Purpose: This study describes the development and trialling of scenarios based on the socioscientific issue of climate change. The scenarios required students to make and justify a decision and were designed to assess students’ argumentation skills.
Sample: A sample of 162 Year 10 students from five schools in Perth, Western Australia participated in this study.
Design and methods: Recent media articles were reviewed to identify relevant contexts for scenarios related to climate change that could be used to develop and assess students’ argumentation skills. In the first phase, students trialled scenarios about wind farms and hydrogen fuel buses using writing frames with scaffolding questions to generate as many reasons as possible to justify their decision. The responses were categorised into themes which were used to prepare a scoring rubric. In the second phase, students generated written arguments about the scenarios to support their decision. The arguments were analysed using both the scoring rubric developed from the first phase and Toulmin’s argumentation pattern of claim, data, backing, qualifier and rebuttal.
Results: Students’ responses to the scaffolded questions were categorised into themes of agriculture, economy, energy, environment, human impact and ethical factors. The themes of economy and the environment predominated with ethical justifications cited infrequently. An analysis of the arguments generated revealed a majority of students’ responses consisted of a claim and data with backings, qualifiers and rebuttals rarely provided.
Conclusions: Scenarios about climate change socioscientific issues can be used by teachers to both develop and assess students’ argumentation skills in classroom settings. 相似文献
Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods.
Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program.
Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans.
Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers’ TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools.
Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching. 相似文献
Aims.
The aims of the study were to investigate whether the style of pupils with behaviour problems was different from that of children with no reported problems, and also to consider how pupils of different style manifested their problem behaviours.
Sample.
The sample comprised 83 male pupils aged 10‐18 years from two residential special schools.
Method.
The sample were given the Cognitive Styles Analysis to assess their positions on the Wholist‐Analytic and Verbal‐Imagery style dimensions. The pupil records of the special school pupils who were at the extreme of the style dimensions were also examined.
Results.
When their style characteristics were contrasted with a Comparison Sample of 413 12‐16‐year‐old males attending 10 secondary schools, the special school pupils had a significantly higher proportion of both Wholists and Verbalisers, than the Comparison Group. Further, the inspection of the records indicated that the types of social behaviour and behaviour problems exhibited varied with style, and particularly on the Wholist‐Analytic dimension.
Conclusion.
The results were considered to have implications for the origins and treatment of problem behaviour. 相似文献
Purpose/Hypothesis: This study offers teaching strategies and their corresponding instructional sequences based on Lakatosian Methodology, and examines the effects of a Lakatosian Conflict Map using pre-service elementary teachers’ conceptual understandings of the causes of seasons.
Design/Method: The Lakatosian Conflict Map was applied to concepts of seasonal change held by pre-service elementary teachers.
Results: Most pre-service elementary teachers consistently protect their hard-core beliefs about seasonal change by offering auxiliary hypotheses related to earth’s elliptical orbit and the tilt of its rotational axis in response to activities designed to promote conceptual change around knowledge related to the cause of the seasons. Specifically, the critical event rather than the discrepant event in the Lakatosian Conflict Map was conducted in a Lakatosian conflict group and these students were allowed to explicitly express their representations about the phenomena derived from these events. The result of this study is that instruction using the new Lakatosian Conflict Map produced more favorable outcomes in terms of conceptual change than traditional instruction.
Conclusions: This research concludes that the Lakatosian Conflict Map can help science teachers and students resolve the conflicts between students’ existing ideas and target scientific concepts. 相似文献
Purpose: Therefore, the aim of this study is to investigate Swedish technology teachers’ attitudes toward their subject, and how these attitudes may be related to background variables.
Sample: Technology teachers in Swedish compulsory schools (n = 1153) responded to a questionnaire about teachers’ attitudes, experiences, and background.
Methods: Exploratory factor analysis was used to inwvestigate attitude dimensions of the questionnaire. Groupings of teachers based on attitudes were identified through cluster analysis, and multinomial logistic regression was performed to investigate the role of teachers’ background variables as predictors for cluster belonging.
Results: Four attitudinal dimensions were identified in the questionnaire, corresponding to distinct components of attitudes. Three teacher clusters were identified among the respondents characterized by positive, negative, and mixed attitudes toward the subject of technology and its teaching, respectively. The most influential predictors of cluster membership were to be qualified for teaching technology, having participated in in-service-training, teaching at a school with a proper overall teaching plan for the subject of technology and teaching at a school with a defined number of teaching hours for the subject.
Conclusions: The results suggest that efforts to increase technology teachers’ qualifications and establishing a fixed number of teaching hours and an overall teaching plan for the subject of technology may yield more positive attitudes among teachers toward technology teaching. In turn, this could improve the status of the subject as well as students’ learning. 相似文献
Purpose To investigate teachers’ and principals’ reflections on the competition in schools.
Sample Seventeen secondary school teachers and three principals from districts in the south-western part of Sweden participated in the study. All teachers had long experience of the competition, and their classes had reached at least the regional finals during the last year.
Design and methods Semi-structured interviews were recorded, transcribed verbatim, and then analysed using content analysis. Focus was put on why the teachers decided to participate, how the teachers integrated the competition in their education and roles of the principals.
Results There were various reasons for participating in the competition. Teachers reported development of twenty-first-century skills such as better cooperation between the students. They also noticed an increased interest in science and technology and how learning in the subjects was stimulated. Furthermore, the teachers found participation in the competition to be positive for them too. They integrated the competition in ordinary education and gained teaching ideas as well as found connections to the curriculum. Participating in the competition seemed to be a tradition in most of the schools. The principals’ role was to facilitate the organisation around the competition and to provide social support.
Conclusions Participation in a school competition was considered as an instructional strategy with several positive outcomes. Use of this strategy can be supported by earlier suggestions to use pedagogies that are opposite to transmissive methods, enhancing students’ development of important skills for the future. 相似文献
Purpose The purpose of this study was to investigate the effects of inquiry-based activities on pre-service teachers’ knowledge about GCC and their perceptions of teaching this subject.
Sample The participants were 102 pre-service middle school mathematics and science teachers who were enrolled in an environmental education course.
Design and methods A one group pre-test–post-test design was employed to identify changes after pre-service teachers engaged in a learning unit on GCC. The inquiry-based GCC unit was implemented during the spring semester at a public university in northeastern Turkey. The unit was implemented over seven sessions. Data were collected through two questionnaires: the ‘GCC content questionnaire’ and the ‘perceptions of teaching GCC questionnaire’. Each questionnaire was administered both before and after implementation of the unit. Content questionnaire responses were analyzed using a paired-samples t-test. Responses to the perceptions of teaching questionnaire were analyzed using inductive open coding.
Results Results indicated that after the implementation the pre-service teachers significantly improved their understanding of GCC across all items in the content questionnaire, saw several benefits of and challenges about teaching GCC, and perceived themselves as better prepared to teach about GCC in their future classrooms.
Conclusions Teacher education programs should integrate inquiry-based GCC instruction to increase pre-service teachers’ knowledge as well as their preparedness to teach about this important planetary issue. 相似文献
Purpose: In the current study, the purpose was to investigate the relations among perceived teacher affective support (PTAS), academic emotions (academic enjoyment, academic anxiety, and academic hopelessness), academic self-efficacy and behavioural engagement in elementary school science classrooms in Turkey.
Sample: A total of 633 fourth- and fifth-grade students in eight elementary schools in Istanbul, Turkey were participated in the study.
Design and methods: A self-report questionnaire was administered to participating students. The data were analysed using structural equation modelling.
Results: Findings showed that PTAS was both directly and indirectly related to the given variables. PTAS was found to be significantly positively associated with students’ academic enjoyment, academic self-efficacy and behavioural engagement and significantly negatively related to their academic anxiety and academic hopelessness in science classrooms. An important finding is that the total effect of PTAS on behavioural engagement, a factor strongly associated with academic success in all disciplines, was as strong as the effect of students’ perceived academic self-efficacy beliefs in science.
Conclusions: Findings suggest that PTAS may help promoting positive emotions and motivation among students in science classrooms, eventually leading to more desirable attitudes and achievement outcomes in science. Teacher affective support deserves greater recognition from researchers, educational policy-makers, administrators and teachers to build better learning conditions for all students. 相似文献
Purpose: LBD uses the context of design challenges to learn, among other things, science. Previous research shows that this approach to subject integration is quite successful but provides little profit on (scientific) concept learning. For this, a lack of (knowledge of) proper teaching strategies is suggested as an important reason. This study explores these strategies and more specific the interaction with concept learning.
Sample: Six Dutch first-year bachelor’s degree science student teachers, between the ages of 16 and 18, and two science teacher trainers (principal investigators included) were involved.
Design and methods: A mixed methods study was used to study LBD’s teaching practice in depth. Based on a theoretical framework of (concept) learning-related teaching strategies video recordings of a guided LBD challenge were analysed to unravel teacher handling in detail. Complemented by questionnaire and interview data and students’ learning outcomes (pre- and post-exam) the effectiveness of teaching strategies was established and shortcomings were distracted.
Results: Students reached medium overall learning gains where the highest gains were strongly task-related. Teacher handling was dominated by providing feedback and stimulating collaboration and only 13% of all teacher interventions concerned direct explication of underlying science. And especially these explicit teaching strategies were highly appreciated by students to learn about science.
Conclusions: In accordance with insights about knowledge transfer, LBD needs to be enriched with explicit teaching strategies, interludes according to poor-related science content important for cohesive understanding and de- and recontextualisation of concepts for deeper understanding. 相似文献
Purpose: The purpose of the study was to investigate the effectiveness of using case-based learning instruction to increase pre-service primary teachers’ chemistry motivation and improve their attitudes toward chemistry as a school subject.
Sample: The subjects of this study consisted of 51 (20 female, 31 male) freshman primary pre-service teachers from an urban university in Turkey. The mean age of the primary pre-service teachers was 21.
Design and methods: One group pre-test and post-test design was used. A chemistry motivation questionnaire and chemistry attitude scale were used for data collection. For the data analysis, two-way repeated measures of ANOVA and repeated measures MANOVA were conducted.
Results: The results indicated that the mean of the attitude score after the treatment was significantly greater than the mean of the attitude before the treatment. The results also demonstrated that there is no significant difference between females and males. According to the results of the study, there is no significant difference between primary pre-service teachers’ chemistry motivation. However, some chemistry motivation constructs mean scores are greater after the treatment.
Conclusions: In sum, it could be stated that case-based learning is helpful for the development of students’ chemistry motivation and attitudes toward chemistry. 相似文献
Purpose: This study aims to develop a NOSvs for assessing prospective teachers’ views of the nature of science and to analyse their psychometric properties.
Sample: A total of 565 prospective teachers participated in the study.
Design and methods: The Kaiser–Meyer–Olkin (KMO) Index and Bartlett’s Sphericity Test were used in this study. Confirmatory factor analysis (CFA) was performed to determine the construct validity of the scale. Cronbach’s Alpha (α) coefficient was calculated for the reliability of the study.
Results: It was consequently found that the KMO was larger than .50. That Bartlett’s Sphericity Test was also statistically significant. The items with item-total correlations smaller than .30 were removed from the scale. Cronbach’s α values calculated for each sub-scale were above .70. In consequence of the first CFA performed, fit indices were found to be below the expected level. For this reason, three more items with the least item-total correlations were removed from the scale. Following the CFA, the final form of the scale included 36 items and five sub-scales. 相似文献
Purpose: The purpose of this research, consisting of two studies, was to explore Taiwanese university science-major students’ conceptions of learning science by laboratory (CLSL).
Sample: In Study I, interview data were gathered from 47 university science-major students. In Study II, 287 university science-major students’ responses to a CLSL survey were collected.
Design and methods: In Study I, the interview data were analyzed using the phenomenographic method. Based on the findings derived from Study I, Study II developed an instrument for assessing students’ CLSL by exploratory factor analysis.
Results: Study I revealed six categories of CLSL, including memorizing, verifying, acquiring manipulative skills, obtaining authentic experience, reviewing prior learning profiles, and achieving in-depth understanding. The factor analysis in Study II revealed that the ‘verifying’ category was eliminated, but found another new category of ‘examining prior knowledge.’
Conclusions: This study finally proposes a framework to describe the variations of CLSL, consisting of three features: cognitive orientation, metacognitive orientation, and epistemic orientation. Possible factors influencing students’ CLSL are also discussed. 相似文献
Purpose: The focus of this research is development and testing of a new classroom observation protocol specifically designed for SSI-based instructional contexts.
Design and methods: Development of this SSI-Observation Protocol (SSI-OP) took place in four distinct phases: review of existing protocols and SSI-based instruction frameworks, writing and revision of protocol items, initial testing of the draft protocol, and soliciting feedback from SSI experts.
Sample: Following the four stages of SSI-OP development, we progressed to a series of field tests. The field tests were conducted with three different samples. The first sample was an experienced (10 + years) high school biology teacher and one of her honors biology classes. The second sample consisted of seven Turkish Pre-service Science Teachers (PST) participating in a science methods course. The third sample included two Thai PST from a field experience course embedded within a teacher education program.
Results: The final version of the protocol addressed five dimensions of SSI-based instructional activities: focus of instruction, teaching moves, role of teacher, role of students, and classroom environment.
Conclusions: The SSI-OP could be used in a variety of ways for research including documentation of current practices, impacts of professional development and/or curricula on teaching practices, and changes in teaching over time. We offer the SSI-OP as a new tool with the potential to contribute to science teacher education and research that may advance the teaching and learning of science through SSI. 相似文献
Purpose: The aim of this study was to explore students’ perception of teachers’ feedback given on their texts in two genres, and to suggest how writing training and feedback-giving could become more efficient.
Sample: In this study were included 44 degree project students in biology and molecular biology, and 21 supervising teachers at a Swedish university.
Design and methods: The study concerned students’ writing about their degree projects in two genres: scientific writing and popular science writing. The data consisted of documented teacher feedback on the students’ popular science texts. It also included students’ and teachers’ answers to questionnaires about writing and feedback. All data were collected during the spring of 2012. Teachers’ feedback, actual and recalled – by students and teachers, respectively – was analysed and compared using the so-called Canons of rhetoric.
Results: While the teachers recalled the given feedback as mainly positive, most students recalled only negative feedback. According to the teachers, suggested improvements concerned firstly the content, and secondly the structure of the text. In contrast, the students mentioned language style first, followed by content.
Conclusions: The disagreement between students and teachers regarding how and what feedback was given on the students texts confirm the need of improved strategies for writing training and feedback-giving in science education. We suggest that the rhetorical meta-language might play a crucial role in overcoming the difficulties observed in this study. We also discuss how training of writing skills may contribute to students’ understanding of their subject matter. 相似文献