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1.
The two concepts law and theory are among the most important elements of the nature of science. They represent both the tools and products of science itself. Unfortunately, the variable meanings and use of these terms in general discourse and in other school disciplines results in much confusion with respect to their proper application in a science context. The project included the design of a six-part model definition for law and theory based on a review of the literature of the philosophy of science with special reference to biology. These model definitions were then compared with those provided in a range of U.S. secondary school biology textbooks. The majority of all current major U.S. secondary school biology texts were reviewed and analyzed with respect to how the concepts of law and theory were defined and applied, in an attempt to determine whether students and teachers using such texts would gain an accurate impression of these terms and the distinction between them. This study focuses on biology instruction since a life science course is completed as a graduation requirement by virtually all U.S. high school students and as such serves as a widely shared educational experience across the nation. The term law is rarely defined in any text but various laws such as those found in genetics are frequently included as examples. The term theory is frequently defined but with a wide range of completeness of the definitions. Only rarely are theories in biology included as examples. 相似文献
2.
Research on the relationships between higher education and the world of work: Past achievements, problems and new challenges 总被引：1，自引：0，他引：1
Ulrich Teichler 《Higher Education》1999,38(2):169-190
The review of major research approaches and themes suggests that research on the relationships between higher education and the world of work has been closely linked during the recent three to four decades to changing themes of policy and practise. There were some indicators of research in this area being an agent of subordination of higher education to the employment system, being quantitative-structurally biased, tending to reproduce the actors' myths and being stuck in the over-education debate. A closer look, however, reveals that the range of research approaches is very broad and that a common core of themes and approaches emerged which provides the opportunity of examining controversial hypotheses. It is finally suggested that research in this area should be based on anticipation of likely changing conditions in the future, e.g. trends towards precarious or flexible employment, towards a mass or abundance paradigm, towards a 'life-long learning society' and towards an 'international' or 'global' labour market. 相似文献
3.
Olive Chapman 《Educational Studies in Mathematics》1997,32(3):201-228
This article reports on a study1 that investigated the teaching of mathematical problem solving from a teacher's perspective. The study focused on three teachers and their way of making sense of teaching problem solving. Data collected through interviews and classroom observations were analyzed in the context of an interpretive qualitative study to understand the meanings of the participants' classroom processes. The findings indicated that the participants unconsciously constructed personal metaphors that became the basis of their conceptualization of problems and making sense of their teaching. Community, adventure and game were determined to be the key metaphors of the three participants, respectively. These metaphors embodied their personal experiences and personal practical beliefs that provided the unique meanings associated with their classroom processes. The outcome suggested that the study of such metaphors could be a promising avenue in enhancing mathematics teacher education and in problem solving research in the quest to make the teaching of problem solving more meaningful and effective in a classroom context. 相似文献
4.
Fifty-five college women enrolled in competency-based, humanistic or self-directed education programs completed their California Personality Inventory and listed five reasons for selecting their program. CPI results indicated that self-directed students scored lower than other students on the Femininity Scale (p.001). Using Chickering's seven vectors of change as a framework, the study found competency-based students identifying purpose and competence, humanistic students identifying inter-personal relationships and integrity, and self-directed student identifying autonomy and purpose as reasons for enrolling in their nontraditional programs. The study used these results to question the mythology that adherents to different programs are of different personality types and to argue that differences in perceptions of purpose in education distinguish students in the three programs. 相似文献
5.
Robert S. Brumbaugh 《Interchange》1992,23(3):245-254
If Whitehead is right, science teachers who try to increase student interest by making the science they teach more pure and by covering more material are going about their work in just the wrong way. Science, for purposes of precision in measurement, translates the dynamic world of feeling and force, of causal efficacy (for example, the San Francisco earthquake), into a static representation spatialized and given presentational immediacy (for example, the Richter scale). But notice that the Richter scale isn't very interesting (even as abstract art) apart from its connection, via symbolic reference, to the earthquake. Such reference is essential to give both a sense of reality and a feeling of interes to the subject, but it makes the science less pure, and it takes more time to cover the material. An example of teaching pure and impure formal logic is given as a case study. 相似文献
6.
Sumit Bhaduri 《Journal of Science Education and Technology》2003,12(3):303-308
The article reviews the strikingly divergent viewpoints of intellectuals—scientists and non-scientists—about Science and Technology. It shows that while scientists implicitly accept the difference between Science and Technology, to non-scientists that difference is irrelevant. The most important differences between Science and Technology that lie in their relative scales, outputs and accuracy of predictions are highlighted. The complexity of and difficulty in trying to quantify the contribution of science and technology to economic growth are discussed. Views of science and technology that include their societal perceptions are recommended. 相似文献
7.
Exploring the Concept of ‘Habitus’ with Preservice Teachers Through the Use of Popular School Films 总被引：1，自引：0，他引：1
James Trier 《Interchange》2002,33(3):237-260
The thesis of this paper is that it is a productive venture to introduce preservice students to social theories that are typically not a part of teacher preparation programs. Examples of these theories are those associated with terms such as habitus, the carnivalesque, power / knowledge, seduction, detournement, the spectacle,la perruque, (the wig), and the art of making do,as well as others. In this paper, I describe a project that involved exploring the theory of habitus to problematize the tendency of preservice students to not think in terms of relations between what goes on in the classroom and what goes on in society. I introduced habitus by having preservice students read selected print materials and by having them view, analyze, and respond in writing to popular school films. Students also analyzed their experiences in classrooms in terms of habitus, making a connection between theory and practice. 相似文献
8.
Alan Cliff 《Higher Education》1995,29(2):169-181
A review of the study behaviour of first-year Engineering students was undertaken in order to investigate two sets of influencing factors. The first part of the study reviewed these students' selfreported retrospective study behaviour in the context of secondary school Science, while the second part focused on their approaches to the study of Applied Mechanics as a core undergraduate degree course. Utilising qualitative interview data as the source of evidence, the study highlights the following important conclusions: (1) some traditional first-year students embark on their studies as much at risk academically as their nontradition counterparts; (2) many first-year Engineering students encounter workload pressures which lead to their adopting increasingly strategic approaches to their studies in individual courses; (3) the complex, qualitatively different learning needs of these students make it exceedingly difficult to design teaching programmes which will appropriately address these learning needs. The study suggests that these conclusions cannot, in spite of these difficulties, simply be ignored in the hope that they will resolve themselves. 相似文献
9.
Dimitri Ginev 《Science & Education》1995,4(2):147-159
In this paper I discuss the hermeneutic and epistemological dimensions of science, and investigate the role which this discussion might play in science education. After a brief review of two main variants of hermeneutic conceptions of science, a general outline is given of the existential-ontological notion of science. Regarding the degree of objectification, the theoretical ways of projecting the world as a scientific theme lie on a continuum between the poles of pure hermeneutics and pure epistemology. Finally, some conclusions for a new pedagogy are drawn. 相似文献
10.
Many universities, recognizing the student as the main consumer of college instruction, have begun to seek his views regarding the quality of teaching. In this study the Israeli student's concept of a good teacher has been investigated. A sample of second year university students were asked to select the three most important characteristics of a good teacher from a list of fifteen.It was shown that students attached primary importance to method of instruction. Of secondary importance was the teacher's ability to spark intellectual growth. Research talents, personality, and academic status were of relatively little concern. Social science, life science, law and medical students all concurred in emphasizing the importance of the teacher's ability to communicate ideas, whereas humanities students stressed his ability to stimulate thinking.It appears that undergraduate students rate teachers by their ability to transmit knowledge rather than according to the university's criteria of research and publication.The concepts good teacher and effective instruction are used interchangeably in this article, although they are not identical. 相似文献
11.
The article addresses issues of social power and privilege experienced by Aboriginal students in science classrooms. First, I present a rationale for a cross-cultural science education dedicated to all students making personal meaning out of their science classrooms. Then I describe a practical research and development project, Rekindling Traditions: Cross-Cultural Science & Technology Units, that modestly illustrates cross-cultural science teaching for years 6–11, in which Western and Aboriginal sciences are integrated. This integration is discussed in terms of the Rekindling Traditions units, including the assessment of students. 相似文献
12.
K. Jennifer Campbell Kevin F. Collis Jane M. Watson 《Educational Studies in Mathematics》1995,28(2):177-194
This study investigated, in the context of mathematical problem solving by secondary school students, the nature of the visual schemata which Johnson (1987) hypothesises mediate between logical propositional structures and rich specific visual images. Four groups of grade 10 students were studied, representing all combinations of high and low operational ability in mathematics (equivalent to Johnson's logical propositional structures) and high and low vividness of visual imagery (corresponding to Johnson's rich images). The results suggested first, that success at problem solving was related to logical operational ability, but not to vividness of visual imagery. Second, a variety of visually based strategies were used during problem solving which differed in their level of generality and abstraction, and use of these strategies appeared related to either logical operational ability or vividness of visual imagery, depending on their level of abstraction. The results supported Presmeg's (1992b) continuum of abstraction of image schemata.Throughout the paper, the first High or Low denotes logical operational ability, and the second, vividness of visual imagery. 相似文献
13.
Diane M. Kohl 《Early Childhood Education Journal》1990,17(3):12-15
Children use mathematical terminology throughout their daily play. While observing a group of children during play, one is likely to hear comments such as: He has more, These are my numbers, Jane has the biggest half, I'm bigger than you 'cause I'm five years old, Give me the round one, I gave each child one cupcake, and so on.Diane M. Kohl is Assistant Professor of Child and Family Development, The University of Georgia. 相似文献
14.
Ian Isaacs 《Educational Studies in Mathematics》1987,18(2):177-190
Two Grade 10 classes in an urban Jamaican High School were taught over a period of one academic year in two problem solving styles: an Explicit Style derived from Charles, and an Implicit Style derived from Isaacs. At the end of the academic year there was no significant difference in their performance on a problem solving test, or on the Problem Solving Profile of the Caribbean Examinations Council's Basic Proficiency papers. The two classes performed much better than the population who sat the Basic papers on the tasks measuring Recall and Algorithmic Thinking but only moderately better than the population on tasks measuring Problem Solving.The teaching project described in this paper was supported in part by grants from the Research and Publications Fund Committee of the University of the West Indies (Mona), and the Wolmers Trust, Kingston. The author wishes to thank the Registrar and the Pro-Registrar of the Caribbean Examinations Council for permission to use the CXC papers and data in this study. A modified version of this paper was presented at the 63rd Annual Conference of the National Council of Teachers of Mathematics held in San Antonio, Texas in 1985. 相似文献
15.
This hypermedial project deals with a historical and conceptual approach to physics. The core of the project is a certain number of case studies, namely problems or phenomena recounted together with their different interpretations. All case studies present two levels of investigation: the first level is devoted to high school students, the second level is devoted to university students and high school teachers. Our project is directed at a new and better understanding and appreciation of scientific culture.Our methodology is a historical methodology: teaching physics and the history of physics are fellow-subjects. We are not interested in adding the history of physics to teaching physics, as an optional subject: the history of physics is inside physics.Since textbooks usually give one and only one explanation of each physical phenomenon – the true explanation – we would like, on the contrary, to present the phenomena together with different interpretations that factually occurred in the history of physics. We offer four different approaches to the subject of the case study: A. Phenomena, B. Textbooks, C. History and D. Maps.The basic unit of the hypermedia is the presentation , namely a coherent set of information endowed with a definite and complete meaning. From the media point of view, a presentation consists of pictures and/or animations, key-words and/or key-sentences and a speaker explanation. Each approach consists of a certain number of presentations. 相似文献
16.
Employing a nationally representative sample of science faculty in U.S. colleges, we investigate 3 explanations for persisting differences in women's faculty representation across science fields even after adjusting for women's variable representation among doctoral recipients. First, we examine labor market factors: (a) differential growth rates and critical mass in the supply of women doctoral recipients, (b) growth or contraction in academic and nonacademic job opportunities, and (c) presence of foreign-born scholars. Second, we control for institutional explanations such as differential rates of faculty unionization and less receptivity to women at prestigious or research-oriented universities and fields that are applied, soft, or nonlife sciences. Third, gender role explanations are addressed by controlling for gender differences in work experience, work interruptions, and the prestige of doctoral credentials. After finding that none of these explanations account fully for distinctive patterns among science fields in the faculty gender composition, we discuss how they may reflect differences in academic cultures. 相似文献
17.
The results of an experimental study investigating the influence of problem familiarity on learning in a problem-based psychology course are presented. Participants worked with either a familiar or an unfamiliar version of the same problem. The following measurements were taken (1) a measure of problem quality as perceived by students, (2) number of explanations of the problem put forward by the students while discussing it, (3) quality of learning issues derived from the discussion, (4) amount of time spent on self-study, and (5) the amount of knowledge acquired as indicated by a test. The results demonstrate that participants in the familiar problem condition perceived the problem to be of higher quality than the participants in the unfamiliar problem condition. No significant differences in learning were found. The findings do suggest, however, that problems may be improved by making them more relevant to the everyday experience of students. 相似文献
18.
The effect of district strategies for improving high-stakes test scores on science teachers practice is explored in case studies of six middle schools in six Massachusetts districts. At each school, science teachers, curriculum coordinators, principals, and superintendents shared their strategies for raising scores, their attitudes towards the test, the changes that they were implementing in their curriculum and pedagogical approaches, and the effects that the test was having on staff and on students. Results from these case studies suggest that districts chose markedly different strategies for raising scores on high stakes tests, and that the approaches taken by districts influenced the nature of pedagogical and curriculum changes in the classroom. District strategies for raising scores that were complementary to the districts prior vision of science reform tended to cause less teacher resentment towards the test than strategies that departed from previously adopted goals. Differing effects on teachers in socio-economically advantaged, middle, and challenged districts are discussed. 相似文献
19.
David H. Wilder Robert M. Midkiff Jr. Robert E. Dunkerly Richard C. Skelton 《Research in higher education》1996,37(3):179-198
This study explores the impact of higher education on 3,942 arts and sciences students as measured by change in their freshman and senior ratings of four Clark-Trow educational philosophies: vocational, academic, collegiate, and nonconformist (Clark and Trow, 1966). A repeated measures analysis of variance was applied to each of the four philosophies, controlling for sex, entering year, major, parents' educational background, scholastic aptitude, and academic motivation. As expected from Clark-Trow theory, students showed significant increases in academic and nonconformist philosophies, and decreases in vocational and collegiate philosophies. Relationships between independent variables and freshman-senior change suggested post hoc reinterpretation of the dimensions underlying the Clark-Trow phenotypes: i.e., from identification with the college and involvement with ideas to social interests and academic interests (the latter suggested by Terenzini and Pascarella, 1977). 相似文献
20.
Martin Cooper 《Educational Studies in Mathematics》1992,23(2):179-202
The errors made when high-school students locate reflections in horizontal, vertical or slanting mirrors were examined. A questionnaire consisting of thirty-six perspective drawings, each portraying an upright transparent cube containing a two-sided mirror, was given to 394 Australian students from grades 7, 9 and 11. On a corner, an edge, or a face of each cube was drawn either a point or a straight-line segment. The task was to draw its image (reflection). Analysis of errors revealed a strong tendency towards horizontal or vertical sliding, suggesting that the edges of the cube act in much the same way as a horizontal-vertical background grid does in the two-dimensional case. 相似文献