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1.
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
2.
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
3.
Post-primary science teachers in Victoria were asked to express views about primary science curriculum design and implementation.
They were also asked about the value of continuity between primary and post-primary science education. The post-primary teachers
generally had favourable attitudes to primary science education and considered that cooperation would be useful-though it
is not common at the moment. However, the data revealed a considerable range of opinion. Post-primary science teachers' views
about primary science curriculum are similar to those of primary teachers themselves, but many post-primary teachers would
place more emphasis on formal or textbook knowledge. Post-primary teachers see a number of systemic problems in implementing
primary science education but their positive perceptions suggest the value of encouraging more structured links. The notion
of continuity across the two sectors was well supported.
Specializations: science education policy and practice, teacher education, school effectiveness.
Specializations: science education, teacher education in science. 相似文献
4.
Jane Butler Kahle Ph.D. Andrea Anderson M.A.T. Arta Damnjanovic M.S. 《Research in Science Education》1991,21(1):208-216
A study, originally don in Australia in 1983, was replicated in an urban-suburb in the Unitd States. The Australian project
vivolved matched pairs of year-fiv teachers in one of two workshops. One workshop taught the skills of teaching electricity,
while the other one discussed issues in gender equity in science education (active participation of both girls and boys, comparble
student-teacher interactions, and research findings concerning equity). The U.S. study provided three types of workshops (skills,
equity and skills, and equity) for comparable groups of fourth and fifth grade teachers. All teachers and their students were
subsequently obseved during lessons involving an electricity unit, queried both students and teachers concerning the appropriateness
of different fields of science for boys and girls and their interest and aptitudes in doing various types of science. Results
from both studies suggest that gender differences in student attitudes toward science may be amellorated by specific types
of teacher workshop.
Specializations: Gender research, science teacher education, science education national policy.
Specializations: Elementary and middle school science education, classroom research.
Specializations: Secondary science education, data analysis. 相似文献
5.
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
6.
What is written in reports to parents can provide insight into the perceptions of teachers of the various areas of the primary
school curriculum. This paper reports the first stage of a research project focussing on reports as a guide to teachers' views
of the relative importance of, and desired student outcomes in, key areas of the curriculum. Teacher comments in the end-of-the-year
reports in one primary school were analysed.
Specializations: science education, teacher education.
Specializations: science education, teacher education. 相似文献
7.
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
8.
Preparing student teachers to teach thoughtfully and to consider carefully the consequences of their work involves creating
opportunities for these beginning teachers to learn the skills and attitudes required for reflective practive. The case study
described here explores one model of developing reflective practice and the congruent role that the source and use of knowledge
of good teaching practice has in the process of developing the reflective practices of a post-graduate pre-service science
teacher. Of particular interest are the facilitators and barriers she sees as affecting this development.
Specializations: Science education, science teacher education
Specializations: science education, science teacher education, conceptual change, learning environments, science reasoning. 相似文献
9.
The potential of informal sources of science learning to supplement and interact with formal classroom science is receiving
increasing recognition and attention in the research literature. In this study, a phenomenographic approach was used to determine
changes in levels of understanding of 27 grade 7 primary school children as a result of a visit to an interactive science
centre. The results showed that most students did change their levels of understanding of aspects of the concept “sound”.
The study also provides information which will be of assistance to teachers on the levels of understanding displayed by students
on this concept.
Specializations: informal science learning, science curriculum
Specializations: science education, science teacher education, conceptual change, learning environments. 相似文献
10.
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
11.
Mr. Ray Peterson Associate Professor David Treagust 《Research in Science Education》1992,22(1):323-330
This paper discusses a preliminary investigation into primary pre-service teachers' pedagogical reasoning skills. Results
from this investigation led to the development of a problem-based learning model which focused on improving primary pre-service
teachers' pedagogical reasoning skills. The problem-based learning model uses pedagogical reasoning as the basis for creating
problem situations for the pre-service teachers to investigate. The paper reports on pre-service teachers' views on the use
of the approach to improve their pedagogical reasoning skills.
Specializations: science teacher education, learning in science, chemistry education.
Specializations: student learning, conceptual change, technology education, curriculum evaluation. 相似文献
12.
This paper relates to a study commissioned by the Department of Employment, Education and Training to evaluate the impact
of the Discipline Review of Teacher Education in Mathematics and Science. The major datagathering strategies employed in that
study have been to visit every higher education institution in Australia involved in teacher education to interview relevant
staff and to seek information by mail from other bodies to whom recommendations of the Review were addressed. This paper reports
a supplementary activity, the analysis of citations of the Report of the Discipline Review in the journal of the Australasian
Science Education Research Association,Research in Science Education. This research reveals that there has been relatively little critical analysis of the Review, somewhat surprising in the
light of its significance for science teacher education. Further the citations in the journal suggest that the Review Report
has struck a responsive chord with those involved in the science education of primary school teachers. Its impact on secondary
teacher education would appear to be less significant. This difference is explored in the context of professional education.
Specializations: science education, teacher education.
Specializations: international education, educational measurement, science education. 相似文献
13.
Mr. Peter Aubusson Associate Professor Joe Relich Mr. Dan Wotherspoon 《Research in Science Education》1991,21(1):10-19
About 100 science teachers in the Sydney Metropolitan West Region were surveyed to determine their professional development
needs and the ways in which these needs could be met. The findings provide a ranking of science teacher perceived professional
development needs, a list of possible incentives to motivate science teachers to complete inservice programs (in priority
order) and an indication of the preferred modes of presentation to meet professional development needs. In general, science
teachers stated a preference for professional development related to modern trends in science education directly related to
classroom practice. In contrast to recommendations from DEET, science teachers indicated a preference for traditional models
of inservice. Data related to preferred mode of inservice indicated significant gender differences.
Specializations: science teacher professional development.
Specializations: educational psychology and research design.
Specialization: constructivist approaches in science education. 相似文献
14.
This study employs narrative methods to give a holistic view of the experiences of five mature age preservice teachers in
a semester unit of science education. The unit was designed to help teachers examine and make explicit their ideas about science
and science teaching and consider ways in which they might put those ideas into practice. The pivotal theme, around which
the teachers' experiences could be organised, was found to be learning science. The preservice teachers expressed a need for
a supportive learning environment in which concepts were built gradually and introduced using concrete examples. Previous
science experience was found to be a major influence on the attitudes the participants brought to the present course. A lack
of previous experience or negative past experiences were a major cause of anxiety. Gender was also important as it had limited
the science experiences available to some participants in the past and continued to influence the way they participated in
classes during the semester.
Specializations: primary science, science teacher education, primary school field experience.
Specializations: formation of teachers' knowledge, leadership, teacher change, school reform. 相似文献
15.
This paper reports the results of a study of teacher opinions about the features considered important in an ideal textbook.
A survey of Queensland high school teachers revealed that they favoured texts that focus on student cognition and which provide
useful features such as exercises and practical activities. Differences were found between the preferences of Queensland teachers
and the preferences of teachers reported in two American studies. The significance of these differences for writers and publishers
is discussed.
Specializations: communication and cognition in science.
Specializations: science education. 相似文献
16.
Mr David Tulip Mr David O'Connell Ms Lorraine English 《Research in Science Education》1994,24(1):331-337
A study of students from a primary school and its local secondary school was conducted to investigate students' relative interests
in geology and biology during the years prior to Year 10. Students from Years 1, 3, 5, 7 and 9 were interviewed, using an
innovative interview technique, and results show that interest in both subjects appears to be fairly evenly distributed throughout
all years. This paper reports on the study conducted and illustrates the success of the interview technique developed to accommodate
all students, especially those from younger year levels.
Specializations: science teacher education, biology teacher education.
Specializations: economic geology, mineralogy, geological education.
Specializations: primary science education. 相似文献
17.
Gender-inclusive technology materials for the primary school: A case study in curriculum development
Dr. Adrianne Kinnear Dr. David Treagust Dr. Leonie Rennie 《Research in Science Education》1991,21(1):224-233
This paper describes how an idea for technology education materials developed into a process for producing unique curriculum
modules for teaching technology in a gender-inclusive way to primary children. Using a case-study format, the paper describes
the interaction between participants, the sequential evolution of the materials themselves and the degree to which success
was achieved in terms of the original goals. The study demonstrates how an awareness of gender bias needs to be a feature
from the earliest stages of curriculum development, through to the trialling and modification stages. The curriculum materials
were a product of effective cooperation between teachers, science educators and community representatives. They utilise a
“process” approach to the teaching of technology and in this presentation, we demonstrate how this same approach is a useful
framework for describing this particular curriculum development.
Specializations: primary science and technology education, gender issues.
Specializations: diagnosis of student learning and teaching for conceptual change, technology education, curriculum evaluation.
Specializations: affective aspects of science and technology education, gender issues. 相似文献
18.
Summary There is some evidence from this study that reflectivity within cooperative learning groups develops over time. Preliminary
observations suggest that Slavin's third and fourth levels of skills, those of reflection and reasoning and reconception and
reformulation and Kempa and Ayob's higher levels of explanation and insight appear more advanced in groups strategically managed
by teachers for such outcomes. Later analyses will permit more detailed accounts of the relationships between the teacher's
management strategies, and reflection within groups of different gender composition.
Specializations: science teacher education.
Specializations: studies in twentieth century science education in Australia, teacher education. 相似文献
19.
This paper describes research into teachers' perceptions of technology education carried out as part of the Learning in Technology
Education Project. Thirty primary and secondary school teachers were interviewed. Secondary teachers interpreted technology
education in terms of their subject subcultures as did some primary teachers. The primary teachers were also influenced by
current initiatives, outside school interests and teaching programs.
Specializations: investigations in science, science and technology education.
Specializations: learning theories, history and philosophy of science, chemical education. 相似文献
20.
Rapid advances in technology are changing the structure of the workforce. There are elite highly-paid hi-tech occupations
and low status poorly-paid jobs. Women are unfortunately more likely to be found in the latter category. To allow them to
qualify and compete for the higher-status positions, girls need to participate in the physical sciences and in technology
studies. However, they are rarely attracted to them in secondary school, possibly because they are already alienated from
them by the time they leave primary school.
This paper reports some of the outcomes of a curriculum unit taught in two primary school classes in an independent school
for girls. The unit was cross-curricular, involving technology, science and other fields of knowledge; it made extensive use
of LEGO Technic materials. The evaluation of the unit, based on observations, a teacher journal and pupil questionnaires,
focussed upon the issue of whether it assisted the girls to feel happier about working with unfamiliar technology and feel
more capable of doing so. Implications for teaching technology are also discussed.
M.Ed. St student, Monash University.Specializations: primary school science and technology for girls.
Dr. Paul Gardner, Reader in Education, Monash University, 3168.Specializations: science and technology education, technology teacher education, educational evaluation, measurement of attitudes and interests. 相似文献