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1.
Bev Rogers 《The Australian Educational Researcher》2003,30(2):65-87
Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is
a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed
to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their
practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect
of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based
on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms.
It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly
on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical
and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation
cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration.
The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical
dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If
disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers
might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms,
schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’,
questioning how they know and developing ideas about how things might be done differently. There will be an element of developing
knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical
and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach
to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual
approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal
and open learning process like that highlighted by researchers who focus on student participation linked to school reform. 相似文献
2.
Hein Broekkamp Bernadette H. A. M. Van Hout-Wolters 《Educational Psychology Review》2007,19(4):401-428
According to theories of students’ test preparation, students may optimize their test performance by paying special attention
to important information and processing this information in ways that are appropriate to the type of questions included in
the forthcoming test. However, research is unclear about the conditions under which students adapt study strategies to the
demands of test preparation tasks. Moreover, little is known about the processes and abilities involved. In this article,
we present a theoretical model that integrates various factors that seem relevant to strategy adaptation in test preparation,
including the teacher’s intended task demands, students’ perceptions of these demands, students’ personal goals for studying,
and their ability to adapt and implement strategies. The aim of our model is to stimulate further research on strategy adaptation,
which may eventually provide evidence-based guidelines that could help teachers support the development of students’ strategy
adaptability and use tests as learning tools. 相似文献
3.
Jane M. Watson Ben A. Kelly 《International Journal of Science and Mathematics Education》2008,6(4):741-767
This paper considers the development of school students’ ability to define three terms that are fundamental to statistical
literacy: sample, random, and variation. A total of 738 students in grades 3, 5, 7, and 9 were asked in a survey to define
and give an example for the word “sample.” Of these, 379 students in grades 7 and 9 were also asked about the words “random”
and “variation.” Responses were used to describe developmental levels overall and to document differences across grades on
the understanding of these terms. Changes in performance were also monitored after lessons on chance and data, emphasizing
variation for 335 students. After 2 years, 132 of these students and a further 209 students who were surveyed originally but
did not take part in specialized lessons, were surveyed again. The difference after 2 years between the performance of students
who experienced the specialized lessons and those who did not was considered, revealing no differences in performance longitudinally.
For students in grades 7 and 9, the association of performance on the three terms was explored. Implications for mathematics
and literacy educators are discussed. 相似文献
4.
Hagar Gal Fou-Lai Lin Jia-Ming Ying 《International Journal of Science and Mathematics Education》2009,7(2):405-429
This study uses classroom videotapes to examine the phenomenon of students who are left behind during whole-class teaching.
Zooming in via these videos enabled us to analyze these classroom situations by means of a compact, multi-perspective set
of theories – van Hiele theory, conceptualization, and visual perception. The analysis provided a picture of the classroom
interaction in which the sound of silence of those students who might not share understanding during the class discourse is
ignored. Based on a sample of Taiwanese junior high school geometry classes, the study demonstrated how investigating situations
of silence uncovered the possibility of teachers’ unawareness of student difficulties or their unsuccessful efforts to cope
with them. Teachers’ post-lesson interviews and questionnaires shed additional light on the perspective of left-behind students.
Implications of this method for pre- and in-service teachers’ programs are briefly discussed, and some recommendations for
change are proposed.
Electronic supplementary material The online version of this article (doi:) contains supplementary material, which is available to authorized users. 相似文献
5.
Mats Gunnar Lindahl 《Science & Education》2010,19(9):867-894
Two important roles of education are to provide students with knowledge for their democratic participation in society and
to provide knowledge for a future profession. In science education, students encounter values that may be in conflict with
their worldview. Such conflicts may, for example, lead to constructive reflections as well as rejection of scientific knowledge
and technology. Students’ ways of reasoning are important starting points for discussing problematic issues and may be crucial
for constructive dialogues in the classroom. This study investigates students’ reasoning about conflicting values concerning
the human-animal relationship exemplified by the use of genetically modified pigs as organ donors for xenotransplantation.
Students’ reasoning is analyzed using Giddens’ concepts of disembedded and embedded practices in parallel with moral philosophical
theories in a framework based on human-animal relationships. Thirteen students were interviewed and their stances categorized.
Kantian deontological and classical utilitarian ethics were found within the patronage and the partnership models. These students
appreciated expert knowledge but those using the partnership model could not accept xenotransplantation if pigs were to be
killed. Students using care ethics did not appreciate expert knowledge since it threatened naturalness. The results suggest
that stances against the use of scientific knowledge are more problematic than knowledge per se, and that conflicting stances
have similarities that present opportunities for understanding and development of students’ argumentation skills for future
participation in societal discourse on utilizing expert knowledge. Furthermore it is argued that science education could benefit
from a higher awareness of the presence of different morals. 相似文献
6.
The use of personal response devices (or “clickers”) in the classroom has increased in recent years. While few quantitative
studies on the effectiveness of clickers have been published, it is generally reported that clickers have been well-received
by the students who use them. Two separate populations (Winter 2006 and Spring 2006) of engineering students were given clickers
to use during a general chemistry class. Clicker use was compared to student grades for each course. During both terms, a
higher percentage of female students than male students “actively participated” in the lectures, where active participation
was defined as answering more than 75% of the clicker questions over the course of the term. Active male students earned final
grades about 10 points higher than non-active male students. Active female students, however, scored only about 5 points higher
than non-active female students. Student learning was assessed by comparing performance on exam questions and clicker questions
with similar content. Students who answered clicker questions correctly were 11–13% more likely to answer the corresponding
exam questions correctly than were students who did not answer the clicker question. In this paper, we demonstrate the effectiveness
of clicker use in the classroom and examine gender differences associated with this use. 相似文献
7.
Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with
reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate
interventions is vital to the success of current school reform efforts. The primary purpose of this exploratory study was
to examine the effect of tutoring and using assessment to monitor the progress of struggling readers on preservice teachers’
(PSTs’) knowledge and preparedness to teach reading. Also of interest was whether reading scores of tutored students improved.
PSTs (n = 18) in an undergraduate reading methods course tutored at-risk second graders using an evidence-based intervention and
monitored students’ progress weekly. PSTs made significant growth on a measure of teacher knowledge about the structure of
language and on a survey of their preparedness to teach reading. A qualitative analysis of PSTs’ weekly reflections and final
reports revealed that the majority used curriculum-based assessment data to describe students’ response to tutoring and were
beginning to use that data to make instructional decisions. On average, tutored students improved reading fluency, but did
not demonstrate significant growth in reading relative to national norms. Implications and limitations of the study are described
and directions for future research are discussed. 相似文献
8.
College and university faculty and administrators are responsible for constructing academic honesty policies and communicating them to students. This is often attempted through institutional honesty policies and university-wide honor codes. While these approaches have been widely researched, less attention has been given to the role of individual faculty members. That role is examined in this study by addressing student reactions to professors based on their academic honesty policies. In addition to demographic information, data were gathered about student attitudes and beliefs concerning academic dishonesty and their decision to enroll in or avoid a course being taught by a professor with zero tolerance for academic dishonesty. The findings regarding different instructors’ approaches toward academic dishonesty indicate that an intolerant policy will keep dishonest students away, but at a price—it will also detract many honest students. 相似文献
9.
Cory Forbes Kim Lange Kornelia Möller Mandy Biggers Mira Laux Laura Zangori 《International Journal of Science Education》2013,35(14):2367-2390
To help explain the differences in students' performance on internationally administered science assessments, cross-national, video-based observational studies have been advocated, but none have yet been conducted at the elementary level for science. The USA and Germany are two countries with large formal education systems whose students underperform those from peers on internationally administered standardized science assessments. However, evidence from the 2011 Trends in International Mathematics and Science Exam assessment suggests fourth-grade students (9–10 year-olds) in the USA perform higher than those in Germany, despite more instructional time devoted to elementary science in Germany. The purpose of this study is to comparatively analyze fourth-grade classroom science in both countries to learn more about how teachers and students engage in scientific inquiry, particularly explanation-construction. Videorecordings of US and German science instruction (n 1?=?42, n 2?=?42) were sampled from existing datasets and analyzed both qualitatively and quantitatively. Despite German science lessons being, on average, twice as long as those in the USA, study findings highlight many similarities between elementary science in terms of scientific practices and features of scientific inquiry. However, they also illustrate crucial differences around the scientific practice of explanation-construction. While students in German classrooms were afforded more substantial opportunities to formulate evidence-based explanations, US classrooms were more strongly characterized by opportunities for students to actively compare and evaluate evidence-based explanations. These factors may begin to help account for observed differences in student achievement and merit further study grounded in international collaboration. 相似文献
10.
This study aimed to explore secondary students’ explanations of evolutionary processes, and to determine how consistent these
were, after a specific evolution instruction. In a previous study it was found that before instruction students provided different
explanations for similar processes to tasks with different content. Hence, it seemed that the structure and the content of
the task may have had an effect on students’ explanations. The tasks given to students demanded evolutionary explanations,
in particular explanations for the origin of homologies and adaptations. Based on the conclusions from the previous study,
we developed a teaching sequence in order to overcome students’ preconceptions, as well as to achieve conceptual change and
explanatory coherence. Students were taught about fundamental biological concepts and the several levels of biological organization,
as well as about the mechanisms of heredity and of the origin of genetic variation. Then, all these concepts were used to
teach about evolution, by relating micro-concepts (e.g. genotypes) to macro-concepts (e.g. phenotypes). Moreover, during instruction
students were brought to a conceptual conflict situation, where their intuitive explanations were challenged as emphasis was
put on two concepts entirely opposed to their preconceptions: chance and unpredictability. From the explanations that students
provided in the post-test it is concluded that conceptual change and explanatory coherence in evolution can be achieved to
a certain degree by lower secondary school students through the suggested teaching sequence and the explanatory framework,
which may form a basis for teaching further about evolution. 相似文献
11.
Achieving change in assessment practices in higher education is difficult. One of the reasons for this is resistance among those responsible for teaching and assessing. This paper seeks to explore this resistance through an analysis of staff dialogue during a major attempt to change the assessment practices at one institution. An institution-wide intervention to pilot new assessment practices was initiated, involving 35 academics across 12 departments. This paper reports on patterns emerging in dialogue about this among academics, and between academics and educational development personnel. Findings suggest that resistance is not a unitary concept, but that different stakeholders under varied circumstances express it differently; and that resistance to assessment change is particularly resilient. Implications are discussed in terms of relevance to current theories of higher education assessment and learning change management, as well as the practical considerations of attempts by institutions to engage in assessment change. 相似文献
12.
Rebecca Walker Rachel Spronken-Smith Carol Bond Fiona McDonald John Reynolds Anna McMartin 《Instructional Science》2010,38(6):707-722
This study aimed to use a learning inventory (the Approaches and Study Skills Inventory for Students, ASSIST) to measure the
impact of a curriculum change on students’ approaches to learning in two large courses in a health sciences first year programme.
The two new Human Body Systems (HUBS) courses were designed to encourage students to take a deep approach to learning. ASSIST
was completed by 599 students enrolled in a biology class in 2006 that was part of the old curriculum, and by 705 students
at the beginning and end of the new HUBS courses in 2007. Changes in students’ approaches to learning over time were examined.
The ASSIST scores for both HUBS courses reflected the dominance of a surface approach, followed by a strategic and then a
deep approach. However, by the end of the year, students were taking a deep and strategic approach to their studies to a greater
extent, and a surface approach to a lesser extent. Moreover, students enrolled in the new course adopted a deep approach to
their studies to a significantly greater degree than those studying the old curriculum. Despite the predominance of a surface
approach, the results suggest that it is possible to bring about small but significant positive changes in students’ learning
behaviour in a very large class through curriculum change. The proportion of students preferring a surface approach, and results
showing that high performance on the final exam was significantly correlated with a surface approach, probably reflected contextual
factors, including assessment, and is the focus of ongoing curriculum development. 相似文献
13.
This study investigates students' causal beliefs about the relation between certain variables in an electric experiment and seeks to determine the degree to which their tendency to make either idea-based or evidence-based statements about the experiment depends on their having had a prior belief about the causal efficacy of that variable. Fourteen eighth-grade students of both sexes from an initial sample of 49 were presented with experiments and interviewed to determine whether their responses were idea-based or evidence-based, and whether these responses were correlated with the type of prior idea they had held about that variable (causal or noncausal). We found that 34% of all responses were idea-based despite the presentation of physical evidence. We also found that students who had previously thought that a particular variable would not affect the outcome of the experiment (i.e., who had a noncausal idea for that variable) were more likely to make idea-based responses than students who had causal ideas. Furthermore, students tended to make fewer evidence-based responses when evidence was unavailable rather than available. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34 : 57–67, 1997. 相似文献
14.
Research indicates that affective attitudes such as liking of a subject and confidence in one’s ability within a subject predict
academic performance. Generally, immigrant minority students have positive attitudes and often have low academic performance.
This study examines the self-efficacy and liking of subjects of New Zealand students and analyses the relationship of those
attitudes towards academic performance in mathematics, writing, and reading by self-reported ethnicity. Data were obtained
from the norming samples from the Assessment Tools for Teaching and Learning project in New Zealand. Of special interest are
the relationships between attitude and performance for Pasifika and Tongan students in New Zealand. Tongan and Pasifika students
had positive attitudes, but their mean scores were not significantly different to other ethnic groups except in writing for
Tongan students. Tongan and Pasifika students did have lower academic performance than majority and Asian immigrant students
in all three subjects. The correlation between liking and self-efficacy was fundamentally zero for Tongan and Pasifika students,
while it was weakly positive for majority and Asian immigrant students. Together these results question the power of self-efficacy
and liking attitudes to predict academic performance for immigrant students from agrarian or traditional societies. Further,
the data suggest that ‘school effects’ are most likely explanations for this relationship, rather than lack of attachment,
opposition, or deficiency theories. 相似文献
15.
Overcoming Junior High School Students' Misconceptions About Microscopic Views of Phase Change: A Study of an Analogy Activity 总被引：2，自引：1，他引：1
This study was conducted to examine the effectiveness of an analogy activity, which was designed to overcome junior high students' misconceptions about the microscopic views of phase change. Eighty Taiwanese 8th graders were randomly assigned to either a control group or an experimental group. For the control group, the subjects were instructed through traditional teaching whereas for the experimental group, an analogy activity was conducted on students. This specific analogy activity was presented in the form of role-playing in which students acted as particles and worked together to perform the conditions of phase changes. Through analyzing these students' drawings of the atom arrangements for the three states of some substances, it was found that the students of experimental group, though in many cases, did not perform statistically better than did those of control group in an immediate posttest. The comparisons of a delay test between these two groups indicated that the analogy activity had clearly positive impacts on students' conceptual change on these scientific concepts in terms of long-term observations. 相似文献
16.
Rethinking the ethics of scientific knowledge: A case study of teaching the environment in science classrooms 总被引：1，自引：0，他引：1
In this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element. Considering
the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues,
it is worthwhile to question what the ethics of scientific knowledge mean in terms of their implications in modern society
where knowledge generally is separated from action and thereby from the responsibility for knowing. We draw on the concept
of integrity of knowing to analyze knowledge about the environment in Korean sixth—grade science classrooms. Examining the
notion of immediate coping and ConfucianCheng, we differentiate ‘knowing about ethics’ and ‘knowing ethically’ with respect to STSE issues. We challenge the notion of
knowing, suggesting instead that there is not only knowing about but knowingin andfor action. Participatory scientific literacy ought to aim for the latter form of knowing. This understanding of ethics and scientific
literacy could help science educators bring forth the responsibility for knowledge in science classrooms by encouraging students
to become active and responsible concerning STSE issues. 相似文献
17.
Several scholars have suggested the introduction of an environmental literacy requirement into the curricula of Non-Environmental
Science disciplines in tertiary institutions of the world as a “greening” strategy for fostering global environmental stewardship
necessary for enhancing understanding and collaboration in tackling the major environmental risks facing our global village
today. However, there is no study on students’ opinion on this issue. This study was therefore initiated to 1) evaluate the
opinion of undergraduate students on the introduction of a worldwide environmental literacy into the curricula of Non-Environmental
science majors as a graduation requirement; and 2) identify any possible demographic differences in opinions among the student
subjects polled. We sought the opinion of 800 undergraduates from African, North American and European universities on the
subject and 99% responded. The result showed that a majority (67%) of them supported the worldwide environmental literacy
requirement and those already trained were significantly (P < 0.0001) more likely to support it than those untrained. Students from developing countries were significantly (P < 0.0001) more likely to support it than those from developed countries; similarly students in the Arts’ disciplines were
more likely to support it than Non-Arts’ students as a group. However, no significant differences were observed between students
from Francophone versus Anglophone countries; Social Sciences versus Non-Social Sciences majors and between Education versus
Non-Education majors. Some similarities were observed between the opinion of university-age students in this study and 15-year
old secondary school students from two major international surveys (Research on Science Education-ROSE, and Program for International
Student Assessment-PISA) on science education; further studies comparing these two categories of students is suggested. The
need for all professionals to be literate about the science of their surroundings was the most identified reason for supporting
the literacy requirement by the students polled. The results of this study thus provide evidence of support by students in
the on-going paradigm shift towards “greening” the curricula of tertiary institutions and thus reinforces its implementation
by leaders of academe and policy makers worldwide. 相似文献
18.
Grady Venville 《科学教学研究杂志》2004,41(5):449-480
Although research from a developmental/psychological perspective indicates that many children do not have a scientific understanding of living things, even by the age of 10 years, little research has been conducted about how students learn this science topic in the classroom. This exploratory research used a case‐study design and qualitative data‐collection methods to investigate the process of conceptual change from ontological and social perspectives when Year 1 (5‐ and 6‐year‐old) students were learning about living things. Most students were found to think about living things with either stable, nonscientific or stable, scientific framework theories. Transitional phases of understanding also were identified. Patterns of conceptual change observed over the 5‐week period of instruction included theory change and belief revision as well as reversals in beliefs. The predominant pattern of learning, however, was the assimilation of facts and information into the students' preferred framework theory. The social milieu of the classroom context exposed students' scientific and nonscientific beliefs that influenced other individuals in a piecemeal fashion. Children with nonscientific theories of living things were identified as being least able to benefit from socially constructed, scientific knowledge; hence, recommendations are made for teaching that focuses on conceptual change strategies rather than knowledge enrichment. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 449–480, 2004 相似文献
19.
Internationally there is concern in relation to the traditional learning environments evident in many science classrooms and
the levels of understanding of science developed by students in such environments. Further, students have generally been found
to be poor in relation to thinking in terms of models or theories and in terms of evidence to support their theories. The
majority of research on classroom environments has focused on characterising the learning environment in classrooms rather
than monitoring changes to a class's or an individual's perceptions to their learning environments as a consequence of interventions.
This study reports an attempt to change the learning environment in a classroom and documents changes in participants' perceptions
of their learning environments and the corresponding changes in a teacher's and her students' perceptions of their reasoning
and understanding that such changes facilitated. A community of learners in which students and teachers began to understand
the processes and the value of reasoning in terms of theories and evidence was developed as a result of the involvement of
the researchers with the teacher and her class of students.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
20.
Kristina Andersson 《Research in Science Education》2012,42(2):281-302
This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since
2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop
their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings
of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been
carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s
and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several
levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider
that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions
of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls
are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children
can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements
about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way,
the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students. 相似文献