共查询到20条相似文献，搜索用时 46 毫秒
1.
A Teacher Professional Development Program on Using a Constructivist Multimedia Learning Environment
This paper describes a professional development program using an interactive multimedia program to develop teachers' understanding
of a constructivist epistemology in science education. The aim of this study was to describe teachers' reflections on and
perceptions of a series of professional development workshops and how teachers changed their classroom practices after having
participated in the workshops. The software, developed with the cooperation of teachers and students, is based on the Birds of Antarctica database (Maor & Phillips, 1996). This database was designed as an interactive program which requires teachers to use a constructivist-oriented
approach to teaching and learning in order to promote the development of inquiry skills particularly higher-order thinking
skills. A series of workshops for teachers was conducted to empower them to become comfortable with using computers in science
classrooms and to enable them to enhance their understanding of, and ability to use, personal and social constructivist approaches.
Teachers' perceptions of the process of learning with the multimedia program and their reactions to their experiences were
assessed using a new instrument, the Constructivist Multimedia Learning Environment Survey (CMLES). The results of the study suggest that teachers who participated as learners in the professional development program
became familiar with a constructivist-oriented multimedia learning environment; understood the context, problems, and issues
faced by students in the classroom; and were better able to facilitate students' needs and understanding in this learning
environment.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
2.
Dr Stephen M. Ritchie 《Research in Science Education》1998,28(2):169-185
The application of constructivist referents for teaching science has received some recent unwarranted criticism. To counter
some of the pedagogical criticisms, the teacher's role and actions within a Year 6 science classroom learning community are
described. In particular, my interpretation of two teaching episodes shows how the teacher helped a group of students transform
their understanding of electrical circuits. The teacher in this study mediated learning by monitoring the transformation of
student understanding and negotiating scientific practices—teaching practices which need to be illustrated more fully by researchers
to avoid further confusion about the application of idea-based social constructivism. I argue that the teacher's role, from
a social constructivist perspective, is to employ whatever strategies are needed to help students develop a deeper understanding
of canonical science. 相似文献
3.
Mary Hanrahan 《Research in Science Education》1994,24(1):156-165
This paper presents a model for the type of classroom environment believed to facilitate scientific conceptual change. A survey
based on this model contains items about students' motivational beliefs, their study approach and their perceptions of their
teacher's actions and learning goal orientation. Results obtained from factor analyses, correlations and analyses of variance,
based on responses from 113 students, suggest that an empowering interpersonal teacher-student relationship is related to
a deep approach to learning, a positive attitude to science, and positive self-efficacy beliefs, and may be increased by a
constructivist approach to teaching.
Specializations: secondary school science learning environments, writing in science, alternative frameworks, the language of science. 相似文献
4.
This paper addresses the parallel between the changes in students' and teachers' learning advocated by constructivist science educators. It begins with a summary of the epistemology of constructivism and uses a vignette drawn from a set of case studies to explore the impact of a constructivist science in‐service programme on an experienced and formal elementary science teacher. Judged by constructivist standards, the teacher described in the vignette makes very little progress. The irony of applying a constructivist critique to his work, however, is that it fails to treat the teachers' imperfect knowledge of teaching with the same respect as constructivists treat students' imperfect learning of science. The remainder of the paper explores this constructivist paradox, and suggests that‐like students' knowledge of science‐teachers' knowledge of constructivist science teaching is likely to grow through slow and gradual re‐formation of their established understanding of classroom theory and practice. 相似文献
5.
William R. Veal Zachary Jackson 《International Journal of Science and Mathematics Education》2006,4(2):195-213
The purpose of this paper is to describe how and why a primary science methods classroom was conceived, designed, and developed for preservice and inservice teachers. Just as science educators believe that students learn best by constructing their knowledge of the natural world with the aid of a teacher and colleagues, science educators also believe that preservice and inservice teachers should learn in a collaborative and constructivist environment. Multiple dimensions relating to the dynamic processes of learning to teach, a ‘technical factor’ related to the physical and resource constraints that exist within a school, and sociocultural theory were used for the theoretical framework. A survey was given to 97 students who took a course in the classroom, six instructors were given a questionnaire, and three of these instructors were interviewed. These data sources sought to determine the effect of design features on student learning and instructor teaching. The results of the evaluation suggest students who used the classroom found their learning positively affected by the room design and instructors who taught in the classroom benefited by being able to teach in an inquiry and constructivist manner. 相似文献
6.
The constructivist paradigm opens abundant opportunities for effective knowledge construction in which student build knowledge and continually evaluated and improved their knowledge. The teaching mode under constructivist pedagogy redefines the role of students and the teachers and their interrelationships by creating a nurturing environment. By adapting constructivist framework, this article demonstrates how the variation of learning practices was critical in facilitating Primary 4 students in Singapore to carry out seamless science learning. The variation of learning practices enables the students to explore a particular scientific concept through various learning experience across the contexts. The study adapted the framework of the Objects of Constructivist Learning Model for the improvement of the seamless science learning design. When redesigning the lesson, a conscious effort was made by the teacher to create relevant patterns of variation, that is, varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students discern those critical aspects. The findings contribute knowledge to how the Theory of Variation can be used in analyzing seamless learning as well as designing for constructivist learning experiences. The findings have also demonstrated that the complementary practice of constructivist pedagogy with variation theory as a viable and effective approach in seamless science learning, at which it deepened students' understanding through constructing the critical aspects of a phenomenon. Engagement with primary school students in experiencing the variations allowed the translation of theory into practice. 相似文献
7.
John M. Reveles Gregory J. Kelly Richard P. Durán 《Cultural Studies of Science Education》2007,1(3):467-495
This ethnographic study of a third grade classroom examined elementary school science learning as a sociocultural accomplishment.
The research focused on how a teacher helped his students acquire psychological tools for learning to think and engage in
scientific practices as locally defined. Analyses of classroom discourse examined both how the teacher used mediational strategies
to frame disciplinary knowledge in science as well as how students internalized and appropriated ways of knowing in science.
The study documented and analyzed how students came to appropriate scientific knowledge as their own in an ongoing manner
tied to their identities as student scientists. Implications for sociocultural theory in science education research are discussed.
John Reveles is an assistant professor in the Elementary Education Department at California State University, Northridge. He received
his Ph.D. from the University of California, Santa Barbara in 2005. Before pursuing his Ph.D., he worked as a bilingual elementary
school teacher for 3 years. His research focuses on the development of scientific literacy in elementary school settings;
sociocultural influences on students' academic identity; equity of access issues in science education; qualitative and quantitative
research methods. Within the Michael D. Eisner College of Education, he teaches elementary science curriculum methods courses,
graduate science education seminars, and graduate research courses.
Gregory Kelly is a professor of science education at Penn State University. He is a former Peace Corps Volunteer and physics teacher. He
received his Ph.D. from Cornell in 1994. His research focuses on classroom discourse, epistemology, and science learning.
This work has been supported by grants from Spencer Foundation, National Science Foundation, and the National Academy of Education.
He teaches courses concerning the uses of history, philosophy, sociology of science in science teaching and teaching and learning
science in secondary schools. He is editor of the journal Science Education.
Richard Durán is a Professor in the Gevirtz Graduate School of Education, University of California, Santa Barbara. His research and publications
have been in the areas of literacy and assessment of English Language Learners and Latino students. He has also conducted
research on after school computer clubs, technology and learning as part of the international UC Links Network. With support
from the Kellogg Foundation, he is implementing and investigating community and family-centered intervention programs serving
the educational progress of Latino students in the middle and high school grades. 相似文献
8.
Martine Meheut 《International Journal of Science Education》2013,35(6):647-660
Empirical studies in physics and chemistry education have shown some of the limits of a general constructivist view of the teaching‐‐learning process. In our opinion, we need more specific constructivist models of learning, which would take into account the distinctive epistemological features of the scientific field concerned. The dynamic process that we planned is founded upon some distinctive features of theories about the structure of matter: their philosophical and non‐empirical foundations, their character as a hypothetical model, their character of mechanical analogy. This learning process can be seen as a search for an analogy between the properties of a sample of gas and the properties of a set of particles moving under rules derived from the kinetic theory of gases. The didactic experiment is based upon the use of a computer simulation. It includes a first phase of interviews. The second phase of experimentation in the classroom gives some quantitative information in usual classroom teaching‐learning conditions. The analysis of the data allowed us on the one hand to assess the short‐term and long‐term effectiveness of this learning process and on the other hand to discuss the hypotheses underlying the choice of phenomena and questions we formulated in order to design the didactical situations. 相似文献
9.
We describe a recent project that explored combined use of Internet client-server technology and interactive computer modeling software for improving secondary science teaching. We envisioned a constructivist network in which teachers make contributions to the resources available. The purpose of the network was to promote the emerging field of computer modeling in high school science. Our approach coupled the networking and curricular initiatives with evaluation of changes in classroom core practices—those which have a traceable impact on student learning. Distribution of work, ideology of science, teaching styles, and curricular goals come together dynamically to influence teachers' use of modeling technology in the high school science classroom. A combination of Internet tools, each affording a different contribution to the spread of innovation, provides the best promise for future networks of this kind. 相似文献
10.
Using Marton's theory of the structure of awareness as a theoretical framework, this study investigated the aspects that students discerned and brought into their focal awareness while they studied four science stories in an instruction designed for fostering understanding of the nature of science (NOS). The data showed that when students studied the stories many focused only on one or two aspects, from among a range, presented in the stories. Further, the aspects of the stories in the students' focal awareness were closely linked to the views of NOS that they developed subsequent to the instruction. Students who focused on certain appropriate aspects acquired adequate views of NOS while those who focused on other aspects acquired inadequate views of NOS. The theory therefore offers a viable explanation for why students often construct idiosyncratic meanings from learning experiences that differ from those intended – by attributing it to students attending to certain aspects rather than others. However, the data also show that students' prior conceptions strongly influence their construction of meanings from the learning experiences. The complementarity of the theory of the structure of awareness and the constructivist view of learning are considered. Implications for classroom practices are discussed. 相似文献
11.
《International Journal of Educational Research》1997,27(4):311-320
This is one of a series of studies conducted by a high school physics teacher, who used constructivist referents to plan and enact the curriculum, and to understand and improve the learning environment in his physics classes. Data were collected in the course of a two-year physics course including (a) repeated administrations of a classroom learning environment survey, (b) written essays on the topics of knowing, learning, and classroom learning environment, and (c) interviews. While there was a general trend for students to adopt more constructivist views of knowing and learning, there was also a small number who resisted to adapt to the constructivist learning environment in their physics course. Two case studies of individual students are used to illustrate the interactions of the learning environment, student understanding of scientific knowledge, and the nature of science, and students' views of their own learning. 相似文献
12.
李永生 《青岛职业技术学院学报》2012,(1):47-50
社会建构主义教学理论强调外语教学过程以学生为中心,突出认知主体;教师转变角色,由"主讲"变为"主导";注重开展交互性学习,重视创设语言环境,加大英文输入;培养学生自主学习能力和注重知识重现的原则。高职院校英语教学要以社会建构主义理论为指导,改革教学方式方法,以提高学生语言应用技能。 相似文献
13.
主体参与式综合英语教学是基于主体教育理论、建构主义学习理论以及交际能力、功能语言学理论的英语教学．它改变了传统的以教师为中心、以语言知识讲解为主的教学模式。倡导以学生为中心。以培养学生的综合语言运用能力为目标．课堂教学以活动为载体,旨在促进学生主体性的发挥,培养学生英语语言素质和语言交际能力。为建构主体参与式综合英语教学模式,应尊重学生差异、关注学生需求,建立民主平等的课堂人际关系,设计以活动为载体的互动式课堂教学,确立以生为本的动态的教学评价。 相似文献
14.
Andrea R. Milner Mark A. Templin Charlene M. Czerniak 《Journal of Science Teacher Education》2011,22(2):151-170
The purpose of this study was to describe the influence of constructivist classroom contextual factors in a life science laboratory
and a traditional science classroom on elementary students’ motivation and learning strategy use. The Constructivist Teaching
Inventory was used to examine classroom contextual factors. The Motivated Strategies for Learning Questionnaire was used to
examine student motivation and learning strategies. A Wilcoxon nonparametric test determined that constructivist teaching
practices were found to occur more often in the life laboratory than in the regular classroom. Although constructivist teaching
practices increased at each observation time in both the regular classroom and in the life laboratory, a Friedman test determined
that they were not statistically significant increases. Paired sample t tests determined that student motivation and learning
strategies were higher in the life laboratory than in the regular classroom overall as well as at each survey time except
for learning strategies at Post 1. A 2 × 4 between 3 within repeated measure ANOVA determined that student MSLQ motivation
and learning strategy scores in the regular classroom varied statistically significantly by teacher. Student MSLQ motivation
and learning strategy scores in the life laboratory varied statistically significantly by teacher. To triangulate data, individual
interviews of students were conducted at the end of the semester and revealed students regard the life laboratory as an asset
to their science study; however, students do appreciate and value working in the learning environment that the regular classroom
provides. 相似文献
15.
Veronica Cahyadi 《高等教育研究与发展》2004,23(4):455-464
This study investigates the effect of a teaching method consisting of peer instruction, worksheets utilization, constructivist classroom dialogue and in‐class demonstration. These teaching elements are intended to promote the interactive engagement of first year undergraduate students in an introductory physics course. The conceptual understanding of students in the experimental classes was better than that of students in the control classes which received traditional lecturing. The students in the experimental classes expressed positive responses towards the activities conducted to involve them actively in the learning process. It is also revealed that students still possess a traditional paradigm of teaching–learning. Several suggestions are presented to improve the implementation of this teaching method. 相似文献
16.
理科教师的科学本质观对科学教育的影响 总被引：4，自引：0，他引：4
梁永平 《山西师大学报(社会科学版)》2006,33(1):119-121
人们对科学本质的认识经历了由科学的“真理观”向科学的“建构观”的转变。不同的科学本质观将直接影响着教师对科学教育目标的不同理解,对科学知识的不同选择,对教学主题的不同设计、教学话语的不同使用,对学生学习的不同评价。教师不同的科学本质观及其教学行为影响着学生的科学本质观的形成,影响着学生对科学内容的理解以及看待问题的思维方式。 相似文献
17.
C. Matt Seimears Emily Graves M. Gail Schroyer John Staver 《The Educational forum》2013,77(2):265-271
The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science. 相似文献
18.
Vicente Mellado María Luisa Bermejo Lorenzo J. Blanco Constantino Ruiz 《International Journal of Science and Mathematics Education》2008,6(1):37-62
We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher’s conceptions
of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when
teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom
observations. The results reflected Miguel’s relativist conceptions of the nature of science that were consistent with his
constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of
external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that
knowledge. Miguel’s classroom behavior was completely contrary to his conceptions, which were to reinforce the students’ alternative
ideas through debate, and not by means of teacher explanation. 相似文献
19.
本文主要探究了初中二年级的学生 (13、14岁 )在学习生态系统这一内容时所持有的错误观念。通过对比教学前与教学后学生概念改变的状况 ,分析了在课堂教学中实施建构主义教学方法的教学效果。研究结果显示 ,将建构主义理论应用于生物课堂教学 ,能够提高教学效率和促进学生的错误观念的改变。 相似文献
20.
Maria Develaki 《Science & Education》2017,26(7-9):1001-1027
Scientific reasoning is particularly pertinent to science education since it is closely related to the content and methodologies of science and contributes to scientific literacy. Much of the research in science education investigates the appropriate framework and teaching methods and tools needed to promote students’ ability to reason and evaluate in a scientific way. This paper aims (a) to contribute to an extended understanding of the nature and pedagogical importance of model-based reasoning and (b) to exemplify how using computer simulations can support students’ model-based reasoning. We provide first a background for both scientific reasoning and computer simulations, based on the relevant philosophical views and the related educational discussion. This background suggests that the model-based framework provides an epistemologically valid and pedagogically appropriate basis for teaching scientific reasoning and for helping students develop sounder reasoning and decision-taking abilities and explains how using computer simulations can foster these abilities. We then provide some examples illustrating the use of computer simulations to support model-based reasoning and evaluation activities in the classroom. The examples reflect the procedure and criteria for evaluating models in science and demonstrate the educational advantages of their application in classroom reasoning activities. 相似文献