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1.
This paper is based on interviews with seventy-five science teachers in twelve schools across Australia. The interviews were
conducted as part of a D.E.E.T. Project of National Significance. The purpose of the project was to develop a strategy for
the professional development of science teachers. The main purpose of our interviews was to listen to teachers' views on what
such a strategy should try to achieve. We asked them to talk about conditions affecting the quality of their work, their attitudes
to teaching, their professional development, their careers, the evaluation of teaching, and Award Restructuring. Through these
interviews we came to understand how many science teachers are loosely connected with potentially valuable sources of support
for their professional development. In this paper we focus on one group of “loose connections”; those between science teachers
and scientists in other fields, research in science education, and their colleagues within science departments in schools.
Specializations: Science education, reflective practice, teaching and learning.
Specializations: Professional development, educational evaluation. 相似文献
2.
Dr Campbell J. McRobbie Dr Geoffrey J. Giddings Dr Barry J. Fraser 《Research in Science Education》1990,20(1):200-209
Existing instruments for assessing student or teacher perceptions of characteristics of actual or preferred classroom psychosocial
environment are unsuitable for one of the most important settings in science teaching, namely, the science laboratory class.
Consequently, the Science Laboratory Environment Inventory (SLEI), was designed to assess student or teacher perceptions of
seven scales:Teacher Supportiveness, Student Cohesiveness, Open-Endedness, Integration, Organization, Rule Clarity andMaterial Environment. An important feature of the design of the study was that the new instrument was field tested simultaneously in six countries:
Australia, USA, Canada, England, Nigeria and Israel. This paper is based on a sample of 4643 students in 225 individual laboratory
classes, together with the teachers of most of these classes. Preliminary analyses were used to shed light on various important
research questions including the differences between Actual and Preferred environments, gender differences in perceptions
of Actual and Preferred environment, the relationship between the science laboratory environment and attitude towards science
laboratory work, differences between school and university laboratory classes, differences between teachers’ and students’
perceptions of the same laboratory classes, and differences between laboratory classes in different science subjects (Physics,
Chemistry, Biology).
Specializations: Science education, educational evaluation.
Specializations: Curriculum, science education, science laboratory teaching.
Specializations: Learning environments, science education, educational evaluation, curriculum. 相似文献
3.
Many school students experience difficulty in conducting science investigations (Hackling & Garnett, 1991; Murphy, 1988).
Students in Western Australia have poorly developed skills of problem analysis, planning and carrying out controlled experiments,
basing conclusions only on obtained data, and recognising limitations in the methodology of their investigations. This paper
compares the work of 10 expert scientists and 10 Year 12 science students as they conducted a laboratory based investigation.
The results provide insights into expertise in science investigation skills.
Specializations: Science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment
of laboratory work.
Specializations: Chemistry education, concept development and conceptual change, role of laboratory work. 相似文献
4.
This study examines the differences between teachers' and students' perceptions of textbook usage in the science classroom.
Four categories of use were identified: teacher directed student activities; teaching/studying guidance; as a source of information
for the user and as preparation for assessment. The results of the study show that differences do occur between teachers and
students with respect to their perceptions of the extent to which textbooks are used in the classroom and the purposes for
which they are used, namely as a teaching/studying guide and as preparation for assessment. The findings of the study should
be important to all those who use, write and publish high school science textbooks.
Specializations: science education. 相似文献
5.
Paul Strube 《Research in Science Education》1987,17(1):47-55
Conclusions This study raises a great number of questions, many of which would be valuable for science curricula to reflect upon. Firstly,
it would seem that the practising professionals do not believe methodology is easily taught, at least not without a strong
factual knowledge base. Secondly, science courses have had little effect on carrer choice, with the possible slight exception
of physical scientists working in the public sector. Thirdly, scientists would give strong support to the idea of teaching
students to use ‘scientific attitudes’ in their everyday life. And fourthly, the social implications of science are felt to
be deserving of close attention in schools-but perhaps not within the science classroom.
What clearly remains to be done is the difficult and time-consuming work to follow up these hints. What do the scientists
see asthe scientific attitudes? What facts, etc., should form the basis of the science curricula? How should the social implications
of science be discussed, and what responses are appropriate to them? To answer these questions will take a national study
of great scope and effort, yet it would seem to be an essential part of the process of determinng science education programmes
of purpose and value. 相似文献
6.
Dr. Campbell J. McRobbie Dr. Barry J. Fraser Dr. Geoffrey J. Giddings 《Research in Science Education》1991,21(1):244-252
Existing instruments in classroom environment research have limitations when subgroups are investigated or case studies of
individual students conducted. This study reports the validation and development of a personal form of the Science Laboratory
Environment Inventory which is better suited to such studies. Further, systematic differences between scores on the class
and personal forms of the instrument are reported along with comparisons of their associations with inquiry skill and attitudinal
outcomes.
Specializations: Science education, Preservice science teacher education.
Specializations: Learning environments, science education, educational evaluation, curriculum.
Specializations: Curriculum, science education, science laboratory teaching. 相似文献
7.
Dr. Paul Strube 《Research in Science Education》1991,21(1):300-305
The shift of nurse education from the hospitals to higher education institutions has resulted in a large pool of students
within the Universities requiring basic science instruction. Most of these students are female, often mature age, with limited
science backgrounds. This paper discusses the type of science education demanded by the nursing profession, the view of science
as a subject held by these students, and the key role played by constructivist thinking in dealing with both of these.
Specializations: The language of science textbooks; relations between science and literature; science in nursing education. 相似文献
8.
The potential of informal sources of science learning to supplement and interact with formal classroom science is receiving
increasing recognition and attention in the research literature. In this study, a phenomenographic approach was used to determine
changes in levels of understanding of 27 grade 7 primary school children as a result of a visit to an interactive science
centre. The results showed that most students did change their levels of understanding of aspects of the concept “sound”.
The study also provides information which will be of assistance to teachers on the levels of understanding displayed by students
on this concept.
Specializations: informal science learning, science curriculum
Specializations: science education, science teacher education, conceptual change, learning environments. 相似文献
9.
Beverley Jane Associate Professor Marjory-Dore Martin Russell Tytler 《Research in Science Education》1991,21(1):188-197
A study of primary teacher trainees' perceptions and attitudes to science in 1990, has been useful in designing a semester
unit aimed at increasing the confidence and interest of first year students at Victoria College. This paper outlines the background
survey and discusses some, of the results and how they were used to develop the Professional Readiness Study-Understanding
Science. This unit attempts to change attitudes by focussing on metacognition and encourages students to understand and control
their own learning. Discussion involves teaching and learning strategies and alternative assessment approaches including the
student's journal-the Personal Record.
Specializations: technology for learning, health education.
Specializations student understanding of biology, particularly genetics, evaluation.
Specializations: children's learning in science, language in science. 相似文献
10.
In order to change the attitude of early adolescent female and male students toward scientists and women in science, students in the middle school/junior high grades were exposed over a two months' period to women science career role models as part of their science instruction. This treatment positively affected the students' attitude toward scientists and toward women in science. It is suggested that teachers of science in the middle school/junior high should periodically bring community resource people who use science in their careers to the classroom to act as role models and that women should be included among this group so that the attitudes of both male and female students toward scientists and women in science might be improved. 相似文献
11.
Mr Jeffrey P. Dorman Dr Campbell J. McRobbie Dr Barry J. Fraser 《Research in Science Education》1993,23(1):61-67
Much Catholic school and church rhetoric suggests that Catholic schools possess distinctive learning environments. Research
into this aspect of Catholic schooling has been hampered by the lack of an appropriate assessment instrument. By drawing on
contemporary church literature, the perceptions of personnel involved in Catholic education and existing classroom environment
questionnaires, a new instrument was developed to assess student perceptions of classroom psychosocial environment in Catholic
schools. The use of this instrument in 64 classrooms in Catholic and Government schools indicated significant differences
on some scales. The distinctive nature of Catholic schooling did not extend to all classroom environment dimensions deemed
important to Catholic education.
Specializations: Catholic education, learning environments.
Specializations: conceptual change in students, science teacher professional development, scientific reasoning, learning environments.
Specializations: learning environments, science education, educational evaluation, curriculum. 相似文献
12.
Teresa Armbula Greenfield 《科学教学研究杂志》1996,33(8):901-933
Science achievement and attitudes were assessed for a series of students in Grades 3–12 representing the four major ethnic groups in Hawai'i (USA). It was found that more differences were accounted for by ethnicity and even grade than by gender; in addition, there was little interaction between ethnicity and gender. With respect to ethnicity, Caucasian and Japanese-American students outscored Hawaiians and Filipino Americans at all grade levels. Caucasians also expressed the most positive attitudes toward science and Japanese expressed the most positive perceptions of scientists; Hawaiians generally expressed the least positive perceptions. Younger students generally expressed more positive attitudes toward science but less positive perceptions of scientists compared to older students. Caucasians expressed the most positive perceptions of their own science ability and achievement. With respect to gender, there were no consistent differences in science achievement and very few in science attitudes and perceptions. The major differences were that males reported more experiences with physical science activities and also expressed a more male-stereotyped view of science than females, with some variation by ethnicity and grade. There were differences in enrollment in advanced science and mathematics classes in that females were more likely than males to enroll in many, but for both genders the major reason was college admission: Japanese students were most likely and Hawaiians least likely to indicate science interest as a reason. Findings are discussed within the context of cultural ecology and feminist social theory. © 1996 John Wiley & Sons, Inc. 相似文献
13.
对重庆市初中生的科学史学习现状开展了调查。调查表明,初中生对科学史学习持认同态度,但对科学史学习缺少主动意识;科学家的生平轶事是学生最感兴趣的内容;学生认为学习科学史最主要的作用是提高其学习兴趣;升学的压力和教师对科学史教学的重视程度是影响学生学习科学史的主要因素。提出了教师应充分挖掘科学史的＂渗透＂因素、不断提高自身科学史素养,以及采取多种途径促进学生学习科学史等建议。 相似文献
14.
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
15.
Dr J. R. Baird Associate Professor R. F. Gunstone Mr C. Penna Professor P. J. Fensham Professor R. T. White 《Research in Science Education》1990,20(1):11-20
This paper is based on findings from a three year collaborative action research project on classroom teaching and learning.
The research, which involved 33 teachers, over two thousand students from six schools, and the authors, centred on exploring
how various features of the classroom context influence teaching and learning processes. We interpret project findings as
indicating the importance of balance between cognition and affect for effective teaching and learning. We advance the notion
of challenge as a way of conceptualising this balance. Challenge comprises a cognitive/metacognitivedemand component and an affectiveinterest component. Nine major features of a teaching/learning event were found to interact to influence these cognitive and affective
components of challenge.
Specializations: Collaborative research on science teaching and learning; staff development and school improvement; quality of science education.
Specializations: Learning and teaching science; pre-service teacher education.
Specializations: teacher development in science education; technology education.
Specializations: Science and teachnology curriculum, environmental education, educational disadvantage.
Specializations: learning theory, probing of understanding, conceptual change. 相似文献
16.
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
17.
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
18.
Hsiao-Ching She 《Journal of Science Education and Technology》1995,4(4):283-294
This study examined elementary and middle school students' images of science and scientists, with an analysis of how those images may be influenced by science textbooks currently in use in Taiwan. A modified Chambers' Draw-a-Scientist Test (DAST) was administered to a total 289 students from grades 1, 3, 5 and 8. Results showed that upper-grade students drew more indicators (i.e., lab coats, eyeglasses, facial features, research and knowledge symbols, and relevant captions) than did lower-grade students. An analysis of individual drawings revealed an increase in sophistication and complexity according to progressively higher grade levels. It was found that students very often drew images strikingly similar to what their science textbook presented. It implicated that our current science textbooks indeed have some degree of influence on students' image of science and scientists. 相似文献
19.
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
20.
This study explored the interactions of a highly motivated group of students doing traditional practical work in science.
Interest focussed on the social construction of understanding and how this could be described. Despite considerable collaboration
in constructing an understanding of the task the students rarely focussed on the concepts the practical work was intended
to illustrate. Collaboration was described in terms of social behaviours and discourse moves which supported the use of cognitive
strategies.
Specializations: science practical work, collaborative group work, role of language.
Specializations: science teacher education, conceptual change, learning environments, science reasoning. 相似文献