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1.
Dr. Philip Adey 《Research in Science Education》1992,22(1):1-10
The last fifteen years of research in science education has seen the emergence, flowering, proliferation, and now perhaps
slight wilting of studies of pupils' alternative constructs. Meanwhile the older, broadly Piagetian, tradition of work rooted
in notions of cognitive development was attacked as being, inter alia, deterministic, concentrating on what children could
not do, and getting even that wrong since children could be shown to be a lot cleverer than the cognitive developmentalists
claimed. The time has perhaps now come to look at these two lines of work together to see what assumptions they share and
where their paradigms, aims, and methods differ significantly. In this paper I will claim that there is far less antagonism
between the two traditions than is often represented, but that nevertheless the differences are fundamental and lead to different
views of the purposes and potential of science education. Possible evidence that might be adduced in support of one view at
the expense of the other will be considered and exemplified with recent results of a cognitive acceleration project.
Specializations: cognitive development, curriculum development, in-service education, project evaluation. 相似文献
2.
《学校用计算机》2013,30(3-4):109-118
Summary While a constructivist approach to the integration of technology in the science curriculum can enable teachers to educate students on the cyclical nature of the research process and interrelate various scientific concepts, there are several considerations for educators must take to assure that it is done effectively. The authors provide a review of a project that was designed and implemented for high school science students that integrated the use of technology in a constructivist environment. This review summarizes the strengths and limitations of the project and provides educators with further considerations when implementing such a project. As educators become more familiar with what is required to successfully integrate technology in a constructivist environment, the limitations and obstacles that may be encountered can be limited. More research devoted to the use of computer technology to teach science process skills will bring teachers and students closer to harnessing the potential powers of both project-based learning strategies and the computer environment. 相似文献
3.
Dana Fusco 《科学教学研究杂志》2001,38(8):860-877
The purpose of this article is to describe a community‐based science project that was coproduced with urban teenagers and to elaborate on my understanding of what it means to create a practicing culture of science learning. This understanding will be positioned in relation to various educationally relevant discourses and research on urban science education, concluding with an exploration of these questions: In what ways did an urban planning and community gardening project help to create a learning environment in which science was relevant? To whom was science relevant and toward what ends? It is argued that in a practicing culture of science learning, science was relevant because (a) it was created from participants' concerns, interests, and experiences inside and outside science, (b) it was an ongoing process of researching and then enacting ideas, and (c) it was situated within the broader community. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 860–877, 2001 相似文献
4.
《欧洲教育》2013,45(3):50-66
Most research and the development of curriculum interventions relating to girls' opportunities in science education have concerned secondary and tertiary levels. Increasingly, however, evidence and opinions are being reported to the effect that differences between the sexes which appear to be associated with girls' opting out of science already exist when pupils enter secondary education. The encouragement of science and technology in primary schools is frequently proposed as a likely remedy for inequality between the sexes in science education [29, p. 287]. But is this necessarily so? The science education girls now receive leads the vast majority of them to reject it. We must ask what kind of science experience is likely to help and what kind likely to hinder the equal success of girls and boys. We need to know what evidence there is as to the effect of various types of science education and what are the possibilities of expanding access to the better models. 相似文献
5.
Kuhn (1970) considered textbooks to be good 'pedagogical vehicles' for the perpetuation of ‘normal science’. Collins (2000) has pointed out a fundamental contradiction with respect to what science could achieve (create new knowledge) and how we teach science (authoritarian). Despite the reform efforts, students still have naïve views about the nature of science. Textbook analyses show almost a complete lack of understanding of the role played by presuppositions, contradictions, controversies and speculations in scientific progress. A possible solution to the contradiction pointed out by Collins is provided by the comparison of teaching approaches based on Kuhnian and Lakatosian perspectives of history and philosophy of science. It appears that the Kuhnian approach leaves out what really happens, that is the 'how' and 'why' of scientific progress. On the other hand, the Lakatosian perspective would enable students to understand that scientific progress is subsumed by a process that involves conflicting frameworks (dispute in science, according to Collins, 2000), based on processes that require the elaboration of rival hypotheses and their evaluation in the light of new evidence. It is plausible to suggest that the teacher by 'unfolding' the different episodes (based on historical reconstructions) can emphasize and illustrate how science actually works (tentative, controversial, rivalries, alternative interpretations of the same data), and this will show to the students that they need to go beyond ‘normal science’ as presented in their textbooks. 相似文献
6.
Revital T. Tal Yehudit J. Dori Shoshana Keiny 《International Journal of Science Education》2013,35(3):247-262
Science-Technology-Environment-Society (STES) orientation in science education is currently being implemented in Israeli high schools within the framework of 'science for all' reform worldwide. This paper focuses on assessing the conceptual change of teachers who have been involved in the development, implementation, field-testing and evaluation of several modules. These modules constitute a grade 10-11 high school national curriculum titled STEMS - 'Science, Technology, Environment in Modern Society'. STEMS is aimed at developing an autonomous learner, capable of system thinking, decision making and problem solving within the real life STES context. We sensed that the intrinsic nature of STEMS curriculum requires that the teachers, who will teach it, will also be the developers of its modules. Involvement of this kind makes the teachers responsible for their own conceptual change, explanations and interpretations. Our formative evaluation indicates that the conceptual change of STEMS teachers was gradual. Participants differed with respect to what sort of 'treatment' or experience within the project actually affected who and when. It was apparent that the change occurred with respect to both their content knowledge and pedagogical views. A positive response towards teaching beyond the discipline boundaries was followed by teachers' active involvement and participation in the development process and team discussions. Thus, the STEMS project affected their teaching/learning perception towards interdisciplinarity. These findings are in accord with teachers' support of a life cycle approach for curriculum development as being suitable for achieving the STEMS objectives. The teachers emphasized the need to practice together with their students scientific inquiry and experiment design skills which, foster an autonomous learner. At the end of the first year of the curriculum development process, STEMS was finally conceptualized by the project teachers as a novel way of learning, rather than another sophisticated teaching technique. The major conceptual change was, the switch teachers made from the role of knowledge providers into that of learners. The interplay among action, participation and conceptualization turned out to be instrumental in our life cycle approach for developing the STEMS curriculum. 相似文献
7.
Us and them: Finding irony in our teaching methods 总被引：1，自引：1，他引：0
This paper reports a collaborative project to explore our work as teacher educators, an effort to reconstruct a stance for ourselves in relation to our students. Our analysis is aligned with feminist post-modern perspectives, involving a reflexive representation of our teaching identities. To collect these expressions, we kept a real-time dialogue journal, sitting together weekly over the course of a semester, writing to each other in conversation about our ongoing interactions with students. We reviewed these written records looking for contradictions in our talk about our students and our methods of instruction. This paper shares our discovery of the ironic in our desires for authoritative knowledge, effective methods, coherent organization, and harmonic relationships that mirrored our students' requests of us. We suggest the importance of planting seeds of irony alongside our teaching recommendations, so that our students might recognize and embrace the limitations of our authority. I wonder about the value in talking about what concerns us in our teaching. The labels we dredge up get us to the same old places where we win, students struggle, and colleagues don't get it. Well, I don't usually get it either. I mean, I think you can get used to an audience and figure out how to address it, and that might get you good course evaluations. But to what end? (Hinchman, 9 September 1995). 相似文献
8.
The School Science Curriculum Review (SSCR), sponsored in part by the Department of Education and Science itself, was established in the United Kingdom in September 1981 at a cost of £1 m. Its brief was, amongst other things ‘to provide a framework of science courses ... that will [provide] an appropriate education for all young people growing up in an advanced scientific and technological society’. The units for development work are groups of practising science teachers organized on a ‘periphery to centre’ model. The study reported here is an evaluation of a science syllabus which is claimed by the authors to be typical of many such syllabuses in use in UK secondary schools today. It finds confusion between course objectives and the teacher's perceptions of what they see as the important objectives of science education. It is suggested that there are reasons to doubt the efficacy of the course in terms of its effect on children's attitudes to science. The objectives model of curriculum development has had only marginal impact in the United Kingdom. The argument is put that whilst it is clear from a theoretical standpoint that content of a syllabus should be consequent upon derived objectives, and this is explicitly recognized by the hierarchy of the SSCR, such an approach will not come easily to practising science teachers. There is a distinct possibility that too strict an adherence to the ‘periphery to centre’ model propounded by the review will result in continued curriculum intransigence. 相似文献
9.
10.
In this paper we consider the ways in which students' activities during project work are influenced by their images of science, e.g. their views about the purposes of science, the nature of scientific knowledge and the role of social processes in scientific activity. We also investigate the kinds of project activities which promote the development of students' images of science. We draw on case studies of 11 science students' experiences of investigative project work in their final year at university. For one of these students naive views about the epistemology of science constrain her project activities. We suggest that the concept of 'epistemic demand' may help in anticipating difficulties that students might have during project work. We also find that students' images of science are developed as a result of messages communicated both implicitly and explicitly through project work. 相似文献
11.
Michael B. Medland 《Journal of Science Education and Technology》2007,16(2):119-153
Change and complexity are creating a need for increasing levels of literacy in science and technology. Presently, we are beginning
to provide students with clear contexts in which to learn, including clearly written text, visual displays and maps, and more
effective instruction. We are also beginning to give students tools that promote their own literacy by helping them to interact
with the learning context. These tools include peer-group skills as well as strategies to analyze text and to indicate comprehension
by way of text summaries and concept maps. Even with these tools, more appears to be needed. Disparate backgrounds and languages
interfere with the comprehension and the sharing of knowledge. To meet this need, two new tools are proposed. The first tool
fractures language ontologically, giving all learners who use it a language to talk about what has, and what has not, been
uttered in text or talk about the world. The second fractures language epistemologically, giving those involved in working
with text or on the world around them a way to talk about what they have done and what remains to be done. Together, these
tools operate as a two- tiered knowledge representation of knowledge. This representation promotes both an individual meta-cognitive
and a social meta-cognitive approach to what is known and to what is not known, both ontologically and epistemologically.
Two hypotheses guide the presentation: If the tools are taught during early childhood, children will be prepared to master
science and technology content. If the tools are used by both students and those who design and deliver instruction, the learning
of such content will be accelerated. 相似文献
12.
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14.
The purpose of this exploratory mixed methods study was to investigate how teacher beliefs were related to technology integration practices. We were interested in how and to what extent teachers' (a) beliefs about the nature of knowledge and learning, (b) beliefs about effective ways of teaching, and (c) technology integration practices were related to each other. The participants were twenty two teachers who have participated in a four-year professional development project funded by the U.S. Department of Education. Specific relations between teachers' beliefs and technology integration practices are presented. The implications for professional development and suggestions for teacher belief change and technology integration are discussed. 相似文献
15.
Understanding the interaction between internally constructed and externally imposed aspects of the teaching context may be the missing link between calls for school reform and teachers' interpretation and implementation of that reform. Although the context of the local school culture has a profound impact on teachers, there are other external forces that are specifically aimed at influencing teachers' pedagogical and curricular decisions. These externally imposed aspects of context include some of the existing tools of reform, such as national standards, mandated state core curricula, and related criterion‐referenced testing. However, little is known about how these reform tools impact teachers' thinking about science and science teaching or how teachers respond to such tools. This study examined the interactions between individual teachers' beliefs about teaching and learning science in elementary school and the tools of reform that are imposed upon them. Comparative case studies were conducted in which two elementary teachers' science instruction, teaching context, and related beliefs were examined, described, and analyzed. In this study, the teachers' fundamental beliefs about science and what it means to teach and learn science influenced their interpretations of the sometimes contradictory messages of reform as they are represented in the standards, mandated curriculum, and end‐of‐level tests. Suggestions about what these findings mean for needed aspects of teacher professional development are offered. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 396–423, 2007 相似文献
16.
《Chinese Education & Society》2013,46(6):67-95
A study of the science research activities in China's institutions of higher learning in recent years indicates that there is a major connection between the current instances of corruption in scientific research at colleges and universities and the evaluations system for scientific research implemented at many of the colleges and universities. This paper analyzes the imperfections in the science research evaluations system. It explores ways for devising scientific systems and criteria for the evaluation of academic research as well as ways to conduct scientific and impartial evaluations of academic research. 相似文献
17.
Thomas H. Anderson Charles K. West Diana P. Beck Elizabeth S. Macdonell Diana S. Frisbie 《课程研究杂志》2013,45(6):711-734
Two studies of a new science programme called WEE Science were conducted in two fifth-grade classrooms. The studies lasted for seven days in one of the classrooms and nine days in the other. At the beginning of the programme the students chose a science trade book from among the many that were selected and brought to the classroom. The students then formed groups based on the topics of the books and asked questions (Wondering) about the content. After choosing one of the 'wonderments' to pursue further, the students formed and implemented a plan for investigating (Exploring). In each classroom, each student explored, working in cooperating groups of two or more. The students then explained (Explaining) to a group of their peers what they had wondered and what and how they had explored. The students' wonderments, activities, plans, and explanations were recorded in a science notebook that had been designed for that purpose. In addition, the classrooms were videotaped while WEE Science was in progress. While the studies were successful in that most students eagerly participated in all phases of the project, some problems were encountered which created another round of wondering for the researchers. Some of these were: evaluating students' work, responding to science misconceptions of students, teaching some students to record observations in their notebooks, deciding where WEE Science would fit best in the curriculum, and anticipating its reception in the science education community. 相似文献
18.
The teachers' role in the integration of science and technology studies within the recent educational reform in Israeli junior high schools was addressed within a case study. Eight science teachers and three technology teachers participated in in‐service training courses and received individual tutoring. Data were obtained through school visits, interviews with management, teachers, and tutors. Pupils' performance on a science‐technology project was assessed by an achievement test and a questionnaire. Science teachers preferred to extend their content knowledge and didactic skills in science. Technology teachers lacked basic scientific knowledge. A realistic aim is to expose the science teacher to the field of technology, and the technology teacher to the realm of science, to the extent that will enable him or her to cooperate with the teacher in the parallel domain, rather than train a teacher to teach both. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 239–253, 1999 相似文献
19.
This article focuses on school self-evaluations (SSE). It addresses whether SSE meets quality indicators and whether differences can be found between the quality judgments of school principals and inspectors. Data stem from two complementary data collections: population data of school inspections and a survey of a representative sample of school principals. The results show that principals and the inspectorate declare themselves on average to be satisfied with the quality of the self evaluations. However, their judgments do not match. This raises questions about the validity and reliability of the evaluation by principals and the inspectorate. The article deals with the limitations of self-reporting by principals and of the inspectorate's framework and methodology in evaluating the quality of school self evaluations. 相似文献
20.
Michaela T. Zint Beth A. Covitt Patrick F. Dowd 《The Journal of environmental education》2013,44(4):255-271
We conducted an evaluability assessment of the U.S. Forest Service's “More Kids in the Woods” internal grant initiative based on a review of 26 funded proposals, the creation of logic models, and a survey of project leaders. Evaluations of the initative are warranted because it has clear outcome objectives, is implemented as intended, and results suggest plausible benefits associated with providing underserved youth with outdoor experiences. Findings also point to the types of evaluations that will be useful and add to the limited literature on environmental grant programs as well as environmental educators’ evaluation interests, practices and perceived competencies. 相似文献