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1.
P. Sean Smith Jennifer A. Torsiglieri R. Keith Esch Joan D. Pasley 《International Journal of Science Education》2013,35(13):1830-1845
ABSTRACTThe tension between mandated curricula and students’ interests is evident throughout the history of science education. Societal expectations for student learning often lead to standards and curricula that leave little room for students to explore their own individual interests. Occasionally, however, an event can capture the interest of so many students that teachers feel compelled to respond. The Ebola outbreak of 2014 was such an event. This article discusses findings from a study of teacher decision-making; specifically, it explores how high school science teachers in the U.S. decided whether and how they should address Ebola during the 2014–2015 school year, when the Ebola outbreak in West Africa was at its peak. Approximately 2500 teachers of science responded to an online questionnaire that addressed their Ebola-specific instruction. In comparing the decisions of those who taught about Ebola and those who did not, the study found that teachers weighed various factors, in particular student interest but also curriculum standards, time, and availability of resources for teaching about Ebola. The article concludes with implications for future urgent health-related issues. 相似文献
2.
Improving the comprehension of disabled readers 总被引：1，自引：1，他引：0
Joanna P. Williams 《Annals of dyslexia》1998,48(1):213-238
Students with learning disabilities (LD) often have difficulty comprehending what they read. Although reading comprehension
problems frequently are associated with inadequate word recognition, students also have difficulties related to comprehension
itself—a passive approach to the reading task, insensitivity to text structure, and poor metacognitive skills. The reading
and language arts curricula that have emerged from today’s constructivist paradigm can pose problems for these students. Whereas
the new curricula emphasize personal interpretations of text and relatively unstructured teaching strategies, students with
LD do well with explicit, highly structured instruction. This paper introduces an instructional program designed to teach
students with serious learning disabilities how to identify a story theme, and how to relate it to their own real-life experiences.
The program focused on understanding a text as a whole, and integrating text meaning with concepts and experiences that are
personally meaningful, goals shared by a constructivist approach. At the same time, the program incorporates the explicit,
structured instruction that these students also need. A study to evaluate the program’s effectiveness is described, as are
current efforts to refine the program to promote transfer of comprehension strategies. 相似文献
3.
This case study of a grade six classroom literacy curriculum in Ontario, Canada was designed to produce new knowledge of how curricula can promote multimodal literacy learning opportunities for students. With a focus on constraints and enablers, the study found few opportunities for multimodal literacy learning due to standardised assessments, an outcomes-based programmatic curriculum with related standardised report card, and assessment-focused professional learning opportunities. Despite the print-centric nature of the curriculum, however, the study found that students did initiate their own multimodal opportunities. The study has implications for educators across the globe who are interested in expanding students’ literacies. 相似文献
4.
Joseph E. Ireland James J. Watters Jo Brownlee Mandy Lupton 《Journal of Science Teacher Education》2012,23(2):159-175
This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning
in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the
principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should
be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent
educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning
as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview
data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning
in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing
interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students
with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and
answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching
in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for
engaging students in Science. 相似文献
5.
Montague Williams 《Religious education (Chicago, Ill.)》2013,108(3):318-320
Educators employed in devoutly religious institutions often teach students who view even their secular higher education through a uniquely religious lens. Based on his own experiences teaching psychological science at a Jewish university, the author suggests enhancing student interest and enthusiasm by wedding secular curricula with religious education, where feasible. By way of illustration, the current article shows how a cutting edge area of brain research could be taught in the context of ancient and medieval Jewish sources. This example is especially appropriate, given the recent special interest among leaders in the field of religious education in the potential relationships between their own discipline and the field of neuroscience, as well as the fact that the literatures of the histories of neuroscience and related disciplines have long noted the relevance of Jewish religious sources. 相似文献
6.
Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching—working at the elbow of someone else—allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 941–964, 2001 相似文献
7.
Rhian Barrance 《牛津教育评论》2018,44(1):19-36
AbstractThis paper presents data that consider ways in which young people experience the curriculum through the lens of subject examination syllabuses (for GCSEs), their associated assessment techniques and structures, and educational policies at national and school level concerning subject choice. Drawing upon an original qualitative dataset from a mixed-methods study of students’ views and experiences of GCSE from Northern Ireland (NI) and Wales, the paper explores students’ perceptions of choice and fairness in relation to studying various subjects at GCSE. Factors of importance are the subjects available to them through subject option selections at the school level and the ways in which GCSE courses are then administered. In relation to notions of choice and fairness, the paper considers how students see access to the curriculum moderated by national- and school-level decisions regarding the assessment of GCSEs; the extent to which assessment techniques such as tiering, controlled assessment, and modularity, as well as school-level policy decisions about timing of entry to GCSEs (known as early entry) all combine to restrict students’ access to the full range of subjects and influence the ways in which they experience these subjects as curricula within their particular school settings. 相似文献
8.
Matt Reingold 《Journal of Jewish Education》2018,84(3):312-329
Over the course of the 2015–2016 academic year, 12th-grade students at a Jewish high school in Canada participated in a research study that assessed how they integrated morally complex narratives in Israel’s past into their own relationship with the country. This article presents material based on how students reacted to learning that some Jewish immigrants were mistreated by the government by way of intentional economic disparity, depiction as grotesque caricatures in standard curricula, and denial of access to funds for cultural expression. The majority of students expressed shock and outrage as this narrative contrasted with the Zionist narrative that they had previously learned. 相似文献
9.
Martin Anton Jozef Vos Ruurd Taconis Wim M. G. Jochems Albert Pilot 《International Journal of Science Education》2013,35(10):1407-1432
Worldwide, a tendency is visible in which upper secondary science curricula are innovated in the direction of context‐based education. Crucial to these innovations is the way teachers interact with newly developed teaching materials and implement them in classroom practice. The focus of our research is to identify characteristics of the interaction between innovative context‐based materials and teachers that hinder or facilitate classroom implementation as intended by the designers. Four cases of classroom implementation by four experienced teachers with different degrees of experiences in context‐based education, all implementing ‘Chemie im Kontext’ (CHiK) teaching materials, were carried out using a previously developed framework for analysis. It was found that a crucial aspect of CHiK, that of taking students' questions and using them as an orientation as the ‘focal event’ for the following lessons, was difficult to implement. The employed contexts are too general and broad to be effectively applicable as a setting in which activities such as students developing their own ideas and exploring them logically take place. Therefore, it is recommended that extensive teacher professionalization is required on this aspect to show teachers its value and to increase their repertoire of necessary teaching activities. 相似文献
10.
David Nicol Avril Thomson Caroline Breslin 《Assessment & Evaluation in Higher Education》2014,39(1):102-122
Peer review is a reciprocal process whereby students produce feedback reviews on the work of peers and receive feedback reviews from peers on their own work. Prior research has primarily examined the learning benefits that result from the receipt of feedback reviews, with few studies specifically exploring the merits of producing feedback reviews or the learning mechanisms that this activates. Using accounts of their experiences of peer review, this study illuminates students’ perceptions of the different learning benefits resulting from feedback receipt and feedback production, and, importantly, it provides insight into the cognitive processes that are activated when students construct feedback reviews. The findings show that producing feedback reviews engages students in multiple acts of evaluative judgement, both about the work of peers, and, through a reflective process, about their own work; that it involves them in both invoking and applying criteria to explain those judgements; and that it shifts control of feedback processes into students’ hands, a shift that can reduce their need for external feedback. The theoretical and practical implications of these findings are discussed. It is argued that the capacity to produce quality feedback is a fundamental graduate skill, and, as such, it should receive much greater attention in higher education curricula. 相似文献
11.
《Learning and individual differences》2004,14(2):91-105
The purpose of this study was to examine the effects of actively categorizing math problems on the math problem solving performance of students with and without attention deficit disorder (ADD). To this purpose, 52 fifth and sixth grade students were involved in actively categorizing or noncategorizing (control) tasks followed by two problem solving activities. The results of this study indicated that students more frequently organize math problems by categories based on deeper structures (i.e., concepts or operations) when they were informed of the features to look for than students who organized math problems on their own. However, those students who actively organized the math problems and formed categories on their own had higher accuracy in an assessment of generality in a subsequent problem solving task than students who were earlier given categories. These effects were similar for both groups and provided generality to prior research on recall performance to assessing problem solving. 相似文献
12.
在我国从教育大国向教育强国的转型过程中,高中阶段大力推进创新人才的早期培育成为应有之义。为此,聚焦于优秀学生的培育,借鉴世界一流名校的课程体系,形成学校自身有个性的、整体的课程框架,并付诸实施,就是教育内涵发展的一个重要课题。上海中学在对国际主流课程的实践与比较研究的基础上,注重把握中国特色与学生的优势,从2003年开始致力于构建学校课程图谱并付诸系统实施,突显了可供同类学校借鉴的、推进创新人才早期培育的五个要素：促进学生的个性化知识构成,注重学生志存高远与意志磨砺,推进学生兴趣与潜能的匹配,不断激发学生成长的飞跃期,激励学生基于专门知识领域与数字技术整合的创新。 相似文献
13.
Marja Vauras Riitta Kinnunen Tiina Rauhanummi 《European Journal of Psychology of Education - EJPE》1999,14(4):555-569
In the present study, the role of metacognition in the context of integrated strategy intervention was examined. The integrated
strategy training in reading comprehension, mathematics, and metacognition was carried out over a period of seven months with
young 9–10-years-old, 3rd grade elementary school students with learning problems. A pretest-post test design with matched
intervention and control groups was applied. Before the intervention, these students and all their classmates had been followed
up through 1st to 3rd grade, and tested with multiple cognitive and metacognitive tasks each year. The results showed that
early, 1st grade, cognitive-metacognitive differences were strongly associated with later problem solving and reading comprehension
proficiency, thus confirming the importance of reading comprehension strategies and metacognition in mathematical problem
solving. Further, marked training effects were found. The growth of metacognitive awareness, experiences and self-regulation
were observed on the basis of behaviour analyses during the intervention and of post-intervention interviews. However, despite
significant training effects, students who were resistant and those who were responsive to training were identified. The results
showed that early metacognitive proficiency is closely associated with the responsiveness to training efforts. The nature
of metacognitive experiences and the early teaching of metacognitive awareness and self-regulation are emphasised in the conclusions. 相似文献
14.
Scientific literacy is one of the primary purposes of science education which briefly focuses on using and interpreting scientific explanations, understanding science within its culture. However, science curricula emphasize science with its cognitive aspects and underestimate affective and aesthetic aspects of science. Science education needs to cover beauty of science for students to cross borders between their own culture and culture of science and to achieve the aim of scientific literacy. Relating aesthetic aspects of science with content of science and paving the way for aesthetic experiences through artworks may enrich science education. The purposes of this study are to discuss the need of integrating aesthetic aspects of science in science instruction and to propose examples and pedagogical suggestions to promote aesthetic experiences into the science education. Artworks are selected to present socio-cultural aspects of science to demonstrate the culture of science, their stories are explained, and pedagogical suggestions are proposed. Advantages and difficulties of using artworks in science instruction are discussed as a result of the study. 相似文献
15.
How, when, and where do teachers learn to teach? Guided by this question, this article examines the relationships between teachers' living and teaching experiences. Through narrative inquiry, it stories “curricular currents” of three teachers from different teaching contexts, noting the continuity, interaction, and place of the experiences that comprise these currents. It argues that these teachers have learned to teach through their “living curricula,” across all times and places of their lives, not just classroom moments. It concludes by charging teacher education to attend closely to teachers' exploration and analysis of their lives' experiences, in and out of classrooms. 相似文献
16.
Irving W. Knobloch 《College Teaching》2013,61(3):86-88
Abstract The dynamics of classroom authority are not always simple. Students come to school to increase their knowledge, and teachers presumably know more about their subject than do their students, but learning is not exclusively a one-way downward flow of information. Teachers learn from students and students often learn best when teachers do not exert their authority, at least in the conventional sense. Instructors who provoke thinking encourage students to encounter their own moments of illumination. This article presents the idea that learning through active resistance makes the information that students discover more valuable to them. Examples from the author's own classroom experiences are provided. 相似文献
17.
18.
文章首先概述印度和中国小学信息技术教育课程标准(纲要)的教学目标、教学内容和教学评价等内容;然后从课程性质、设计理念、教学目标和内容、课程评价、实施方式等方面对中国和印度小学信息技术教育课程进行比较研究,探讨各自的特色;最后提出了印度小学信息技术教育对我国中小学信息技术教育可资借鉴的经验。 相似文献
19.
This study examined the relationships that exist between high school science teachers' understanding of the Piagetian developmental model of intelligence, its inherent teaching procedure—the learning cycle—and classroom teaching practices. The teachers observed in this study had expressed dissatisfaction with the teaching methods they used, and, subsequently, attended a National Science Foundation sponsored in-service program designed to examine laboratory-centered science curricula and the educational and scientific theories upon which the curricula were based. The teachers who exhibited a sound understanding of the Piagetian model of intelligence and the learning cycle were more likely to effectively implement learning cycle curricula. They were able to successfully integrate their students' laboratory experiences with class discussions to construct science concepts. The teachers who exhibited misunderstandings of the Piagetian developmental model of intelligence and the learning cycle also engaged their students in laboratory activities, but these activities were weakly related to learning cycles. For example, the data gathered by their students were typically not used in class discussions to construct science concepts. Therefore, these teachers apparently did not discern the necessity of using the data and experiences from laboratory activities as the impetus for science concept attainment. Additional results comparing degrees of understanding, teaching behaviors and questioning strategies are discussed. 相似文献
20.
周玉春 《成都教育学院学报》2006,20(9):48-49
成人学英语难特别是学单词难已成为普遍现象,通过问卷调查、访谈等方式了解到了成人学生学习单词的难点主要有三个。教师要针对这三个难点,结合语言学、教育学方面的相关理论,联系成人英语教育的教学经验,采取一些切实可行的措施,发挥成人的理解记忆等的优势,让成人学生主动去探究获得有意义的经验,自己得出结论,学有所成,得到发展。 相似文献