共查询到20条相似文献，搜索用时 31 毫秒
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MS. Christine Chin DRS. Ngoh-Khang Goh Lian-Sai Chia Kam-Wah Lucille Lee DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information
to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science
curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service
primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting
their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes
part of the science curriculum, as teaching behaviour influences student learning outcomes.
Specializations: science eeducation
Specializations: educational measurement, research methodology. 相似文献
3.
Deborah Corrigan Peter Fensham Jennifer Sheed Rosemary Hutchinson 《Research in Science Education》1992,22(1):403-405
Conclusion The difficulty of sharing meaning of curriculum intentions between different groups is highlighted in this study. The acceptance
of the novel features of the Chemistry Study Design is mixed. The longitudinal nature of the study helped to identify the
difficulty teachers had in understanding the meaning of these novel features although the experiences of teaching units in
the VCE chemistry course have enabled some teachers to shift in their construction of the meaning of the words and messages
around them.
Specializations: chemistry and science education, technology and industry links with sicence in schools.
Specializations: science and technology curriculum, environmental education, educational disadvantage.
Specializations: curriculum change, science career paths.
Specializations: science education, computers in schools. 相似文献
4.
Despite the almost mandatory inclusion of a laboratory component in the school curriculum very little has been reported about
the effects of laboratory instruction upon student learning and attitudes. The present study was undertaken to investigate
the thinking of students in a chemistry laboratory. An interpretive research method was adopted in collecting and analysing
data gathered from observations, general interviews and stimulated recall interviews. Four high school students were studied
during their participation in a week-long university summer school program. This study reports how the four students responded
differently to the same laboratory experience.
Specializations: chemistry and biochemistry education, thinking in science and industry.
Specializations: science education, teacher learning and preparation, teaching thinking. 相似文献
5.
Concern is increasingly being expressed about the teaching of higher order thinking skills in schools and the levels of understanding
of scientific concepts by students. Metaphors for the improvement of science education have included science as exploration
and science as process skills for experimentation. As a result of a series of studies on how children relate evidence to their
theories or beliefs, Kuhn (1993a) has suggested that changing the metaphor to science as argument may be a fruitful way to
increase the development of higher order thinking skills and understanding in science instruction. This report is of a case
study into the coordination of evidence and theories by a grade 7 primary school student. This student was not able to coordinate
these elements in a way that would enable her to rationally consider evidence in relation to her theories. It appeared that
the thinking skills associated with science as argument were similar for her in different domains of knowledge and context.
Specializations: science learning, scientific reasoning, learning environments, science teacher education.
Specializations: cognition, reasoning in science and mathermatics. 相似文献
6.
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
7.
Carmel McNaught Dianne Raubenheimer Margaret Keogh Rob O'Donoghue Jim Taylor 《Research in Science Education》1992,22(1):291-298
This paper describes an ongoing process of participatory curriculum development. It outlines some of the tensions which need
to be explored in science curriculum development: debates about the nature of science, of society, of school science content
and of learning theories. The process whereby action can arise from this debate is also explored. An example will be outlined
of a network of science curriculum action which has developed from the work of a range of science education projects in Natal,
South Africa.
Specializations: science curriculum development from primary to tertiary level.
Specializations: inservice primary science teacher development.
Specializations: inservice teacher development, biology education.
Specializations: environmental education, teacher development.
Specializations: environmental education, teacher development. 相似文献
8.
Dr. Donna Satterthwait Dr. Jim Butler Dr. Warren Beasley 《Research in Science Education》1993,23(1):252-258
Australia's changing political, social and economic agendas have triggered a critical analysis of school curriculum. Part
of this consideration has been concern over the future of science education within the context of senior schooling. Following
the completion of the Senior Science Future Directions Project commissioned by the Queensland Board of Senior Secondary School
Studies, fifteen issues were identified. These issues, grouped by the needs of the science disciplines, society and the individual
student, are discussed with the view of understanding the future design of senior science syllabuses.
Specializations: biology teacher education, science curriculum development.
Specializations: professional development, curriculum design and evaluation.
Specializations: professional development, science teaching. 相似文献
9.
Dr. Campbell J. McRobbie Dr. Barry J. Fraser Dr. Geoffrey J. Giddings 《Research in Science Education》1991,21(1):244-252
Existing instruments in classroom environment research have limitations when subgroups are investigated or case studies of
individual students conducted. This study reports the validation and development of a personal form of the Science Laboratory
Environment Inventory which is better suited to such studies. Further, systematic differences between scores on the class
and personal forms of the instrument are reported along with comparisons of their associations with inquiry skill and attitudinal
outcomes.
Specializations: Science education, Preservice science teacher education.
Specializations: Learning environments, science education, educational evaluation, curriculum.
Specializations: Curriculum, science education, science laboratory teaching. 相似文献
10.
Alison Grindrod Andrea Klindworth Dr. Marjory-Dore Martin Russell Tytler 《Research in Science Education》1991,21(1):151-160
In 1990, a large proportion of third year primary trainee teachers at Victoria College had observed or taught very few or
no science lessons during the first two years of their course. The students felt that a lack of content knowledge, a crowded
school curriculum, and problems associated with managing resources and equipment, were the main factors contributing to the
low level of science being taught in schools. By the end of their third year significantly more students had taught science
than after the second year. There was also a change in approach to teaching science with more practical activities being included
than previously. The science method unit taught to the students in the third year of their course contributed to this increase.
The students considered the hands-on activities in class to have been the most effective aspect of the unit in their preparation
for the teaching of primary science.
Specializations: children's learning in science, primary teacher education.
Specializations: student understanding of biology, evaluation of formal and informal educational settings.
Specializations: gender, science and technology, environmental education.
Specializations: children's learning in science, language and science. 相似文献
11.
Dr. Paul Strube 《Research in Science Education》1991,21(1):300-305
The shift of nurse education from the hospitals to higher education institutions has resulted in a large pool of students
within the Universities requiring basic science instruction. Most of these students are female, often mature age, with limited
science backgrounds. This paper discusses the type of science education demanded by the nursing profession, the view of science
as a subject held by these students, and the key role played by constructivist thinking in dealing with both of these.
Specializations: The language of science textbooks; relations between science and literature; science in nursing education. 相似文献
12.
Intuition was one of the four key themes for science education that emerged from the Woods Hole Conference in 1957. Despite
the considerable influence of this conference on a generation of curriculum projects the intuition theme was almost completely
ignored. Recent studies of intuition, including an analysis of Nobel laureates' views of scientific intuition, are considered.
This enables several conceptions of the nature and role of intuition in science to be defined, and its importance to be assessed.
The assumption that it is also important in science education is examined by considering conditions in science teaching and
learning that may encourage intuitive thinking in the light of current research developments that could lead to a new agenda
for school science.
Specializations: science and technology curriculum, environmental education, educational disadvantage.
Specializations: phenomenography, ways of knowing, higher education—teaching and learning. 相似文献
13.
Olugbemiro J. Jegede James C. Taylor Peter Akinsola Okebukola 《Research in Science Education》1991,21(1):198-207
Most of the curriculum design models within the technical-scientific approach utilise the rational and sequential process
of designing and inter-relating the various elements of the design process. While this procedure may be efficient and adequate
for conventional education in which the designers are professional science educators, there is doubt if it satisfies the particular
needs of distance education.
The experience accumulated through a multi-disciplinary team approach to distance learning courseware development for higher
education at the University of Southern Queensland Distance Education Centre motivated this study which primarily focused
on a search for an alternative approach to curriculum development with a more satisfactory functional value.
Using selected units in Engineering as a focus, an experiment was designed in which a variant of the classical Wheeler model
was used. This paper reports the results of this experiment. The implications for contemporary curriculum development initiatives
in science especially within distance education settings are pointed out.
Specializations: science education, learning strategies, curriculum development, instructional design, research and development in distance
education.
Specializations: Cognitive Science, curriculum development, instructional design, expert systems, research and development in distance education.
Specializations: science education, learning strategies, curriculum development, instructional design, research and development in distance
education. 相似文献
14.
Dr. Brian Jones Professor Kevin Collis Dr. Jane Watson Miss Kimberley Foster Dr. Sharon Fraser 《Research in Science Education》1994,24(1):191-200
Students' conceptions of how objects are seen directly, and in mirrors, were explored in an analysis of their written and
drawn responses to common visual phenomena depicted in cartoons with brief text. Students in Grades K-10 (n=214) completed
a questionnaire and some were interviewed. Evidence was sought to support an hypothesis for increasingly sophisticated responses
related to the concepts of sight, light, reflection and image. The developmental model used in this analysis was the updated
SOLO Taxonomy (Biggs & Collis, 1991; Collis & Biggs 1991). It appears from the results that different modes of functioning
can interfere to produce factually incorrect recollections of experience particularly in the age group 7 to 13 years approximately.
Also, this is associated with the common spurious conception that mirrors have a lateral inversion property. Explanations
involving light were extremely rare and its role related to the production of an image ‘in the mirror’ but not to the perception
of an image in the eyes.
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
15.
Conclusion This study suggests that most students entering science or science education units in preservice primary teacher education
courses have a positive attitude to the teaching/learning of primary science and see value in all domains of science for children
at this stage. This was an unexpected finding. It was of concern however, that their interest in physical science topics was
so low. This may be due to previous specific experiences in secondary science. Science and science education units should
build on the positive attitudes of students and could develop physical science ideas through their significance in environmental
and social problems.
Specializations: science education, teacher education in science.
Specializations: science education policy and practice, teacher education, school effectiveness. 相似文献
16.
This paper highlights the challenges and problems in developing an innovative K-3 science program to support teachers in the
implementation of the national Statement and Profile in science. The program has been developed by the authors in association
with the Curriculum Corporation. The paper outlines the assumptions made about teachers of young children, the role of research
in the construction of the program, and the extent to which the Statement and Profile have influenced the process. The resolution
of a number of key problems in this curriculum development is discussed: responding to teachers' needs for a base of science
discipline knowledge, developing strategies for working scientifically with very young children, and helping teachers develop
an extended understanding of the nature of science.
Specializations: early childhood science and technology education.
Specializations: primary science education, teacher education in science, adult experiences of science and technology, and curriculum development. 相似文献
17.
The premise that underlies the pre-service science teacher education program at Monash University is the need to focus on
the nature of learning in ways that encourage student-teachers to reconsider their conceptions of learning and how this relates
to their view of teaching. The purpose of teaching portfolios is to act as a prompt for student-teachers to reconsider these
conceptions and as a way of helping them to better articulate their professional knowledge. The Science (Stream 3) student
teachers construct a portfolio of teaching strategies, episodes, ideas, etc. that demonstrate how they see their role as science
teachers. The portfolio is ungraded, openended and organised as a dynamic assessment task, not just a static end product.
This paper reports on student-teachers' understanding of, and approach to portfolios as they come to understand its purpose
and value.
Specializations: chemistry and science education, technology and industry links with science curriculum
Specializations: science education, reflection, curriculum and evaluation 相似文献
18.
Dr Janice M. Wilson 《Research in Science Education》1990,20(1):292-299
The long term aim of this study is to document changes in the nature and level of conceptual understanding revealed by a cohort
of undergraduate nursing students. The outcome of such a study may be used in future review and redesign processes by curriculum
planners. Conceptual understanding of physiology and pharmacology, areas which are central to nursing studies depends, in
turn, on an understanding of certain chemical concepts. This paper describes the group cognitive structure of 60 first year
preservice nursing students, with respect to 21 basic chemistry concepts. Group cognitive structure is represented by non-metric
multidimensional scaling of data obtained from individual concept maps prepared by students. The impact of prior studies in
chemistry on the level of understanding revealed is discussed.
Specializations: Cognition and science education, behavioural ecology and ethology. 相似文献
19.
Rachel Wood 《Research in Science Education》1993,23(1):337-344
Genetics is an area of science that causes problems for children. This paper reviews initial findings from research into children's
views of how inheritance works and the role this plays in their overall view of genetics. The implications these results have
for the traditional approach to genetics education are outlined. An alternative approach is proposed.
Specializations: teacher development, science and technology curriculum development. 相似文献
20.
A national curriculum comprising statements of attainment at different levels must be underpinned by some idea of “progression”
in learning. Questions arise as to the nature and meaning of progression. To gain a deeper insight into how children progress
in their understanding of science, this research involves the construction and testing of a hypothetical learning sequence
for the topic of forces. This interim report explains how children aged 7 to 13 are being interviewed to explore their explanations
of phenomena involving forces. These explanations will be mapped onto the sequence to provide a multi-dimensional model of
progression.
Specializations: assessment, curriculum development.
Specializations: assessment, investigations in science, progression in learning science. 相似文献