首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
Environmental education (EE) and social studies education share an interest in behavioral outcomes. This study compares behavioral outcomes—including both self-reported knowledge of actions and reported actions taken—in the context of a land use curriculum enacted in secondary science versus social studies classes with 500 students and nine teachers. Data included pre- and posttests for comparison and intervention groups, classroom observations, and student and teacher interviews. Results indicated that students tended to know and undertake individual rather than collective actions toward sustainable land use. The type of actions students identified varied by course type: when the EE curriculum was presented in science class compared to social studies, students showed less diverse knowledge of actions in support of sustainable land use.  相似文献   

2.
Science teaching environments are social environments, and teachers emotions interact with their science teaching in powerful ways. To value the teacher is to value the whole person, not just the intellect. In this paper, a theorization of teacher emotion in science teaching is developed which illustrates the role of emotion in establishing and maintaining self-esteem in science teaching situations. From the standpoint of social-constructionist theory of emotion, it is argued that emotion is a social construction within social relationships. Arising from this view, are the emotions of intellectual excitement, frustration and shame that play a key role in the development of self-esteem. The dynamics of these emotions, in the context of experiences of success and failure, may dispose teachers to act positively or negatively towards science teaching. The theorisation developed is illustrated in the emotional experiences of an elementary school teacher in an early childhood science classroom. These experiences indicate that emotion is constitutive of teaching, and merits greater consideration in science teaching.  相似文献   

3.
The enactment of learning to become a science teacher in online mode is an emotionally charged experience. We attend to the formation, maintenance and disruption of social bonds experienced by online preservice science teachers as they shared their emotional online learning experiences through blogs, or e-motion diaries, in reaction to videos of face-to-face lessons. A multi-theoretic framework drawing on microsociological perspectives of emotion informed our hermeneutic interpretations of students’ first-person accounts reported through an e-motion diary. These accounts were analyzed through our own database of emotion labels constructed from the synthesis of existing literature on emotion across a range of fields of inquiry. Preservice science teachers felt included in the face-to-face group as they watched videos of classroom transactions. The strength of these feelings of social solidarity were dependent on the quality of the video recording. E-motion diaries provided a resource for interactions focused on shared emotional experiences leading to formation of social bonds and the alleviation of feelings of fear, trepidation and anxiety about becoming science teachers. We offer implications to inform practitioners who wish to improve feelings of inclusion amongst their online learners in science education.  相似文献   

4.

Teachers’ views about teaching, learning and school experiences are important considerations in education. As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively. With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to the detriment of teaching and teacher education, we focused on hearing and understanding teachers’ voices about teaching, learning and classroom management. Our aim was to further clarify teachers’ perspectives on how educators create quality learning environments as well as gathering their views of various disciplinary interventions, their perceptions of challenging students and their sense of efficacy for classroom management in order to inform both policy and practice in teacher education. A survey was conducted with 50 secondary school teachers to capture their views on their classroom experiences. Follow up interviews with teachers identified by students as effective in their classroom management provided consistent reports that effective classroom managers build positive relationships with their students, manage their classrooms by establishing clear boundaries and high expectations, and engage students in their learning.

  相似文献   

5.
In this study, a sociocultural perspective was adopted to understand the interplay between identity and agency in a context of science education reform in China. The manifestation of agency and the interaction between identity and agency were examined with two beginning science teachers teaching with practical work in high school. As part of this study, the identity formation of beginning science teachers was conceived as a site for locating and investigating teacher agency. Based on multiple data sources, we identified six spaces in which the two participants’ agency manifested: (1) personal characteristics; (2) personal beliefs; (3) interactions with students; (4) interactions with colleagues; (5) curriculum materials; and (6) high-stakes examinations. In each space, the two participants’ agency contrasted in terms of perspectives and actions: one was passive, less confident and negative, whereas the other active, more confident and positive. Moreover, it was found that their contrary actions were the result of different perspectives. Based on the findings, a model of the interplay between the identity and agency of an individual science teacher is proposed in a context of curriculum reform. The implications of this model for future research and science teacher development are discussed.  相似文献   

6.
Science activities that evoke positive emotional responses make a difference to students’ emotional experience of science. In this study, we explored 8th Grade students’ discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of each lesson were analysed to identify individual student's emotions. Results from two representative students are presented as case studies. Using a theoretical perspective drawn from theories of emotions founded in sociology, two assertions emerged. First, during the demonstration activity, students experienced the emotions of wonder and surprise; second, during a laboratory activity, students experienced the intense positive emotions of happiness/joy. Characteristics of these activities that contributed to students’ positive experiences are highlighted. The study found that choosing activities that evoked strong positive emotional experiences, focused students’ attention on the phenomenon they were learning, and the activities were recalled positively. Furthermore, such positive experiences may contribute to students’ interest and engagement in science and longer term memorability. Finally, implications for science teachers and pre-service teacher education are suggested.  相似文献   

7.
This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom.  相似文献   

8.
Literacy in the Science Classroom Project was a three-year professional development (PD) program supporting minority-language secondary teachers’ use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study.  相似文献   

9.
ABSTRACT

Research shows that collaborative work promotes student learning and improves social skills, but teachers are still exploring how to best support problem-solving in a small group context, particularly in the science classroom. This study builds on prior research to characterise teacher interactions with small groups in secondary science and analyses how those interactions affect a collectively constructed space – the triple problem solving space (TPSS) – in which group members collectively understand a task (content/cognitive dimension), manage social interactions (social/relational dimension), and co-construct the emotional life of the group (affective dimension). Results of two biology teachers’ interactions with students in small groups working on inquiry and engineering design activities show that most interactions were administrative and had little influence on the group’s TPSS. Teacher interactions that engaged students in monitoring their problem-solving process, however, did have the capacity to increase cognitive work of the group, which subsequently impacted the students’ group affect and social dimension. These findings suggest that interactions focused on cognitive processes have the potential to support all aspects of a group’s TPSS. Though this research is only a first step in understanding the impact of teacher interactions on small group work, implications for teaching practices are discussed.  相似文献   

10.
This empirical study investigates secondary science teachers’ perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical focus from traditional approaches to teaching science to an active engagement in students’ learning. Multiple sources of qualitative data were obtained, including individual interviews with science teachers and teachers’ reflective journals about Confucianism in relation to their educational philosophies. Thematic analysis and constant comparative method were used to analyze the data. The findings revealed that Confucian traditions play a significant role in shaping educational practices in Taiwan and profoundly influence teachers’ epistemological beliefs and their actual classroom practice. Indeed, science teachers’ perspectives on Confucian learning traditions played a key role in supporting or obstructing their pedagogical commitments to inquiry-based and learner-centered approaches. This study draws on the literature concerning teachers’ professional struggles and identity construction during educational reform. Specifically, we explore the ways in which teachers respond to educational changes and negotiate their professional identities. We employed various theories of identity construction to understand teachers’ struggles and challenges while wrestling with competing traditional and reform-based pedagogical approaches. Attending to these struggles and the ways in which they inform the development of a teacher’s professional identity is vital for sustaining current and future educational reform in Taiwan as well as in other Eastern cultures. These findings have important implications for teachers’ professional development programs in East Asian cultures.  相似文献   

11.
  相似文献   

12.
This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary teacher’s identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I argue that we can gain deep insight into how and why urban elementary science teachers engage in defining and negotiating their identities in practice. In addition, we can further understand how and why science teachers of poor urban students engage in teaching decisions that accommodate school demands and students’ needs to succeed in high-stakes tests. This paper presents in-depth experiences of one elementary teacher as she negotiates her identities and teaching science in school settings that emphasize high-stakes testing. I found that a teacher’s identities generate tensions while teaching science when: (a) schools prioritize high-stakes tests as the benchmark of teacher success and student success; (b) activity-based and participatory science teaching is deemphasized; (c) science teacher of minority students identity is threatened or questioned; and (d) a teacher perceives a threat to one’s identities in the context of high stakes testing. Further, the results suggest that stronger links to identities generate more positive values in teachers, and greater possibilities for positive actions in science classrooms that support minority students’ success in science.
Bhaskar UpadhyayEmail:
Bhaskar Upadhyay   is an assistant professor of science education at the University of Minnesota, Twin Cities. His research focuses on equity and social justice issues in science education; sociocultural influences on teaching and learning of science; and issues of teaching and learning science to immigrant children and parents. He teaches courses concerning equity, diversity, social justice, and multicultural education issues in science teaching and learning.  相似文献   

13.
This study explored pre-service secondary science teachers’ perceptions of classroom emotional climate in the context of the Bhutanese macro-social policy of Gross National Happiness. Drawing upon sociological perspectives of human emotions and using Interaction Ritual Theory this study investigated how pre-service science teachers may be supported in their professional development. It was a multi-method study involving video and audio recordings of teaching episodes supported by interviews and the researcher’s diary. Students also registered their perceptions of the emotional climate of their classroom at 3-minute intervals using audience response technology. In this way, emotional events were identified for video analysis. The findings of this study highlighted that the activities pre-service teachers engaged in matter to them. Positive emotional climate was identified in activities involving students’ presentations using video clips and models, coteaching, and interactive whole class discussions. Decreases in emotional climate were identified during formal lectures and when unprepared presenters led presentations. Emotions such as frustration and disappointment characterized classes with negative emotional climate. The enabling conditions to sustain a positive emotional climate are identified. Implications for sustaining macro-social policy about Gross National Happiness are considered in light of the climate that develops in science teacher education classes.  相似文献   

14.
This paper draws on psychoanalytic and socio-political perspectives of trauma and emotion to examine how critical emotional praxis may serve as a pedagogical tool for reconciliation education. A major challenge for teachers in traumatized societies struggling to enact reconciliation education is that emotions of trauma are often appropriated by social and political institutions, including schools, to justify particular collective narratives and ideologies. The prospects of critical emotional praxis are explored through two vignettes from an on-going ethnographic research in Cyprus, a country of protracted ethnic conflict. The first vignette focuses on how emotions of trauma are politically appropriated in a classroom while the second shows how one teacher manages to enact critical emotional praxis with her students to undermine the political appropriation of emotions of trauma. The paper concludes with a discussion of the pedagogical implications and recommendations for future research.  相似文献   

15.
教师作为课堂教学的引导者,其情绪状态对学生、课堂教学乃至师生关系具有重要影响。在课堂教学过程中,教师愤怒、悲伤、厌恶等消极情绪通过多种行为方式作用于学生,引起学生的负性情绪体验,阻碍双方的沟通交流,威胁师生关系。良好的师生关系是学生身心健康发展的基础,也是教育教学活动取得成功的重要前提,所以树立教师正确的观念、提高教师觉察和调控自身情绪的意识及能力成为构建和谐师生关系的必要保障。  相似文献   

16.
ABSTRACT

Background: In common with other service-oriented occupations, teaching is a profession that requires employees to engage in emotional labour. In order to perform their day-to-day roles effectively, teachers are expected to manage and utilise their emotions in nuanced ways, with a high degree of control. As research suggests a complex relationship between emotional labour and occupational burnout, it is essential to examine this further in the context of teaching, so as to better understand the issues associated with teacher burnout.

Purpose: This paper aims to explore the literature on emotional labour and burnout, using the lens of sociological research to examine how multiple contexts shape people’s experiences in occupations. We present a theoretical discussion on how expectations for emotion displays and management, alongside structural factors, may shape the experiences of teachers.

Sources of evidence: We reviewed literature on emotional labour and burnout to examine this relationship within the context of contemporary constraints, including educational policies, accountability and emergent interpersonal dynamics in the everyday lives of school teachers. We focussed mainly on the United States public school system and used search terms including emotional labour, emotion work, emotion management and feeling rules. An inductive analytic strategy was used to identify common themes in the literature.

Findings and Conclusion: The thematic analysis of literature suggested that the intertwining of structural- and interactional-level expectations for emotional labour fosters close yet complicated relationships with teacher burnout. In bringing attention to these relationships, we offer suggestions as to the directions education researchers and administrators might take to better comprehend and address teacher burnout.  相似文献   

17.
学习兴趣是学生学习动机的重要心理因素.在科学教学中如何激发学生的学习兴趣,充分发挥学生的主观能动作用,以提高教学质量,是值得科学教师探讨的重要课题.本文结合初中科学课程改革的特点及其学生心理发展特征,从创设教学情景、鼓励学生探究、学以致用、师生情感等四个方面探讨了激发学生的学习兴趣的教学策略.  相似文献   

18.
  相似文献   

19.
We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China.  相似文献   

20.
Irish science education is aiming to develop post-primary students’ knowledge of and about science through the introduction of ‘nature of science’ (NOS) in the new junior cycle science specification. This study aimed to investigate pre-service science teachers’ views about a particular aspect of NOS, namely the aims and values of science. Aims and values in relation to science can be considered from epistemic, cognitive, cultural, social, political, moral and ethical perspectives. In this paper, we focus on the epistemic, cognitive and social aims and values of science to provide a broad overview and investigate pre-service science teachers’ understanding of them. Qualitative methods are used to highlight two case studies that provide an in-depth record of how pre-service science teachers interpret aims and values of science. Although the sample is limited in terms of its generalisability to pre-service teacher education at large, the study provides a framework for (a) what to target and investigate about NOS in science education, particularly about aims and values of science, and (b) how pre-service science teachers are likely to make sense of such relatively new curricular goals. Implications for pre-service science teacher education are discussed.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号