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Olga Gioka 《Research in Science Education》2009,39(4):411-428
The aim of the reported study was to explore how science teachers made sense of their roles and responsibilities in teaching
and assessing science coursework. The focus was on the teacher assessment, the feedback that teachers gave to students and,
how they perceived their role when they taught and assessed students’ science coursework reports. The research methodology
included observation of science lessons, collection of marked students’ reports and two interviews with each of the nine participant
teachers. Two cases of teachers are considered as representative of the participant teachers and their perceptions and practices
are compared and contrasted. Teachers either adopted the role of the examiner or combined the role of the teacher with that
of examiner. They distinguished marking of science theory exercises from marking of coursework and, teaching theory from teaching
investigations, on the basis that the grade they assigned to coursework contributed to the total grade for external exams.
A key conclusion is that teaching and assessment of science coursework need to re-focus on learning. The study calls for changes
in public policy for summative assessment to place more reliance on teachers’ assessments and secondly, for changes in school
practices in formative assessment for teachers to support students to learn in the case of science coursework. 相似文献
3.
Min Liu Lucas Horton Justin Olmanson Paul Toprac 《Educational technology research and development : ETR & D》2011,59(2):249-265
This study examines middle school students’ learning and motivation as they engaged in a new media enriched problem-based
learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data,
we investigated the effect of a new media environment on sixth graders’ science learning, their motivation, and the relationship
between students’ motivation and their science learning. The analysis of the results showed that: Students significantly increased
their science knowledge from pretest to posttest after using the PBL program, they were motivated and enjoyed the experience,
and a significant positive relationship was found between students’ motivation scores and their science knowledge posttest
scores. Findings were discussed within the research framework. 相似文献
4.
Anderson Hassell Norton Andrea McCloskey 《Journal of Mathematics Teacher Education》2008,11(4):285-305
The challenge that we address concerns teachers’ shifts toward student-centered instruction. We report on a yearlong professional
development study in which two United States elementary school teachers engaged in a teaching experiment, as described by
Steffe and Thompson (in: Lesh and Kelly (eds) Research on design in mathematics and science education, 2000). The teaching
experiment involved close mathematical interactions with a pair of students after school, in the context of solving fractions
tasks. By conducting a teaching experiment, we anticipated that each teacher would have more opportunity to develop insight
into students’ mathematics. We also anticipated that these insights would influence the teachers’ classroom practice, even
without explicit support for such a shift. Indeed, the teachers found that they began asking more probing questions of their
students and spending more time listening to students’ explanations, but shifts to classroom practice were limited by constraining
factors such an inflexible curriculum. 相似文献
5.
Worldwide proliferation of pedagogical innovations creates expanding potential in the field of science education. While some
teachers effectively improve students’ scientific learning, others struggle to achieve desirable student outcomes. This study
explores a Taiwanese science teacher’s ability to effectively enhance her students’ science learning. The authors visited
a Taipei city primary school class taught by an experienced science teacher during a 4-week unit on astronomy, with a total
of eight, 90-minute periods. Research methods employed in this study included video capture of each class as well as reflective
interviews with the instructor, eliciting the teacher’s reflection upon both her pedagogical choices and the perceived results
of these choices. We report that the teacher successfully teaches science by creatively diverging from culturally generated
educational expectations. Although the pedagogical techniques and ideas enumerated in the study are relevant specifically
to Taiwan, creative cultural divergence might be replicated to improve science teaching worldwide. 相似文献
6.
Ahmad Mohammad Qablan Amjad Abuloum Jamal Abu Al-Ruz 《Journal of Science Education and Technology》2009,18(3):291-300
A series of interviews and classroom observations were conducted with a group of in-service science teachers, students, school
principal, and computer lab supervisors, from a “Discovery” female school in Jordan to assess their utilization of information
and communication technology (ICT) in teaching science. The study also intended to determine how these participants were using
ICT and if they had any internal and external impediments in the way of the effective integration of ICT in the teaching of
science. Results showed that some participants were using ICT creatively in their science teaching. However, despite considerable
political pressure to increase ICT use in the classroom, most expressed frustration at the lack of ICT tools, support from
the school, from the Ministry of Education, and from the surrounding community. The article proposes possible resolutions
to help these participants overcome their impediments. Some of the suggested resolutions for the internal impediments include
involving teachers in preparing the school’s time-table, equipping the school with more ICT tools and offering more training
courses for teachers. However, the suggested resolutions for the external impediments involve (1) The Ministry of Education
to rethink the administration of board examinations, (2) The school to sacrifice scoring higher in board examinations for
preparing more creative and more versatile students’ perspectives. 相似文献
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Stacy Olitsky 《Cultural Studies of Science Education》2006,1(4):745-766
This paper focuses on the role of dominant school discourses in structuring how students position themselves and others relative
to a community centered on science. The study was conducted in a diverse, eighth grade classroom in an urban magnet school.
I argue that dominant discourses portray a limited view of available subject positions, in that the purpose of learning science
is associated with a dichotomous view of people as being either college-bound or not. I explore how these limited subject
positions can pose contradictions with some students’ interests, constrain students’ visions of possibilities, exacerbate
disadvantages based on race and class, and interfere with students acquiring identities as science learners. However, there
are also possibilities for resistance, agency and self-definition through students’ talk.
Stacy Olitskycurrently works as a researcher for the Math and Science Partnership of Greater Philadelphia and is a lecturer at the University
of Pennsylvania. She has a doctoral degree in Education and Sociology from the University of Pennsylvania. She has spent the
past several years working on a longitudinal, ethnographic study of science education in an urban magnet school. Her research
interests include the relationship of identity and science learning, interaction rituals in classrooms, in-field and out-of-field
science teaching, the influence of social capital and cultural capital on science learning, activity theory and classroom
change, and students’ experiences with school choice. 相似文献
8.
Julianne M. Coleman Erin M. McTigue Laura B. Smolkin 《Journal of Science Teacher Education》2011,22(7):613-643
The purpose of this study was to obtain data on United States K-5 elementary school teachers’ self-reported instructional
practices with graphical representations. Via an electronic survey, 388 elementary teachers, from throughout the US, reported
about their teaching of the interpretation and the production of graphics within science. The main findings indicate that:
(1) pointing to or referring to graphical representations in books (92% of respondents) was the most frequently used instructional
practice across the disciplines and grade levels; (2) five of nine graphical representations (over 90%) were more frequently
used in science instruction than in other content areas, and (3) students’ graphical productions involving drawings, labeling,
and oral and written explanations were very infrequent. The findings indicate that while teachers may tacitly use graphics
within science instruction, they may not be explicitly teaching about this visual form of communication. 相似文献
9.
QUANTIFYING THE GENDER GAP IN SCIENCE INTERESTS 总被引：1，自引：0，他引：1
Ayelet Baram-Tsabari Anat Yarden 《International Journal of Science and Mathematics Education》2011,9(3):523-550
Nearly 5,000 self-generated science-related K–12 students’ questions, classified into seven science subjects, were used to
quantitatively measure the gender gap in science interests and its change with age. In this data set, a difference between
boys’ and girls’ science interests did not exist during early childhood, but increased over 20-fold by the end of high school.
Furthermore, the gap widened in a stereotypical manner, with girls being increasingly interested in biology and boys more
interested in physics and technology. This method could be applied for identifying and comparing the gender gap in science
interests between different populations based on different data sources. 相似文献
10.
Joanna O. Masingila Samson M. Muthwii Patrick M. Kimani 《International Journal of Science and Mathematics Education》2011,9(1):89-108
This study examined standard 6 and 8 (Standards 6 and 8 are the sixth and eighth years, respectively, of primary level schooling
in Kenya.) students’ perceptions of how they use mathematics and science outside the classroom in an attempt to learn more
about students’ everyday mathematics and science practice. The knowledge of students’ everyday mathematics and science practice
may assist teachers in helping students be more powerful mathematically and scientifically both in doing mathematics and science
in school and out of school. Thirty-six students at an urban school and a rural school in Kenya were interviewed before and
after keeping a log for a week where they recorded their everyday mathematics and science usage. Through the interviews and
log sheets, we found that the mathematics that these students perceived they used outside the classroom could be classified
as 1 of the 6 activities that Bishop (Educ Stud Math 19:179–191, 1988) has called the 6 fundamental mathematical activities and was also connected to their perception of whether they learned
mathematics outside school. Five categories of students’ perceptions of their out-of-school science usage emerged from the
data, and we found that 4 of our codes coincided with 2 activities identified by Lederman & Lederman (Sci Child 43(2):53,
2005) as part of the nature of science and 2 of Bishop’s categories. We found that the science these students perceived that they
used was connected to their views of what science is. 相似文献
11.
The purpose of this qualitative interpretive research study was to examine high school students’ written scientific explanations
during biology laboratory investigations. Specifically, we characterized the types of epistemologies and forms of reasoning
involved in students’ scientific explanations and students’ perceptions of scientific explanations. Sixteen students from
a rural high school in the Southeastern United States were the participants of this research study. The data consisted of
students’ laboratory reports and individual interviews. The results indicated that students’ explanations were primarily based
on first-hand knowledge gained in the science laboratories and mostly representing procedural recounts. Most students did
not give explanations based on a theory or a principle and did not use deductive reasoning in their explanations. The students
had difficulties explaining phenomena that involved intricate cause–effect relationships. Students perceived scientific explanation
as the final step of a scientific inquiry and as an account of what happened in the inquiry process, and held a constructivist–empiricist
view of scientific explanations. Our results imply the need for more explicit guidance to help students construct better scientific
explanations and explicit teaching of the explanatory genre with particular focus on theoretical and causal explanations. 相似文献
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Advocates of constructivist science recommend that school science begins with children’s own constructions of reality. This
notion of the way in which students’ knowledge of science grows is closely paralleled by recent research on teachers’ knowledge.
This paper draws on case study evidence of teachers’ work to show how two experienced teachers’ attempts to develop alternative
ways of teaching science involved reframing their previous patterns of understanding and practice. Two alternative interpretations
of the case study evidence are offered. One interpretation, which focuses on identifying gaps in the teachers’ knowledge of
science teaching, leads to theconstructivist paradox. The second interpretation explores theconstructivist parallel, an approach which treats the process of teachers’ knowledge growth with the same respect as constructivists treat students’
learning of science. This approach, the authors argue, is not only more epistemologically consistent but also opens up the
possibilities of helping teachers lead students towards a constructivist school science.
Specializations: Teachers’ knowledge and culture, educational change, qualitative research methodology.
Specializations: Teachers’ knowledge, imagery and teachers’ work, teacher collegiality, supervision of teachers’ work. 相似文献
14.
Shu-Nu Chang Yau-Yuen Yeung May Hung Cheng 《Journal of Science Education and Technology》2009,18(5):447-457
Students’ learning interests and attitudes toward science have both been studied for decades. However, the connection between
them with students’ life experiences about science and technology has not been addressed much. The purpose of this study is
to investigate students’ learning interests and life experiences about science and technology, and also their attitudes toward
technology. A total of 942 urban ninth graders in Taiwan were invited to participate in this study. A Likert scale questionnaire,
which was developed from an international project, ROSE, was adapted to collect students’ ideas. The results indicated that
boys showed higher learning interests in sustainability issues and scientific topics than girls. However, girls recalled more
life experiences about science and technology in life than boys. The data also presented high values of Pearson correlation
about learning interests and life experiences related to science and technology, and in the perspective on attitudes towards
technology. Ways to promote girls’ learning interests about science and technology and the implications of teaching and research
are discussed as well. 相似文献
15.
This study is addressing both upper secondary students’ views of whether it is possible to combine a scientific view of the
universe with a religious conviction, and their views of miracles. Students are asked about their own views as well as the
views they associate with physics. The study shows that in some cases the students’ own views differ from the views they associate
with physics. This we consider to be a possible problem for these students. Through looking at how the students explain the
views they associate with physics concerning the issues above, we show that these views are for many of the students intertwined
with and linked to other views, that in the students’ views, are part of the worldview of physics. It is common that the students
associate scientism with physics. We question whether these kinds of views are necessary for the building of scientific knowledge.
Consequences for the teaching and learning of science are discussed.
Swedish National Graduate School in Science and Technology Education Research. 相似文献
16.
M. Gail Jones Amy Taylor James Minogue Bethany Broadwell Eric Wiebe Glenda Carter 《Journal of Science Education and Technology》2007,16(2):191-202
The classic film “Powers of Ten” is often employed to catalyze the building of more accurate conceptions of scale, yet its
effectiveness is largely unknown. This study examines the impact of the film on students’ concepts of size and scale. Twenty-two
middle school students and six science teachers participated. Students completed pre- and post-intervention interviews and
a Scale Card Sorting (SCS) task; all students observed the film “Powers of Ten.” Experienced teachers’ views on the efficacy
of the film were assessed through a short written survey. Results showed that viewing the film had a positive influence on
students’ understandings of powers of ten and scale. Students reported that they had more difficulty with sizes outside of
the human scale and found small scales more difficult to conceptualize than large scales. Students’ concepts of relative size
as well as their ability to accurately match metric sizes in scientific notation to metric scale increased from pre- to post-viewing
of the film. Experienced teachers reported that the film was a highly effective tool. Teachers reported that the design of
the film that allowed students to move slowly from the human scale to the large and small scales and then quickly back again
was effective in laying the foundation for understanding the different scales.
This material is based upon work supported by the National Science Foundation under Grants No. 0411656 and 0507151. 相似文献
17.
Maria S. Rivera Maulucci 《Cultural Studies of Science Education》2010,5(3):625-647
Examining role forces and resources available to new teachers is crucial to understanding how teachers use and expand cultural,
social, and symbolic resources and how they engage teaching for social justice and caring in urban science education. This
critical narrative inquiry explores three levels of story. First, the narratives explore my role as a district science staff
developer and my efforts to leverage district resources to improve students’ opportunities to learn science. Second, the narratives
explore the ways in which a novice science teacher, Tina, navigated role forces and the aesthetic|authentic caring dialectic
in a high poverty, urban school. A third level of narrative draws on sociological theories of human interaction to explore
role forces and how they shaped Tina’s developmental trajectory. I describe how Tina expanded cultural, social, and symbolic
resources to enact her teaching role. 相似文献
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Michael Goh Baozhen Xie Kay Herting Wahl Gulan Zhong Fengqin Lian John L. Romano 《International journal for the advancement of counseling》2007,29(3-4):187-202
In this study 1,453 Chinese high school and college students’ attitudes toward seeking professional psychological help and
factors contributing to attitude differences were examined. Results revealed that Chinese students possessed generally positive
attitudes and their attitudes were significantly associated with gender, prior counseling contact and prior knowledge about
counseling and psychology. Previous help-seeking behavior for a major problem was predictive of respondent attitudes. Students
with a broad range of help-seeking preferences had more positive attitudes than students with a narrower range. Students who
sought help from parents or teachers perceived counseling more positively than students not seeking such help; this result
was more significant for high school students. College students’ attitudes differed more in the area of whether or not to
seek help. In addition, family structure was related to two dimensions of attitudes toward help seeking—interpersonal openness
and stigma tolerance, but not to attitudes toward seeking psychological help. 相似文献
19.
This study investigated students’ perceptions of the generalist learning environment of the primary school compared to their
perceptions of the specialist science learning environment of secondary school. The role of student gender and change in school
size as influencing factors on changes in students’ perceptions across primary to secondary transition were especially considered.
The same students’ perceptions of the learning environment were collected in the final stages of primary school and again
after their initial term in secondary school. Insights were gained into how students’ perceptions of learning environment
changed during their first exposure to specialised science learning environments and teachers, and how these changes in perceptions
during transition depended upon school size and student gender. Both school size and student gender were found to be influencing
factors for changes in some learning environment dimension perceptions. 相似文献
20.
The primary purpose of this study is to investigate how key competencies can be incorporated into school curricula, what relevant
instructional methods are needed and what institutional support is required to make school curricula based more on key competencies.
For this, the study uses qualitative data from three schools (one each in South Korea, Australia, and New Zealand). The results
indicate that a transformative approach, not an additive approach, is required. That is, teachers tend to restructure existing
curricula to develop students’ key competencies instead of considering the latter as a new teaching component. In terms of
instructional methods, teachers are likely to believe that more engaging and participatory instructional methods would help
their students to practice and develop diverse aspects of their competencies. Further, the principal’s efforts to enhance
communication and interaction with teachers is crucial to constructing local definitions of key competencies and shared visions
for integrating such competencies with school curricula and instruction. The results indicate a need for redirecting the role
of school curricula from transmitting content knowledge of academic subjects to developing students’ key competencies. 相似文献