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1.
Deborah Corrigan Peter Fensham Jennifer Sheed Rosemary Hutchinson 《Research in Science Education》1992,22(1):403-405
Conclusion The difficulty of sharing meaning of curriculum intentions between different groups is highlighted in this study. The acceptance
of the novel features of the Chemistry Study Design is mixed. The longitudinal nature of the study helped to identify the
difficulty teachers had in understanding the meaning of these novel features although the experiences of teaching units in
the VCE chemistry course have enabled some teachers to shift in their construction of the meaning of the words and messages
around them.
Specializations: chemistry and science education, technology and industry links with sicence in schools.
Specializations: science and technology curriculum, environmental education, educational disadvantage.
Specializations: curriculum change, science career paths.
Specializations: science education, computers in schools. 相似文献
2.
Dr Denis Goodrum MS Judith Cousins Dr Adrianne Kinnear 《Research in Science Education》1992,22(1):163-169
The study attempts to identify the factors which affect teacher's reluctance to teach science, then explains an approach to
help teachers teach science in a worthwhile manner over the school year while monitoring any changes in their confidence and
competence. It was found that the condidence and competence of the teachers improved during the year such that they were able
to teach successful science lessons on a regular basis.
Specializations: primary science and technology education, curriculum development and implementation, teacher education.
Specializations: primary science curriculum, early childhood education, gender and science.
Specializations: primary science and technology education, issues related to girls in science and technology. 相似文献
3.
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
4.
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
5.
Jane Butler Kahle Ph.D. Andrea Anderson M.A.T. Arta Damnjanovic M.S. 《Research in Science Education》1991,21(1):208-216
A study, originally don in Australia in 1983, was replicated in an urban-suburb in the Unitd States. The Australian project
vivolved matched pairs of year-fiv teachers in one of two workshops. One workshop taught the skills of teaching electricity,
while the other one discussed issues in gender equity in science education (active participation of both girls and boys, comparble
student-teacher interactions, and research findings concerning equity). The U.S. study provided three types of workshops (skills,
equity and skills, and equity) for comparable groups of fourth and fifth grade teachers. All teachers and their students were
subsequently obseved during lessons involving an electricity unit, queried both students and teachers concerning the appropriateness
of different fields of science for boys and girls and their interest and aptitudes in doing various types of science. Results
from both studies suggest that gender differences in student attitudes toward science may be amellorated by specific types
of teacher workshop.
Specializations: Gender research, science teacher education, science education national policy.
Specializations: Elementary and middle school science education, classroom research.
Specializations: Secondary science education, data analysis. 相似文献
6.
Mr. Peter Aubusson Associate Professor Joe Relich Mr. Dan Wotherspoon 《Research in Science Education》1991,21(1):10-19
About 100 science teachers in the Sydney Metropolitan West Region were surveyed to determine their professional development
needs and the ways in which these needs could be met. The findings provide a ranking of science teacher perceived professional
development needs, a list of possible incentives to motivate science teachers to complete inservice programs (in priority
order) and an indication of the preferred modes of presentation to meet professional development needs. In general, science
teachers stated a preference for professional development related to modern trends in science education directly related to
classroom practice. In contrast to recommendations from DEET, science teachers indicated a preference for traditional models
of inservice. Data related to preferred mode of inservice indicated significant gender differences.
Specializations: science teacher professional development.
Specializations: educational psychology and research design.
Specialization: constructivist approaches in science education. 相似文献
7.
Six beginning primary school teachers pioneering the Interactive Teaching approach to science were studied in their first
year of teaching. Interviews with the beginning teachers revcaled that they faced several obstacles to the implementation
of the interactive teaching of science. These included lack of collegial support, lack of feedback on their teaching, difficulty
assessing the learning of their pupils, and the differences between the culture of learning of the alternative science pedagogy
and that of their pupils. By the end of the year, teachers had reconstructed the alternative science pedagogy in ways that
reduced these difficulties. The interviews also provided evidence that ongoing support by teachers and teacher-educators versed
in the alternative pedagogy can make beginning teacher's implementation of the Interactive Teaching of science less difficult.
Specializations: physics education, beginning teachers.
Specializations: misconceptions, assessment. 相似文献
8.
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
9.
Post-primary science teachers in Victoria were asked to express views about primary science curriculum design and implementation.
They were also asked about the value of continuity between primary and post-primary science education. The post-primary teachers
generally had favourable attitudes to primary science education and considered that cooperation would be useful-though it
is not common at the moment. However, the data revealed a considerable range of opinion. Post-primary science teachers' views
about primary science curriculum are similar to those of primary teachers themselves, but many post-primary teachers would
place more emphasis on formal or textbook knowledge. Post-primary teachers see a number of systemic problems in implementing
primary science education but their positive perceptions suggest the value of encouraging more structured links. The notion
of continuity across the two sectors was well supported.
Specializations: science education policy and practice, teacher education, school effectiveness.
Specializations: science education, teacher education in science. 相似文献
10.
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
11.
MS. Christine Chin DRS. Ngoh-Khang Goh Lian-Sai Chia Kam-Wah Lucille Lee DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information
to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science
curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service
primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting
their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes
part of the science curriculum, as teaching behaviour influences student learning outcomes.
Specializations: science eeducation
Specializations: educational measurement, research methodology. 相似文献
12.
Alison Grindrod Andrea Klindworth Dr. Marjory-Dore Martin Russell Tytler 《Research in Science Education》1991,21(1):151-160
In 1990, a large proportion of third year primary trainee teachers at Victoria College had observed or taught very few or
no science lessons during the first two years of their course. The students felt that a lack of content knowledge, a crowded
school curriculum, and problems associated with managing resources and equipment, were the main factors contributing to the
low level of science being taught in schools. By the end of their third year significantly more students had taught science
than after the second year. There was also a change in approach to teaching science with more practical activities being included
than previously. The science method unit taught to the students in the third year of their course contributed to this increase.
The students considered the hands-on activities in class to have been the most effective aspect of the unit in their preparation
for the teaching of primary science.
Specializations: children's learning in science, primary teacher education.
Specializations: student understanding of biology, evaluation of formal and informal educational settings.
Specializations: gender, science and technology, environmental education.
Specializations: children's learning in science, language and science. 相似文献
13.
Dr Sharon Parsons 《Research in Science Education》1991,21(1):271-280
This paper describes a naturalistic study of secondary pre-service science teachers and explores the process of implementing
a constructivist approach to science teaching.
Specializations: Gender and science, preservice education. 相似文献
14.
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
15.
This paper highlights the challenges and problems in developing an innovative K-3 science program to support teachers in the
implementation of the national Statement and Profile in science. The program has been developed by the authors in association
with the Curriculum Corporation. The paper outlines the assumptions made about teachers of young children, the role of research
in the construction of the program, and the extent to which the Statement and Profile have influenced the process. The resolution
of a number of key problems in this curriculum development is discussed: responding to teachers' needs for a base of science
discipline knowledge, developing strategies for working scientifically with very young children, and helping teachers develop
an extended understanding of the nature of science.
Specializations: early childhood science and technology education.
Specializations: primary science education, teacher education in science, adult experiences of science and technology, and curriculum development. 相似文献
16.
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
17.
It is argued that the introduction of many new curricular with their associated teaching practices have failed because the
beliefs, views and attitudes of teachers have been ignored. This paper reports the implications of the initial belicfs of
primary school teachers involved in a professional development program about science and technology education. In particular,
a mismatch between teachers views of learning and teaching is identified and analysed.
Specializations: Science education, professional development
Specialisation: primary science and technology education 相似文献
18.
Summary There is some evidence from this study that reflectivity within cooperative learning groups develops over time. Preliminary
observations suggest that Slavin's third and fourth levels of skills, those of reflection and reasoning and reconception and
reformulation and Kempa and Ayob's higher levels of explanation and insight appear more advanced in groups strategically managed
by teachers for such outcomes. Later analyses will permit more detailed accounts of the relationships between the teacher's
management strategies, and reflection within groups of different gender composition.
Specializations: science teacher education.
Specializations: studies in twentieth century science education in Australia, teacher education. 相似文献
19.
What is written in reports to parents can provide insight into the perceptions of teachers of the various areas of the primary
school curriculum. This paper reports the first stage of a research project focussing on reports as a guide to teachers' views
of the relative importance of, and desired student outcomes in, key areas of the curriculum. Teacher comments in the end-of-the-year
reports in one primary school were analysed.
Specializations: science education, teacher education.
Specializations: science education, teacher education. 相似文献
20.
This paper reports an empirical study of science education in Australian primary schools. The data show that, while funding
is seen as a major determinant of what is taught and how it is taught, teacher-confidence and teacher-knowledge are also important
variables. Teachers are most confident with topics drawn from the biological sciences, particularly things to do with plants.
With this exception there is no shared body of science education knowledge that could be used to develop a curriculum for
science education. There was evidence that most teachers see a need for a hands-on approach to primary science education involving
the use of concrete materials. A substantial proportion of teachers agree that some of the problems would be alleviated by
having a set course together with simple, prepared kits containing sample learning experiences. Any such materials must make
provision for individual teachers to capitalise on critical teaching incidents as they arise and must not undermine the professional
pride that teachers have in their work.
Specializations: science education, school effectiveness, teacher education
Specializations: science education, teacher education in science 相似文献