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1.
Students have been largely ignored in discussions about how best to teach science, and many students feel the curriculum is
detached from their lives and interests. This article presents a strategy for incorporating students’ interests into the formal
Biology curriculum, by drawing on the political meaning of “shadow government” as alternative policies developed by parties
not in office. A “shadow curriculum” thus reflects the interests and information needs of those who have no voice in deciding
what the formal curriculum should include, although they are the ones who are most influenced by it. High school students’
interests in three Biology topics were identified (n = 343) and retested on another student sample (n = 375), based on their solicited questions as indicators for interests. The results of this exploratory case study showed
that half of the questions asked by students in the areas of genetics, the cardiovascular system and the reproductive system
are not addressed by the national curriculum. Students’ questions were then expressed in the curricular language of principles,
phenomena and concepts in order to create a shadow curriculum. A procedure that could be used by other researchers and practitioners
to guide the development of a curriculum that is more aligned with student interests is suggested. 相似文献
2.
A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model
that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists’
laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven
educational research projects. Science students do scientific research via their teachers’ lessons that bridge laboratory
research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions
centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry
present their perspectives on “what goes on,” “what we have learned,” and “what it means to the larger community.” 相似文献
3.
Yun Yao 《Frontiers of Education in China》2007,2(1):89-102
Having experienced three stages of “preliminary establishment”, “rapid and comprehensive development” and “steady development”
for twenty years, China's postdoctoral system is moving towards a new one, the stage of “quality improvement and innovation
development.” Remarkable achievements in the system include cultivating talented personnel, promoting the construction and
development of disciplines, integrating production, learning and research, as well as scientific research achievements. However,
some problems still exist in its managerial system, the science funds subsidized as well as the relationship between the mobile
station and the workstation. Based on the above analysis, the author suggests that the postdoctoral system in the new era
should be innovative in its systems of management, cultivation, funds collection, subvention and evaluation. 相似文献
4.
Konai Helu Thaman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2008,12(2):459-473
This essay contributes a Pacific Islands perspective to the global discussion of “Living Together: Education and Intercultural
Dialogue”. Through poetry and prose, this essay traces the impact of the Tongan concept of vaa (values/valued relationships) on learning and language. By invoking UNESCO’s mandate to build peace through education, the
concept of vaa is shown to be a key to promoting peace. The challenges and prospects of nurturing peace through international cooperation
in education are discussed with examples drawn from the Pacific. Specifically, Tonga’s social and linguistic histories provide
avenues for interpreting Pacific educational ideals in relation to Western concepts of knowing and learning. Reflection on
cultural literacy in the Pacific context raises deeper questions about the role of educators when working interculturally.
Lessons to be learned include the oft-quoted maxim that educators must first learn about their own culture before learning
about others’, and before imposing their own pedagogies and curricula on others’ education systems. 相似文献
5.
Modern cooperative learning began in the mid- 1960s (D. W. Johnson & R. Johnson, 1999a). Its use, however, was resisted by
advocates of social Darwinism (who believed that students must be taught to survive in a “dog-eat-dog” world) and individualism
(who believed in the myth of the “rugged individualist”). Despite the resistance, cooperative learning is now an accepted,
and often the preferred, instructional procedures at all levels of education. Cooperative learning is being used in postsecondary
education in every part of the world. It is difficult to find a text on instructional methods, a journal on teaching, or instructional
guidelines that do not discuss cooperative learning. Materials on cooperative learning have been translated into dozens of
languages. Cooperative learning is one of the success stories of both psychology and education. One of the most distinctive
characteristics of cooperative learning, and perhaps the reason for its success, is the close relationship between theory,
research, and practice. In this article, social interdependence theory will be reviewed, the research validating the theory
will be summarized, and the five basic elements needed to understand the dynamics of cooperation and operationalize the validated
theory will be discussed. Finally the controversies in the research and the remaining questions that need to be answered by
future research will be noted. 相似文献
6.
Caleb John Clark 《TechTrends》2000,44(5):41-45
Conclusion The 1914 definition of geek reads: (1) a person, often of an intellectual bent, who is disapproved of, (2) a carnival performer
often billed as a wild man whose act usually includes biting the head off a live chicken or snake (Merriam-Webster, 1997).
Nowadays geeks rule. Geeks are now enmeshed at a very high level in every facet of the information age that is changing the
world spinning under our feet. Geeks are literally building this new information world by producing the software and hardware
that make it run. Geeks get work, geeks are becoming attractive partners, and geeks are actually cool! The times they are
a changin” !
Perhaps a new definition in the year 2000 might read: ( 1 ) a person prone to energetic acceptance of emerging technology,
esp. computers and the Internet, (2) one whose act includes selfdirected learning of such technology.
Geek learning is basically self-directed learning with a heavy dash of exploratory learning thrown in for good measure. However,
support for selfdirected learning in higher education has been shown to be very low (Wilcox, 1996). This low level of support
is evidence of the resistance to the new information age, a natural but dangerous reaction to chaos.
I believe that the chaotic and decentralized nature of the exploding information age demands a reexamination of theories such
as “self-directed” and “exploratory” learning— terms coined by non-geeks to describe things geeks do naturally.
In these times, teachers and instructional designers grappling with how to facilitate technology learning should heed the
advice of the old expression, “When in Rome ...” and just let it go, and G.E.E.K.O.U.T! 相似文献
7.
Conclusion Because of the recent trend toward commercialization of the Internet, and the immense proliferation of information online,
searching has become one of the most time-consuming tasks of our workdays. Technology is meant to help us save time and make
more time for the things in our lives that are important to us. We can control our work with technology or allow it to control
us. Because creators of some Web sites are trying harder and harder to get you to buy things online and to build up ecommerce,
they are set up with the intent of distracting you into areas that are not likely to help you find the information you really
need. Avoid the “impulse buying” and time-usurping aspects of the Web by controlling your own interactions with it. Plan,
set goals, remind yourself of your task, and enjoy happy andefficient searching.
She holds a Master of Science, library Science, degree form the University of North Carolina, Chapel Hill. Her research interests
include instrumental design and instruction for information retrieval. Her research and teaching interests include instructional
design, educational systems design, and the impact of online learning. 相似文献
8.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
9.
This study investigated visitors’ and staff’s perceptions about the communication of science in a traditional natural history
museum. The research examined the science-related outcomes for adult visitors and explored visitors’ and staff’s ideas of
science and how it is portrayed at the museum. Data were collected by questionnaire and interview from 84 staff and 102 visitors.
Both groups held positive views about science, its importance and the need for everyone to understand it. Comparison of visitors’
pretest and posttest scores on the questionnaire revealed some significant changes, several suggesting a change to views about
science that were less “scientific.” Most visitors thought that their ideas about science had not changed as a result of their
visit, but they were positive about the museum as a place for learning science. Staff held more “scientific” views about the
nature of science than did visitors; they recognized the potential of the museum to educate people about science, but felt
it needed to be presented as more relevant and accessible, particularly in terms of science as a cultural practice. Neither
staff nor visitors perceived that the museum stimulated visitors to think critically about science. While acknowledging that
interpreting complex scientific knowledge into exhibits readily understood by lay visitors and displaying controversy are
difficult, these challenges must be addressed if visitors are to be encouraged to think about science and the social, cultural
and political contexts which shape it.
Léonie J. Rennie is professor of science and technology education and Dean, Graduate Studies at Curtin University of Technology in Australia.
Her research interests include adults' and children's learning in science and technology and the communication of science
in a range of out-of-school contexts. Currently, she is working on research projects relating to integrated curriculum in
science, mathematics and technology, and a statewide program to enhance scientific literacy in the community.
Gina F. Williams currently is a stay-at–home mother of two and pursuing a master’s degree in science communication from the Australian National
University. At the time of the research, she was working as a Research Associate with Léonie J. Rennie at Curtin University
of Technology in Australia. Gina was involved in a number of projects with a focus on the communication of science, in particular
research into the learning experiences of adults in free- choice learning environments. With a background in science, Gina
became interested in the issues involved in communicating science whilst working as an explainer at a science center. Her
research interests include the wider community’s engagement with science in their everyday lives, and the development of community-based
science projects. 相似文献
10.
Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions 总被引：1，自引：1，他引：0
This article presents an analysis of a phenomenon that was observed within the dynamic processes of teaching and learning
to read and elaborate Cartesian graphs for functions at high-school level. Two questions were considered during this investigation:
What types of metaphors does the teacher use to explain the graphic representation of functions at high-school level? Is the
teacher aware of the use he/she has made of metaphors in his/her speech, and to what extent does he/she monitor them? The
theoretical framework was based on embodied cognition theory. Our findings include teachers’ expressions that suggest, among
other ideas: (1) orientation metaphors, such as “the abscissa axis is horizontal”; (2) fictive motion, such as “the graph
of a function can be considered as the trace of a point that moves over the graph”; (3) ontological metaphors; and (4) interaction
of metaphors. We also show that teachers were not aware of using metaphors. 相似文献
11.
John A. Clarke 《Research in Science Education》1973,3(1):119-141
Summary and Conclusion What has been reported here is an objective, pre-trial formative evaluation of the core of an ASEP unit designed to show its
potential in terms of themes and structure, a revision on the basis cognitive-field learning theory of those sections of the
core shown by the analysis to be possibly deficient, and an ongoing field-trial of the original and revised cores.
The field-trial results, though only tentative, have demonstrated the use of the Carss (1973) content analysis technique as
it may be applied to formative curriculum evaluation since it supplies “... the diagnostic analysis which is at the heart
of formative evaluation” (Baumgart; 1972:9). The technique produces, prior to field-trials, usable information with respect
to the potential inherant in the text, showing for example where structure is poor or where there is irrelevant or too much
information. The technique also allows feedback from field-trials to be used more constructively since general statements
or questions, hitherto of little use in giving writers directions for revision, can be linked to themes, the content and distribution
of which are available.
The use of this technique for the analysis of the manifest content of communication-written or verbal—seems unlimited. The
analysis of the teacher and pupils verbal communications in parallel with the textual analysis, and the analysis of “expert”
ideas on “what is science?” to obtain the “essence” of science are but two. The technique itself needs further refinement
and this refinement and possible uses offer an interesting challenge for future research. 相似文献
12.
Shirley Walters Linda Cooper 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,9(1):27-38
CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation.
This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between
“core” and “periphery”, between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated
levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater
inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action
implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts.
The authors of this article draw substantially on research from around the world and argue for the re-insertion of “politics
and power” into both the theory and practice of “lifelong learning” and “work”. 相似文献
13.
Michael H. G. Hoffmann 《Educational Studies in Mathematics》2006,61(1-2):279-291
This comment attempts to identify different “semiotic perspectives” proposed by the authors of this special issue according
to the problems they discuss. These problems can be distinguished as problems concerning the representation of mathematical
knowledge, the definition and objectivity of meaning, epistemological questions of learning and activity in mathematics, and
the social dimension of sign processes. The contributions are discussed so as to make visible further research perspectives
with regard to “semiotics in mathematics education”. 相似文献
14.
John C. Smart 《Research in higher education》2010,51(5):468-482
The findings of this study show wide variation in the learning patterns of college students in the academic environments of
Holland’s theory and, more importantly, that such variability differs based on the level of “consistency” or “inconsistency”
of the environments. Differences in the learning patterns of students in “consistent” academic environments tend to be more
in alignment with the premises of Holland’s theory than those of students in “inconsistent” environments. Implications of
these findings for future research using Holland’s theory to understand longitudinal patterns of change and stability in the
attitudes, interests, and abilities of college students are discussed, and attention is devoted to policy development and
practical implications for academic advisors, career counselors, campus leaders, and governmental and accrediting officials. 相似文献
15.
Mark Brown 《Research in Science Education》1992,22(1):63-71
This paper presents an “ecological perspective” on research with computers in science education. It is proposed that current
and past research within the computer education field has been characterised by an over-emphasis on technical applications
of the machinery, rather than a deeper consideration of the teaching and learning process. This tendency toward “technocentric
thinking” has usually failed to take into account the important social and cognitive interactions within the computer learning
environment. The view advanced here, is that an understanding of the effects of computers on students' learning can be achieved
only through an analysis of the dynamic interactions between students and teachers as they work with computers in a particular
environment. A theoretical framework for understanding this range of interactions is presented. Finally, an ecological model
is proposed for conducting future research on the application of computers in science education.
Specializations: information technology in education, science education, technology education, environmental education, and media education 相似文献
16.
Dr. June Trop 《Journal of Science Teacher Education》1995,6(1):53-56
Conclusion The journal writing activity was an opportunity for Tom and his classmates to personalize a constructivist vision of teaching
and learning, a step Gallagher’s (1993) teachers identified as the beginning of their transition to a constructivist practice.
The efficacy of the journal writing activity may be attributed to its capacity to engage students in metacognitive thinking.
That is, the students had an opportunity to think about their ideas rather than merely with them (Kuhn, Amsel, & O’Loughlin,
1988). Indeed, various researchers have associated metacognition with cognitive development, meaningful learning, and conceptual
change (e.g., Champagne, Gunstone, & Klopfer, 1985; Kuhn et al., 1988; Pintrich, Marx, & Boyle, 1993).
Also, sharing journal entries fostered a sense of community, a support that seems to be essential for teacher change (Shaw
& Etchberger, 1993; Taylor, 1993). In fact, students reported the activity to be a “great way to get to know others” and “a
way of reducing isolation” because” certainly, a whole class of teachers is better than just one.”
Although the purpose of the activity was to promote constructivist pedagogy, it accomplished so much more. It stimulated imaginative
questions such as What is the purpose of teaching physics? When is it to review many areas? When is it to understand how physics
works in some special instances?
In addition, journal writing “was an excellent way to bring about closure.” “It was relaxing … kind of like cool down exercises
after a heavy aerobic workout.” 相似文献
17.
David H. Jonassen 《Educational technology research and development : ETR & D》2011,59(1):159-175
The purpose of this paper is to familiarize instructional designers and researchers with a useful design and research paradigm
known as “Ask Systems.” Ask Systems are interrogative interfaces to information and learning environments that model conversations
with a skilled, reflective practitioner (Sch?n, The reflective practitioner, 1983) or teacher. By selecting questions to answer, users access information or scaffolds that help them to solve a problem, perform
a task, or comprehend domain knowledge. Ask Systems are potentially effective for designing interactive learning systems because
question asking is one of the most fundamental skills in learning that affects comprehension and problem solving (Graesser
et al., in: Britton and Graesser (eds.) Models of understanding text, 1996b; Graesser et al., Journal of Artificial Intelligence in Education, 3:235–241, 1992). By selecting questions to answer, students may also learn how to generate their own meaningful questions, because the quality
of student-generated questions is strong predictor of domain knowledge and problem solving (Graesser and Olde, Journal of
Educational Psychology, 95(3):524–536, 2003). Ask Systems are demonstrated that represent a variety of learning and task structures, including frequently asked questions,
problem solving, metacognition, causal understanding, and multiple perspectives. Although empirical research on Ask Systems
is very limited, they appear to represent a potentially effective paradigm for designing instruction and conducting research
in a variety of learning environments. 相似文献
18.
Technology, considered as the new language of teaching and learning, is an irrevocable reality. Any institution of higher
learning is expected to look into the future without losing sight of its core capabilities-the malleability of its faculty
members. Today, more than ever, teachers are expected to operate in an environment where “hiteach”, “hi-touch” and “hi-tech”
govern their instructional behaviors. It is in this light that this study was conducted to situate teachers coming from a
time-tested institution, such as the University of Santo Tomas, the oldest university in Asia, in terms of their IT knowledge,
skills, and interests with a view to identifying implications on how faculty development programs may be made more responsive
to the present-day educational structure. 相似文献
19.
This study attempts to examine Confucius’ ideas about learning and seeks also to elucidate notions of lifelong learning. The
examination will be focused on Confucius’ ideas concerning learning as revealed in the Analects. Confucius’ notion of learning
offers an alternative perspective to overcome the idea of competition-directed lifelong learning. According to Confucius,
learners should be oriented to learn for the sake of the “self” not “others.” Confucius’ notion of “self-realizing” learning
holds that the self, being a part of interdependent relationships with others in society, attempts to utilize reflective learning
to realize a unity of self and the society. However, if learners are oriented to learn ‘for the sake of others, ’ their learning
efforts are rooted in selfishness-based competition, which threatens the interdependent nature of the human world. Confucius’
perspective of learning makes it clear that learning should be directed toward attaining a unity of self and the world. This
unity is possible when a learner makes the effort of will to sincerely learn for the sake of the self and learns to attain
an insightful understanding about interdependent life. 相似文献
20.
Jerry Willis Ann Thompson William Sadera 《Educational technology research and development : ETR & D》1999,47(4):29-45
Within the context of a brief history of information technology in teacher education (ITTE), current research on ITTE is reviewed.
It is argued that ITTE research can be categorized into three paradigms: empirical, critical, and interpretive. The need for
a clear, multi-paradigmatic approach for future work is emphasized. Examples of exemplary work are cited. Conclusions suggest
needs for more sharing of information of “islands of excellence” in work on technology in teacher education, more case studies
on diffusion of innovation, more emphasis on bias-related findings from critical theory, and more development and dissemination
of resources and tools for using technology effectively in teacher education. Recommendations for further work in the area
also include emphasizing instructional design (ID) work to create innovations and recognizing the need for grounded, reflective
papers on innovative approaches that have been implemented and studied over several years. 相似文献