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1.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
2.
Julia Atkin 《Research in Science Education》1984,14(1):223-229
Concluding comments An an ‘action research’ project, science curriculum development at St Columba's is ongoing as is the total school curriculum
development. An outline of the development in science has been presented here to:invite comment from science educators in order to help define future directions in curriculum development; tostimulate further research in the area of curriculum development for a ‘Science for All’, and tostimulate debate about what school science, especially junior secondary science, should be. 相似文献
3.
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
4.
Allan Harvey 《Research in Science Education》1994,24(1):375-375
This paper reports on research into two teachers' views and practices about assessment at the classroom level. Emphasis was
given to practical work and its assessment. Findings suggest it is unhelpful to define practical work as distinct from other
activities in the science classroom. Various methods used for assessing activity within the participant teachers' classrooms
are described. The participant teachers were found to be primarily concerned about issues of ‘fairness’: task validity, reliability
of assessment based on co-operative work and assessment of the affective domain. The place of teacher intuition in assessment
is raised and briefly discussed. Directions for the ongoing research are foreshadowed.
Specializations: science education, technology education, assessment and curriculum development. 相似文献
5.
Brian L. Jones 《Research in Science Education》1990,20(1):161-170
The term ‘concept’ is used in different ways within educational literature and has at least two different, although related,
referents in relation to science knowledge, namely, public knowledge and private understandings. A taxonomic structure for
‘science concepts’ (public knowledge) has been developed to provide a rationale for the choice of phenomena to be used in
the investigation of students’ ‘concepts’ and also to act as a frame of reference for generating insights about the data to
be collected. Furthermore, it may be a useful heuristic to predict other science concepts likely to be highly problematic
in school teaching situations and thus worthy of detailed research. The taxonomy, called a ‘Scale of Empirical Distance’ (SED),
enables science concepts to be mapped according to their degree of closeness to concrete realities. The scale shows a recognition
of the empirical basis of science concepts and the role of human senses in the perception of the material world even though
“absolute objectivity of observation is not a possible ideal of science” as Harre (1972) has noted. The scale uses two binary
variables, namely, ‘visual’ and ‘tactile’, to generate four categories of science concepts ranging on a continuum from concrete
to abstract. Some concepts related to ‘matter’ will be classified and discussed.
Specializations: science teacher education, primary science curriculum and methods, students’ personal meanings of phenomena. 相似文献
6.
Gender-inclusive technology materials for the primary school: A case study in curriculum development
Dr. Adrianne Kinnear Dr. David Treagust Dr. Leonie Rennie 《Research in Science Education》1991,21(1):224-233
This paper describes how an idea for technology education materials developed into a process for producing unique curriculum
modules for teaching technology in a gender-inclusive way to primary children. Using a case-study format, the paper describes
the interaction between participants, the sequential evolution of the materials themselves and the degree to which success
was achieved in terms of the original goals. The study demonstrates how an awareness of gender bias needs to be a feature
from the earliest stages of curriculum development, through to the trialling and modification stages. The curriculum materials
were a product of effective cooperation between teachers, science educators and community representatives. They utilise a
“process” approach to the teaching of technology and in this presentation, we demonstrate how this same approach is a useful
framework for describing this particular curriculum development.
Specializations: primary science and technology education, gender issues.
Specializations: diagnosis of student learning and teaching for conceptual change, technology education, curriculum evaluation.
Specializations: affective aspects of science and technology education, gender issues. 相似文献
7.
Adult experiences of science and technology in everyday life: Some educational implications 总被引：1，自引：0，他引：1
Dr. Tim Hardy 《Research in Science Education》1992,22(1):178-187
This paper outlines a project that is focussed on examining the complex ways in which adults experience science and technology
in different areas of their everyday life including paid work, the home, health and leisure. The research has involved interviews
with individual adults situated in a diverse range of life situations in New Zealand. A case study is presented to indicate
the type of data being analysed and the implications emerging for education from the project.
Specializations: science teacher education, science curriculum development, science and technology in society. 相似文献
8.
MS Ruth Coulson 《Research in Science Education》1992,22(1):101-105
The attitude towards science of first year early childhood education students was explored using an instrument developed for
the purpose. The instrument comprises four Likert-type scales, biographical items and two open-ended attitude items. The four
scales, characterised as ‘confidence’, ‘enjoyment’, ‘usefulness’ and ‘appropriateness of science for young children’, were
supported by varimax factor analysis and had reliabilities from 0.83 to 0.88. Use of the combined scales as a general ‘attitude
towards science’ scale was supported by principal components analysis; reliability for the combined scale was 0.94. Comments
made in response to the open-ended items supported the validity of the scales. For the student group as a whole, mean scores
on all scales were slightly to moderately positive, with the highest mean being for the ‘science for young children’ scale.
Students who had studied at least one science subject at Year 12 level had significantly higher scores on all scales than
students who had not studied science at senior level.
Australia.Specializations: early childhood science education, biological aspects of child development, conservation biology of gulls. 相似文献
9.
New Zealand has had a national school science curriculum for more than 80 years. In the past the evolution content of this
document has varied, and has at times been strongly influenced by creationist lobby groups. The ‘new’ science curriculum,
to be fully implemented in 2010, places much greater emphasis than before on understanding evolution, and also on teaching
the nature of science. Interplay between the two can potentially improve student understanding of the culture and processes
of science in general and evolutionary theory in particular. While the explicit use of the word ‘evolution’ highlights its
significance, it is necessary to provide both resources and pedagogical guidelines to support teachers in dealing with this
important topic. 相似文献
10.
The general aim of our human nutrition project is to develop a health education model grounded in ‘everyday’ or ‘situated’
cognition (Hennessey, 1993). In 1993, we began pilot work to document adult understanding of human nutrition. We used a HyperCard
stack as the basis for a series of interviews with 50 adults (25 university students, and 25 adults from offcampus). The interviews
were transcribed and analysed using the NUDIST computer program. A summary of the views of these 50 adults on selected aspects
of human nutrition is presented in this paper.
Specializations: educational technology and the teaching-learning process, public understanding of science and technology.
Specializations: educational technology, mathematics education. 相似文献
11.
Unattended science and technology exhibits of both static and operational types have been an integral part of museum displays
for many years. More recently interactive exhibits in which observers are encouraged to become part of the system of exhibits
have become more common. A study was commenced to explore the impact and potential of low cost, unattended, interactive exhibitsset up singly in a normal school classroom without the distractions of a multiplicity of activities as is common in ‘science museums’. Three small groups of Grade 5/6
primary school children interacted with a ‘Falling Towers’ exhibit and their voluntary activities were recorded on videotape
for later analysis. Children appeared to state the results of their activity in ways consistent with their expectations rather
than with their most recent experience with the exhibit. The responses of girls, boys and mixed groups are reported.
Specializations: primary mathematics and science education, teaching strategies.
Specializations: science education, students' understandings of phenomena in science. 相似文献
12.
Brian Coles 《Research in Science Education》1992,22(1):81-90
Routines are a fundamental aspect of classroom life and much attention in recent years has focused on routines for management.
The concept of ‘behaviour settings’ and transitions between them as classroom routines is explained and exemplified. This
view of routines provides an explanation for the difficulties faced by relieving teachers and student teachers who enter classrooms
at mid year and suggests how new routines for complex science activity may be introduced.
Specializations: Science curriculum science teacher education, teacher 相似文献
13.
This article will describe the dispositions of science teachers in the context of a curriculum reform. Using Bourdieu’s notions
of ‘habitus’ and ‘the field,’ the analysis of the data highlights the necessity for curriculum reformers to view the field
of the science department as a contested space. From this understanding flow several subsidiary issues: the need to promote
disequilibrium and critical conversations around the meanings and practices of science education within the department, and
the need to value and capitalise on the symbolic capital of teacher credibility. The article concludes by briefly critiquing
recent curriculum reforms in Australia. 相似文献
14.
Colin Power 《Research in Science Education》1982,12(1):1-8
Conclusion In the papers presented one can detect a number of major areas of concern.
The theorists like Shayer are largely concerned with the development and refinement of frameworks for studying cognitive development.
Their ultimate purposes varied from reconstructing the entire field of science education, to accelerating cognitive development,
to changing the ‘alternative frameworks’ of children. In essence, they seek totailor the teaching-learning process in accordance with a theoretical blue print.
Those who see the problems as more content and context specific would prefer to chip away at particular topics which create
teaching difficulties, thereby contributing to the improvement of practice in a more direct, piecemeal fashion. They could
perhaps be described astinkers. So we havetinkers andtailors.
Thesoldiers amongst us would equip teachers with the weapons needed to attack their own problems directly. They are working away at developing
techniques
Oh yes, thespies are the moles like me who are concerned with uncovering the secrets of classroom life, with identifying the structures, patterns
and processes which characterise classroom interaction, and with the describing and monitoring the ‘theories in action’ and
strategies which skilled practitioners have evolved to cope with the problems of promoting cognitive development in classroom
settings.
The ultimate question then, is what contribution can the tinkers, tailors, soldiers and spies make to science education? 相似文献
15.
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
16.
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
17.
18.
Bev Farmer 《Research in Science Education》1994,24(1):68-75
Technology education has a new focus in New Zealand with the publication of the draft Technology Curriculum. Biotechnology
is mostly taught by science teachers in New Zealand secondary schools. This study monitors both the author's and the teacher's
evolving perspective of technology education from that of applied science to technology and the influence of the draft Technology
Curriculum on this process.
Specializations: biotechnology/technology education, science education 相似文献
19.
Teachers' Attitudes Towards Mainstreaming and Their Pupils' Perceptions of Their Classroom Learning Environment 总被引：1，自引：0，他引：1
In spite of the widespread adoption of policies on mainstreaming, and more recently on inclusive education for children and
young people with special educational needs, little is actually known about the relationship between what teachers think about
such policies and the type of learning environments that they provide. In this study in New Zealand, a sample of regular primary
school teachers (N= 63) were categorised according to ‘high’, ‘moderate’ or ‘low’ scores on a scale which measures their views on mainstreaming
policies and practices. The pupils (N= 1729) of these teachers also completed a scale measuring perceptions of their classroom learning environments. Children
taught by teachers who espoused highly positive attitudes towards mainstreaming were found to have significantly higher levels
of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive
attitudes. Implications of these findings are discussed for further research on the role of teacher attitudes in the successful
inclusion of children and young people with special needs and for policies on the implementation of effective inclusive practice.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
20.
Towards a theoretical basis for students' alternative frameworks in science and for science teaching 总被引：1，自引：0，他引：1
Dr Brian L. Jones Professor Kevin F. Collis Dr Jane M. Watson 《Research in Science Education》1993,23(1):126-135
As there is nothing as practical as a good theory, there is a continuing need in the field of science education enquiry to
look for theories which help to interpret the findings about students' alternative frameworks and to inform the design of
teaching strategies which relate to a research focus on ‘how the student learns’. The developmental model of cognitive functioning
based on the SOLO Taxonomy (Biggs & Collis, 1982) as updated in 1991 (Biggs & Collis, 1991; Collis & Biggs, 1991) is being
applied in this way. Questionnaire data from two large studies of science learning of Australian students (conducted by ACER
and NBEET) are being re-analysed in terms of the current theory. This paper illustrates the theory and describes a plan of
further research.
Specializations: science education, students' understandings of phenomena in science.
Specializations: cognitive development, evaluation, mathematics and science education.
Specializations: mathematics education, students' understanding of chance and data concepts. 相似文献