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1.
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
2.
This paper reports an investigation into gender, ethnicity and rurality on Fijian students’ perceptions of science. A questionnaire
was administered to a large sample of Form 5 classes. All students had completed a four year integrated "Basic Science" course
in the junior secondary school and were continuing their studies in the upper secondary school. The responses were analysed
to determine the significance of gender, ethnicity and rurality on the students’ perceptions of science, attitudes to science
in the world and to science in the school curriculum.
Specializations: gender issues and affective aspects of science and technology education.
Specializations: Constructivism in science education, development education and gender issues. 相似文献
3.
Margaret Bearlin 《Research in Science Education》1990,20(1):21-30
Female teachers predominate in primary schools, and tend both to have more negative perceptions of their teaching skills in
the physical sciences than males, and to expect girls to perform less well in these areas than boys, with likely serious consequences
for girls. In this context the WASTE (Women and Science Teacher Education) Project sought to identify characteristics for
teacher education programs which, in the opinion of their conveners, were productive in changing the attitude toward the teaching
of science, or in changing the actual mode of teaching science, of women preservice and practising teachers. This paper reports
the findings of the WASTE Project which surveyed the conveners of pre- and inservice programs and outlined the three models
of exemplary practice used to classify responses:subject-centred, learner-centred andknowledge and person-centred. These models were based largely on differing explanations given for attitude change and on implicit concepts of knowledge,
persons, and teaching and learning, and on the importance attributed to gender as a variable. Secondly, it shows how the Primary
and Early Childhood Science and Technology Education Project, a gender-sensitive action-research project, was built on these
findings. Finally, using these models, it offers a critique of the gender perspective of the Discipline Review of Teacher
Education (DEET, 1989).
Specializations: gender and science/science teacher education, feminist theory, curriculum theory. 相似文献
4.
Advocates of constructivist science recommend that school science begins with children’s own constructions of reality. This
notion of the way in which students’ knowledge of science grows is closely paralleled by recent research on teachers’ knowledge.
This paper draws on case study evidence of teachers’ work to show how two experienced teachers’ attempts to develop alternative
ways of teaching science involved reframing their previous patterns of understanding and practice. Two alternative interpretations
of the case study evidence are offered. One interpretation, which focuses on identifying gaps in the teachers’ knowledge of
science teaching, leads to theconstructivist paradox. The second interpretation explores theconstructivist parallel, an approach which treats the process of teachers’ knowledge growth with the same respect as constructivists treat students’
learning of science. This approach, the authors argue, is not only more epistemologically consistent but also opens up the
possibilities of helping teachers lead students towards a constructivist school science.
Specializations: Teachers’ knowledge and culture, educational change, qualitative research methodology.
Specializations: Teachers’ knowledge, imagery and teachers’ work, teacher collegiality, supervision of teachers’ work. 相似文献
5.
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
6.
Dr Beverley F. Bell Dr Valda M. Kirkwood Mr John D. Pearson 《Research in Science Education》1990,20(1):31-40
The Centre for Science and Mathematics Education Research at the University of Waikato is now undertaking the fourth Learning
in Science Project, LISP(Teacher Development). The project builds on the findings of the previous three projects on the nature
of learning and how to improve learning of science in classrooms. This two-year project is investigating the process of teacher
development (as change in behaviour and beliefs) in the context of two kinds of teacher courses that acknowledge and take
into account teachers’ existing ideas. This paper summarises the planning done for the first phase of the project as detailed
in Bell, Kirkwood and Pearson (1990).
Specializations: learning theories, curriculum development, equity issues.
Specializations: science education, teacher professional development. 相似文献
7.
Joke Voogt Frank Tilya Jan van den Akker 《Journal of Science Education and Technology》2009,18(5):429-438
Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration
of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which
educative curriculum materials were used to prepare teachers for student-centered education and for the use and application
of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education.
Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher
learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2)
teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research
indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were
able to create a classroom environment which was appreciated by their students as more investigative and open-ended. 相似文献
8.
The recent nationalDiscipline Review of Teacher Education in Mathematics and Science outlines the lack of confidence of many preservice primary school teachers in teaching science. This study explores the attitudes
of 170 primary school teachers in a Perth school district.
By means of a simple questionnaire the perceptions and attitudes of these teachers about the following aspects have been examined:
(1) background understanding of science; (2) preservice training; (3) interest in teaching science; (4) skill in teaching
science; (5) confidence in the plant, animal, matter, energy areas, and (6) time spent teaching science. Besides compiling
frequency responses for all teachers on these aspects comparisons have also been made on the basis of: (1) gender; (2) time
of graduation, and (3) grade level taught.
Specializations: Primary science, teacher attitudes.
Specializations: Primary science, science teaching strategies, curriculum implementation, cognitive studies. 相似文献
9.
Nasser Mansour 《Journal of Science Teacher Education》2010,21(5):513-534
The failure of much curriculum innovation has been attributed to the neglect by innovators of teachers’ perceptions. The purpose
of this study was to investigate inservice science teachers views of integrating Science, Technology and Society (STS) issues
into the science curriculum and identify the factors that influence their decisions concerning integrating STS issues (or
not). The study used mixed methods (questionnaire and interviews) with Egyptian science teachers who teach science courses
for 12- to 14-year-old students. The findings indicate that unless curriculum developers take account of teachers’ beliefs
and knowledge and the sociocultural factors that shape or influence those beliefs in designing and planning new STS curriculum
materials, these materials are unlikely to be implemented according to their intended plan. 相似文献
10.
One of the main goals of science education is the development of scientific investigation skills (Bryce & Robertson, 1985;
Woolnough & Allsop, 1985). This paper describes a practical test instrument developed to assess students’ attainment of skills
associated with problem analysis and planning experiments, collecting information, organizing and interpreting information,
and concluding. During administration of the test, students verbalized their thoughts as they worked on the task and their
performance was videotaped for analysis. Preliminary results reveal important areas of student weakness and lead to recommendations
for curriculum reform.
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
11.
MS Yvonne Zeegers 《Research in Science Education》1994,24(1):358-365
Research into teacher inservice in primary science generally focuses on evaluating the objectives of each program in terms
of the immediate outcomes. Little research appears to have been conducted into the long term effects of interactive inservice
programs on the classroom practice of the participants. During 1993 the long term effects of participation in the Primary
Science/Technology Project (Sci-Tec), as perceived by the teacher participants, were investigated. Focus teachers who had
participated in Sci-Tec between 1988–1991 were asked to provide information about their current science teaching practice,
and about the influence that Sci-Tec had had on their current practice. Six of these teachers were then interviewed to determine
which specific aspects of the project they believed had most influenced the development of their current classroom practice
in teaching science.
Specializations: inservice and preservice in primary science and technology. 相似文献
12.
Although the use of learning technology has become increasingly prominent in schools, significant changes in teaching strategies
have not kept pace. Lack of quality professional development and inadequate teacher preparation are often cited for this situation.
This case study explores the use of the student teaching experience as an avenue for both preservice and inservice teachers’
professional development associated with educational technology. Two main questions are explored: First, to what extent can
preservice teachers enact a technology-rich curriculum unit during their field experience; second, to what extent and under
what conditions can the preservice teachers facilitate their cooperating mentor teachers’ acquisition of these same skills.
Results indicate preservice teachers can stimulate the integration of technology-rich innovations in their mentor teachers. 相似文献
13.
Mr Ken Appleton 《Research in Science Education》1992,22(1):11-19
There has been renewed debate in recent years about the relatively poor science discipline background knowledge of primary
and preschool teachers, and their lack of confidence to teach science stemming from this. A reaction from teacher educators,
such as recommended by theDiscipline Review of Teacher Education in Mathematics and Science Report, has been to provide more explicit science discipline units in pre-service teacher education courses. However, a few
studies have cast some doubt on the notion that more science discipline studies (Skamp, 1989; Stepans & McCormack, 1985).
This paper reports on pre-service students' perceptions of their cofidence to teach science before and after a science education
unit adapted from the PECSTEP work (Kirkwood, Bearlin & Hardy, 1989), which included only a small amount of physical science,
and took an explicit gender approach emphasising the students as learners.
Specializations: primary teacher education, teaching strategies in science. 相似文献
14.
Dorit Maor 《Research in Science Education》1990,20(1):210-219
This paper discusses a study in progress which involves the use of a computerised research science database (Birds of the
Antarctica) and specially designed curriculum materials. The purpose of the study is to investigate the extent to which students’
inquiry skills can be facilitated by the materials. Much attention is given in the programme to developing both students’
inquiry skills and their subject-matter knowledge. Year 11 and 12 students’ knowledge and skills development are interpreted
as they interact with the computerised database and the curriculum materials. Preliminary findings about students’ abilities
and perceptions are discussed and, in particular, constraints to the development of inquiry skills and construction of understanding
are explored.
Specializations: Science education, computers in education, learning environment. 相似文献
15.
Ms Beverley L Jane 《Research in Science Education》1990,20(1):152-160
In Victoria, schools are adopting one common certificate, the VCE (Victorian Certificate of Education) which encompasses two
years of study (Years 11 and 12) and comprises 44 subject areas or Studies, each of one semester duration. Amongst the compulsory
subjects is Australian Studies (Units 1 and 2) with its focus on Work in Australian society. This paper discusses concerns
about the teaching of the compulsory subject Australian Studies in the new VCE. The purpose is to consider whether the science
and technology component in the Australian Studies course can raise the students’ level of scientific and technological literacy.
The discussion is based on one semester’s teaching experience of Year 11 Australian Studies and consequent reflections on
practice.
Specializations: science and technology teacher education, technology in the curriculum. 相似文献
16.
Dr Michael R. Matthews 《Research in Science Education》1990,20(1):220-229
The history and philosophy of science components of the new British National Curriculum, and the American Association for
the Advancement of Science Project 2061 curriculum guidelines are described. Some curriculum background is given to these
developments; and a contemporary international project concerned with the utilization of the history and philosophy of science
in science teaching and teacher education is also described. Finally the recent Discipline Review of the Training of Science
and Mathematics Teachers in Australia is examined and criticised for its lack of recommendations about the need for appropriate
history and philosophy of science courses to be included in science teacher education programmes.
Specializations: history and philosophy of science, philosophy of education. 相似文献
17.
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
18.
Colin Webb 《Research in Science Education》1993,23(1):327-336
This study examines teacher perceptions regarding professional development practices used in a region of the NSW Department
of School Education to support the implementation of the K-6 Science and Technology Syllabus. The findings from a survey of
97 teachers indicate that teachers have a preference for ‘traditional’ models of in-service which may not bring about significant
changes. Teachers also perceive that change is brought about through the influence of external factors such as in-service
and resources which are not directly the responsibillity of individual teachers. This contrasts with the perception that the
inability to change is due to internal personal qualities.
Specializations; K-6 teacher education in science and technology education, children's learning in science and technology. 相似文献
19.
Xavier Fazio Wayne Melville Anthony Bartley 《Journal of Science Teacher Education》2010,21(6):665-681
This article disseminates findings from a multi-year study regarding secondary preservice science teachers’ perceptions toward
inquiry-based science teaching, and the extent these perceptions are augmented by their practicum. While findings indicated
that preservice teachers did improve their understanding and capability of using scientific inquiry due to their methods course,
the role of practicum in supporting their newly developed perceptions was problematic. Issues ranging from associate teacher
subjugation, availability of resources, time constraints, and the need to address curriculum standards were the most commonly
cited reasons for preservice teachers’ difficulty in creating an inquiry-based environment during their practicum. Implications
are presented highlighting the importance of practicum experiences as a key determinant of pre-service science teachers’ emerging
inquiry-based science views and practices. 相似文献
20.
Professor Peter Fensham Dr. Kathiravelu Navaratnam Dr. Warren Jones Professor Leo West 《Research in Science Education》1991,21(1):80-89
One set of measures of the quality of courses for the preparation of science teachers stems from the perceptions exit students
have of their knowledge with respect to that teaching. The Discipline Review of Teacher Education in Mathematics and Science
surveyed these students late in 1988 on three broad types of knowledge-science content knowledge, curriculum knowledge, and
pedagogical knowledge. Some of these findings of the Review are described. In addition, the base for developing items to measure
these three types of knowledge is discussed in this paper. The variety in the data that emerged is also presented and the
consistency of the findings with other measures of quality is described.
Specialisations: science and technology curriculum, environmental education, educational disadvantage.
Specialisations: research and evaluation in teacher education, technical and further education and total quality management.
Specialisations: research in educational systems. 相似文献