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1.
Brady Michael Jack 《Studies in Science Education》2017,53(2):137-164
Generations of students are graduating from secondary school disinterested in post-secondary study of science or pursuing careers in science-related fields beyond formal education. We propose that destabilising such disinterest among future students requires science educators to begin listening to secondary school students regarding their views of how science learning is made interesting within the science classroom. Studies on students’ interest in response to instructional strategies applied in the classroom communicate the opinions (i.e. the ‘voice’) of students about the strategies they believe make their classroom learning interesting. To this end, this scoping study (1) collects empirical studies that present from various science and non-science academic domains students’ views about how to make classroom learning interesting; (2) identifies common instructional strategies across these domains that make learning interesting; and (3) forwards an instructional framework called TEDI ([T]ransdisciplinary Connections; Mediated [E]ngagement; Meaningful [D]iscovery; and Self-determined [I]nquiry), which may provide secondary school science teachers with a practical instructional approach for making learning science genuinely interesting among their students within the secondary school science classroom context. 相似文献
2.
University science outreach programmes are used to encourage more school students to select science, technology, engineering, and mathematics (STEM) subjects in further education and pursue science-related careers. The benefits of science outreach programmes are often espoused from the perspective of programme participants. Little attention, however, is given to what university students delivering the programmes gain from the experience. This paper seeks to illustrate the benefits of engineering students delivering STEM outreach programmes in schools. It reports on a qualitative case study of the experiences of two STEM Education and Outreach team members from a regional university in Australia. Content analysis of interview data highlighted not only the participants’ motivations and perceived benefits of being involved in the STEM programme but also revealed the skills and attributes honed throughout the experience. Involvement in the STEM outreach programme resulted in the development of social and personal responsibility generic graduate attribute skills, evidenced through their motivations to be involved, the demonstration of understanding of teaching and learning, and application of science communication skills. This study demonstrates that designing and delivering STEM outreach programmes assists in the development of skills that will be beneficial when pursuing careers in engineering in the future. 相似文献
3.
Lindsay B. Wheeler Bridget K. Mulvey Jennifer L. Maeng Mila Rosa Librea-Carden Randy L. Bell 《International Journal of Science Education》2013,35(14):1905-1925
ABSTRACTGraduate students regularly teach undergraduate STEM courses and can positively impact students’ understanding of science. Yet little research examines graduate students’ knowledge about nature of science (NOS) or instructional strategies for teaching graduate students about NOS. This exploratory study sought to understand how a 1-credit Teaching in Higher Education course that utilised an explicit, reflective, and mixed-context approach to NOS instruction impacted STEM graduate students’ NOS conceptions and teaching intentions. Participants included 13 graduate students. Data sources included the Views of Nature of Science (VNOS-Form C) questionnaire administered pre- and post-instruction, semi-structured interviews with a subset of participants, and a NOS-related course project. Prior to instruction participants held many alternative NOS conceptions. Post-instruction, participants’ NOS conceptions improved substantially, particularly in their understandings of theories and laws and the tentative nature of scientific knowledge. All 12 participants planning to teach NOS intended to use explicit instructional approaches. A majority of participants also integrated novel ideas to their intended NOS instruction. These results suggest that a teaching methods course for graduate students with embedded NOS instruction can address alternative NOS conceptions and facilitate intended use of effective NOS instruction. Future research understanding graduate students' NOS understandings and actual NOS instruction is warranted. 相似文献
4.
Testing students on higher order thinking skills may reinforce these skills among them. To research this assertion, we developed
a graduate course for inservice science teachers in a framework of a “Journal Club”—a hybrid course which combines face-to-face
classroom discussions with online activities, interrelating teaching, learning, and assessment. The course involves graduate
students in critical evaluation of science education articles and cognitive debates, and tests them on these skills. Our study
examined the learning processes and outcomes of 51 graduate students, from three consecutive semesters. Findings indicated
that the students’ higher order thinking skills were enhanced in terms of their ability to (a) pose complex questions, (b)
present solid opinions, (c) introduce consistent arguments, and (d) demonstrate critical thinking. 相似文献
5.
6.
A major problem facing science education in the United States today is its failure to produce enough well-educated minority students in the natural sciences and engineering. In most cases, the early difficulties encountered by these students in middle schools persists for years and prevent majority of them from pursuing advanced degrees and careers in the sciences and engineering. Thus, the need for new teaching approaches that will motivate and channel these students, who represent the fastest growing segment of our society into science and engineering. A number of factors contribute to this underrepresentation, amongst which are perception, exclusion, and instructional strategies. Here, we report on some important factors and teaching strategies, which, when proper considered, would influence the success of minority students in the sciences. Transitional strategies are techniques that facilitators may use to help underprepared students to learn to bridge or relate different parts or situations to one common idea, fact, or skill. It is hoped that when this strategy is infused with content, along with study skills, learning styles, and sequence as well as students' personal inventories, minority performance in science and mathematics will improve. 相似文献
7.
教学技能大赛是一种对话、反思与研究的专业行为,论文以首届全国科学教育专业师范生教学技能创新大赛中的即席讲演、模拟上课与教学设计文本为案例,阐述职前科学教师专业素养现状。具体表现为科学教学理论的缺失,教学设计能力的失语,课堂教学技能的不足。进而提出需要建构适切职前科学教师的实践培养途径……加强对科学教育研究前沿的关注与理论学习;促进科学教学设计理论与实践的学习;创造教学实践机会,促进其教学技能的自我建构。 相似文献
8.
Ramaswamy Shri Harris Ilene Tschirner Ulrike 《Journal of Science Education and Technology》2001,10(2):165-171
This paper reports the results of a pilot-study in a senior paper science and engineering class, of an innovative instructional method designed to foster student problem-solving and in-depth learning of material, namely, student peer teaching. We review related literature focusing on active learning methods in science and engineering education, describe the method of student peer teaching used in this pilot-study, present the evaluation method and results, and discuss implications for further development of this method of instruction. Results suggest that students were able to effectively teach significant curricular content. In addition, the method of student peer teaching served important purposes in helping students develop in-depth understanding and expertise in the issues related to their teaching session, as well as teaching and presentation skills which will be useful in their professional practice. However, students expressed concern that, while achieving in-depth learning of the content of their teaching session, they tended to focus on the content area of their teaching session at the expense of other content areas and may not have learned as well from other students as from the Professor. We recommend a modified structure for student peer teaching which incorporates cooperative learning methods; increased Professor involvement in class sessions, in the role of the mentor; and modifications in performance evaluation methods to ensure ongoing student monitoring of progress and self-assessment. The method of student peer teaching, in science and engineering education, combined with cooperative learning methods, is viewed as a major extension of cooperative learning methods, used in the service of preparation for professional careers. 相似文献
9.
Sharifah Sariah Syed Hassan 《International Journal of Science Education》2013,35(16):2044-2059
ABSTRACTThe aim of education is to ensure a holistic development towards knowledge and well-being. Despite exhaustive effort on embedding twenty-first century skills in science teaching, students show lack of interest to learn and pursue their science careers. This present study has attempted to develop an instrument for measuring attitude towards science learning. The purpose was to ensure valid items were identified to measure all aspects of attitude namely affect, behaviour and cognitive. The study of attitude in science will determine the direction on how teaching strategies can be successful in promoting interest in learning. The study has been underpinned from the theories related to Theory of Reasoned Action, Constructivist learning and Connectivism. Samples from three secondary schools were selected based on proportionate stratified random sampling. 350 samples were targeted to respond to self-constructed questionnaires. Confirmatory Factor Analysis (CFA) was employed to prove the hypothesised 5-factor measurement model. The results have supported a model fit with positive interactions between the factors are evident. The study has proven the theoretical contributions which embark on holistic development of an individual to ensure attitude is moulded. The emotional and spiritual aspects of learning are needed to ensure positive contribution to the social dynamic. In this paper, the discussions are elaborated from the standpoints of theories and practical importance. The results have contributed to a theoretical model of science teaching method. 相似文献
10.
Donald L. Gillian-Daniel Kenneth A. Walz 《Community College Journal of Research & Practice》2016,40(2):133-145
Over the past decade, the University of Wisconsin-Madison (UW-Madison) and Madison Area Technical College (Madison College) partnered to create an internship pathway for graduate students pursuing careers as future science, technology, engineering and math (STEM) faculty members. Since 2003, 10 doctoral students from the university completed teaching internship appointments with the technical college chemistry department. Interns benefited from a variety of teaching and educational experiences that helped lay the foundations for their future teaching careers. Following completion of their internships, many students secured employment in higher education as new instructors and enthusiastic members of the teaching profession. Intern projects also benefited veteran faculty mentors at Madison College, and the experience provided a rich forum for collaboration that generated curricular and instructional innovations in the classroom. Centered on the three pillars of teaching-as-research, learning community, and learning through diversity, the internship program created at UW-Madison and implemented at Madison College provides a model pathway for preparing future STEM faculty. This approach provides clear benefits not only for the future faculty who are trained, but also for veteran faculty mentors, for the host institution, and for the undergraduate students impacted by the educational innovations. This paper examines the key attributes of this program, with the hope that our experience may be disseminated and replicated to benefit others. 相似文献
11.
Terry Wood 《科学教学研究杂志》1988,25(8):631-641
The purpose of this study is to examine the effect of state-mandated policy, emphasizing control through performance-based instruction and student test scores as the basis for determining school accreditation, on the teaching and learning of science. The intended consequence of instigating the rational theory of management by one state is to improve their current level of student literacy. However, some contend that the implementation of the policy has results that are not intended. The identification of the tension between the intended and unintended results of centralized policy making is the basis for examining a specific case in which the rational model is implemented. One hundred and sixty-five seventh-grade science students and four teachers are participants in the study. Qualitative analysis is the research methodology used as a means to provide detailed information about the contextual nature of the classroom processes. The intention is to identify and describe features of the behavior setting that influence the behavior of the teachers and their students. Three assertions generated during the field work were: Teachers redefine the goals of science instruction as the acquisition of facts and isolated skills, teachers alter their usual instructional behavior to implement uniform instructional procedures, and the teacher/student classroom interaction constrains students' opportunities to learn science. The implications of the study indicate that the state-mandated policy has results that are in opposition to the intended results. Instead of improving the practices of teachers, the implementation of the policy constrains and routinizes the teachers' behavior, causing them to violate their own standards of good teaching. They feel pressured to “get through” the materials so students will score well on tests. The classroom interaction is structured in such a way as to inhibit students from asking questions of their own. As a result, students' opportunity to express curiosity and inquiry—central processes in scientific thinking—are constrained. These unintended consequences of the implemented state policy, instead of improving science teaching and learning, continue to reduce science instruction to the literal comprehension of isolated facts and skills. 相似文献
12.
Gunter Lind 《International Journal of Science Education》2013,35(1):15-23
This study aimed to assess the influence of a philosophy of science (POS) course on science teachers’ views of nature of science (NOS), perceptions of teaching about NOS, and instructional planning related to NOS. Participants were 56 undergraduate and graduate preservice secondary science teachers enrolled in a two science‐methods course sequence, in which participants received explicit, reflective NOS instruction. Ten of these participants were also enrolled in a graduate survey POS course. The Views of Nature of Science Questionnaire — Form C coupled with individual interviews was used to assess participants’ NOS views at the beginning and conclusion of the study. Participants’ lesson plans and NOS‐specific reflection papers were analysed to assess the impact of the POS course on their instructional planning related to, and perceptions of teaching about, NOS. Results indicated that, compared with participants enrolled in the methods courses, the POS course participants developed deeper, more coherent understandings of NOS. Substantially more of these latter participants planned explicit instructional sequences to teach about NOS. Additionally, the POS course participants’ discourse regarding NOS progressed from a preoccupation with the technical, to a concern with the practical, and, finally, to a focus on the emancipatory. Their views of teaching about NOS in their future classrooms went beyond the customary discourse of whether pre‐college students should or could be taught about NOS, to contemplating changes they needed to bring about in their own teaching behaviour and language to achieve consistency with their newly acquired NOS understandings. 相似文献
13.
Samuel Ouma Oyoo 《Research in Science Education》2012,42(5):849-873
The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language??often written (as in science texts) or oral (as in the form of teacher and student talk)??is unavoidable in effective teaching and learning of science. Generally however, the role of (instructional) language in quality of learning of school science has remained out of focus in science education research. This has been in spite of findings in empirical research on difficulties science students encounter with words of the instructional language used in science. The findings have suggested that use of (instructional) language in science texts and classrooms can be a major influence on the level of students?? understandings and retention of science concepts. This article reports and discusses findings in an investigation of physics teachers?? approaches to use of and their beliefs about classroom instructional language. Direct classroom observations of, interviews with, as well as content analyses of the participant teachers?? verbatim classroom talk, were used as the methods of data collection. Evidence is presented of participant physics teachers?? lack of explicit awareness of the difficulty, nature, and functional value of different categories of words in the instructional language. In conclusion, the implications of this lack of explicit awareness on the general education (initial and in-service) of school physics teachers are considered. 相似文献
14.
Educational stakeholders across the globe are demanding science education reform that attends simultaneously to culturally diverse students’ needs and promotes academic excellence. Although professional development programs can foster science teachers’ growth as culturally responsive educators, effective supports to this end are not well identified. This study examined associations between specific Science Teachers are Responsive to Students (STARTS) program activities and United States high school life science teachers’ understanding and enactment of culturally responsive science teaching. Findings suggest: (a) critically examining their practices while learning of students’ needs and experiences enabled teachers to identify responsive instructional strategies and relevant science topics for culturally responsive teaching; (b) evaluating culturally responsive exemplars while identifying classroom-based needs allowed teachers to identify contextually appropriate instruction, thereby yielding a robust understanding of the purpose and feasibility of culturally responsive science teaching; and (c) by justifying the use of responsive and reform-based instructional strategies for their classrooms, teachers made purposeful connections between students’ experiences and science instruction. We propose a set of empirically based design conjectures and theoretical conjectures to generate adaptable knowledge about preparing culturally responsive science teachers through professional development. 相似文献
15.
Brittany Garvin-Hudson Tambra O. Jackson 《International journal of qualitative studies in education》2018,31(8):708-725
AbstractThis article focuses on the impact of culturally relevant teaching and learning during a summer enrichment program for high school students. Culturally relevant science instruction and curriculum helped students to foster a more positive interest in science and STEM careers as it provided students the opportunity to do science in meaningful and relevant ways. Students were able to see themselves represented in the curriculum and recognized their own strengths; as a result, they were more validated and affirmed in and transformed by, their learning. We use this case to warrant increased support for summer learning programs focused on providing African American youth with access to high quality, culturally relevant/responsive science education. 相似文献
16.
The implementation of science reform must be viewed as a systems-level problem and not just focus on resources for teachers and students. High-capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in which students use science practices as they build and apply disciplinary core ideas. We report findings from a research study on professional development (PD) to support instructional leaders' learning about the science practices. After participating in the PD, the instructional leaders' familiarity with and leadership content knowledge of the science practices significantly improved. Initially, principals used their understandings from other disciplines and content neutral visions of classrooms to make sense of science instruction. For example, they initially used their understandings of models and argument from ELA and math to make sense of science classroom instruction. Furthermore, some principals focused on content neutral strategies, like a clear objective. Over the course of the PD workshops, principals took up the language of the science practices in more nuanced and sophisticated ways. Principals' use of the language of the science practices became more frequent and shifted from identifying or defining them to considering quality and implementation in science classrooms. As we design tools to support science, we need to consider instructional leaders as important stakeholders and develop resources to specifically meet their needs. If the science feels too unfamiliar or intimidating, principals may avoid or reframe science reform efforts. Consequently, it is important to leverage instructional leaders' resources from other disciplines and content neutral strategies as bridges for building understanding in science. We argue that the science practices are one potential lever to engage in this work and shift instructional leaders' understandings of science instruction. 相似文献
17.
Brenda M. Capobianco 《Journal of Science Teacher Education》2007,18(2):271-295
This self-study examined the 1st-year science teacher educator's integration of instructional technology into a science methods
course and modeled the reflective practice of her own teaching. Elementary science methods students participated in a series
of inquiry-based activities that utilized various instructional technologies. Data sources included daily reflections, formative
assessments, concern-based surveys, and class assignments. Findings from this self-study revealed that the teacher educator's
own reflections and practical inquiry influenced and paralleled her students’ development of learning how to teach scientific
inquiry using instructional technology. Results suggest that inviting preservice teachers into reflective practice and modeling
for them the development of professional practical knowledge allow them to address the uncertainties in their own learning
about using technology for inquiry-based science teaching. 相似文献
18.
Uri Toller 《科学教学研究杂志》1991,28(7):593-607
In response to the new needs for S/T/E/S-literate science teachers, an S/T/E/S-oriented ISMMC-IEE combination model of instruction was implemented in two specially designed undergraduate courses and one graduate course within college science teacher training programs. These three courses served as case studies for class-based, quasiquantitative pilot investigation aimed at gaining a deeper insight into some of the issues involved in the implementation in college of nontraditional, open-ended, problem-solving-oriented teaching strategies which are in dissonance with the cognitive or affective styles and functional paradigms of most students. This probe into the dissonance issue revealed that prospective teachers are capable of handling the new instructional model and do gain in their higher-level cognitive learning. However, undergraduates perceive these courses to be either difficult or not in accord with their needs, and their appreciation of the instructional techniques and style employed is different from that of graduate students accordingly. The current study suggests that although the ISMMC-IEE model is useful in S/T/E/S-oriented courses in science teacher training programs, special attention to the implementation stage is required to close the gap between students' and S/T/E/S educators' functional paradigms. 相似文献
19.
Conclusion The period of time student teachers have to receive feedback from their supervisors and cooperating teachers is relatively
short. Techniques and ideas suggested by university supervisors and cooperating teachers are clearly beneficial to beginning
teachers, but the students also need direct experience in addressing classroom concerns themselves. Student teachers need
to develop techniques for evaluating their own teaching and for solving instructional problems autonomously such as suggested
through the use of this model. The problem solving model forces student teachers to take responsibility for their learning
about teaching. It forces them to analyze and reflect on their own lessons and to deal with their own problems. Importantly,
the model may serve as a tool for self-evaluation that can be used during students’ first few years of teaching and throughout
their science teaching career.
Student teachers will still undergo the complex and sometimes overwhelming experience of teaching for the first time. However,
by addressing each problem they face in a systematic, organized way, the experience may become more manageable, and success
may seem more attainable for them. 相似文献
20.
Shannan McNair Roslin Sullivan Diti Hill 《Journal of Early Childhood Teacher Education》2013,34(1):11-18
Abstract A graduate course in Early Childhood Education assessment which combines coursework and a practicum with young children is designed and implemented using constructivist principles and practice. Teacher education is more effective when field work and coursework are combined, and when students are able to apply what they learn in class to real life experiences with young children [Journal of Early Childhood Teacher Education 21 (1) (2000) 65], learning is enhanced. This course was constructed in a way that incorporated theory, application, reflection, and reconstruction, allowing students an opportunity to rethink their teaching practice through the experience of an early childhood practicum. The key components of the model — the components that are thought to most effectively help students to apply theory to practice, change some of their ways of thinking about teaching and learning are the following: the relationship of the coursework to the setting, continuity from previous courses, the laboratory school environment, the intensive faculty involvement, the co‐constructivist, collaborative nature of the faculty team, the collaborative nature of student work, the use of the three curriculum models, the use of embedded assessment, formative nature of the assessment, informed teaching (on‐going use of student feedback), the tools provided to student that assist in the process, and the practical hands‐on assessment techniques. Changing students’ ways of thinking about the teaching, learning and assessment process is considered a vital part of the course. [Journal of Early Childhood Teacher Education 17(1) (Marshall, 1996) 43] has identified constructivist principles to guide teacher education. She believes that students must experience first‐hand those behaviors that she hopes they would exhibit in their own teaching (Rand, 1999, p. 126). It is through the processes of the course that graduate students are challenged to experience the implementation of emergent curriculum, examine their own beliefs in relation to their practice, articulate why they do what they do and see how classroom assessment strategies help to support meaningful teaching and learning. Furthermore, collaborative practice is considered an important factor that encourages and facilitates reflection, supports a more multi‐dimensional view of teaching and assessing young children, and enables students to listen and observe more effectively and look for the impact of children making choices. Through participation in this course, students became more aware of the impact their view of children and respect for children has on their ability to implement effective and appropriate assessment practices in the classroom. Students gained more of a conceptual understanding of the role of assessment in informed teaching, and were better able to meet individual children's instructional needs. Finlly, students learned how to use tools inquiry, collaboration and reflection that are likely to assist them in future personal professional growth. 相似文献