对学生终生英语学习能力的培养起着举足轻重的作用,教师素质的高低直接影响到学生能否树立英语学习的自信心、培养英语学习的兴趣、养成良好的英语学习习惯等.良好的英语教师素质将为学生打下坚实的语音语调基础,对学生的终生英语学习起着至关重要的作用.  相似文献   

19.
Issues of combating social exclusion are often held to be synonymous with a reduction of truancy and exclusion from schools. In the UK, for example, the Labour Party has expressed a commitment to reducing the number of pupils truanting or excluded from our schools Social Exclusion Unit (SEU) (1998). As this paper will illustrate however, the social exclusion of pupils goes way beyond simple measures of school attendance. Equally important are issues of affect, the external, observable manifestation of emotion and feeling, which are related to the engagement and active participation of pupils in schools. Drawing on years of teaching and research in Australia and the UK, this paper examines the role of affect in learning and teaching. We begin by examining the ways in which pupils' participation and inclusion is related to their perceptions of themselves, the quality of their relationships in school and their feelings about the culture of the classrooms in which they work. We then examine the ways in which teachers' perceptions of themselves and their feelings about the culture of the school in which they work influences how they teach and indeed how they learn. We argue that constructivist approaches to learning provide an opportunity for pupils, and teachers, to feel more included, rather than excluded, from the education process.  相似文献   

20.
ABSTRACT

Finnish nature schools are environmental education organisations offering outdoor programmes for classes in natural environments. They are intended to contribute to the aims of the national curriculum in various subjects. This qualitative study examines how students describe their learning in a nature school context and how they describe differences between learning in nature and learning in the classroom. After a nature school day, 30 10–11-year-old pupils participated in focus groups interviews. The data were analysed through inductive content analysis. Nature school learning was described as cognitive, affective, social and as providing practical skills learning, although some pupils claimed that they had not learned anything. The differences between the learning environments were described as differences in learning activities, concreteness, external conditions, learning topics, perceived ability to concentrate and differences in motivation. We stress the importance of reflection on learning in order to raise pupils’ awareness of their outdoor learning.  相似文献   

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