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This article reports research from a project set up to implement ‘bridging work’ in science in England. Group interviews of 59 pupils in Year 6 (at the end of primary school) and 48 pupils in Year 7 (at beginning of secondary school) were carried out after pupils had completed bridging work. Twenty‐six of this sample were the same pupils. Semi‐structured interviews were carried out in groups to ascertain: their aspirations and fears concerning secondary science, their reactions to bridging work and their memories of investigations. Year 6 pupils were positive about studying science at secondary school and remained so after transfer. Pupils' reactions to bridging at both ages were very positive. Findings challenge recent critiques of bridging. The lack of progression in pupils' communication about the variables and findings from investigations suggest that the planned progression of work was not recognized by some teachers. Bridging work alone may not guarantee improved progression and continuity in science, but as part of a carefully planned and structured programme of collaboration it has merit. 相似文献
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Bethan Morgan 《Curriculum Journal》2013,24(4):389-407
This article reports on selected findings from a doctoral study which investigated how teachers in an 11–16 secondary school in the UK consulted pupils about teaching and learning in their classrooms. It presents the views of pupils on the consultation practices and responses of their teachers. While interest in consulting pupils has increased over the last decade, there is little published research on pupils' perspectives on being consulted apart from Rudduck and McIntyre who themselves draw upon data from the study reported here. Qualitative case-studies of four teachers were carried out over one academic year. Data were gathered through semi-structured interviews (with the teachers, with 75 Year 8 pupils and with school management) and lesson observation. Analysis was guided by a systematic inductive approach aided by NVivo. Key findings were that pupils: (i) welcomed consultation; (ii) had much to say about its benefits; (iii) valued feedback from teachers post-consultation; and (iv) had concerns clustered around issues of trust and anonymity. The article suggests there are implications for teachers, school management and policy-makers if significant benefit is to be realised from teachers consulting pupils on teaching and learning in the classroom. 相似文献
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Marta Zsoldos 《欧洲特需教育杂志》2013,28(2):243-250
We selected 60 low-achieving children from a sample of 263 pupils in Year 2 of the primary school in order to analyse the problems of learning disabilities. We explored two questions: whether teachers evaluate the pupils' school performances correctly; and what kind of relationship exists between the low-achieving pupils' cognitive abilities and their school performance. Methods used were questionnaires, pedagogical tests and traditional psychological tests. We obtained the following results: the teachers generally evaluate the pupils' school performance fairly well, but they are inclined to assume a close correlation between the achievements in different subjects, and the teachers' knowledge of the low-achieving children is more reliable regarding the group of pupils as a whole rather than each pupil individually; and the low-achieving pupils' cognitive learning abilities prove to be significantly weaker than their general intellectual abilities. 相似文献
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Bettina Dahl 《Educational Studies in Mathematics》2004,56(2-3):129-155
The focus is on the metacognitive awareness of ten high-achieving high school pupils in mathematics in Denmark and England and their understanding of their cognitive learning processes and strategies. Mainly unstructured focus group interviews investigate how they explain that they learn a mathematical concept that is new to them. I develop the ‘CULTIS model for analysis’ (Consciousness, Unconsciousness, Language, Tacit, Individual, Social), which consists of six themes in which various psychological theories of learning are expressed. The model uses the theories of Ernest, von Glasersfeld, Hadamard, Krutetskii, Mason, Piaget, Polya, Sfard, Skemp, and Vygotsky. The model is used to sort the pupils' explanations and it also functions as a tool with which to compare the pupils' explanations with the various theories. I conclude that the pupils can talk about their learning in their own words and each pupil refers to elements that the researcher associates with different theories. Half the pupils furthermore explain that how they are used to learning, or being taught, influences how they later on are able to learn. I also discuss metacognition and whether this can be an aid to enhance learning. 相似文献
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Katarina Eriksson 《Scandinavian Journal of Educational Research》2013,57(4):391-408
The syllabus for mother tongue teaching in Sweden states that an essential goal is that pupils, in conversation with others, should be able to express feelings and thoughts evoked by literature. The present paper addresses how schools try to promote pupils' reading, examining authentic school-run booktalk conversations from a discursive approach. The data consists of video-recorded sessions with small groups of pupils in Grades 4-7. A series of booktalk dilemmas were identified. The so-called book clubs studied were aimed at promoting reading for pleasure. Yet, literary practices were, at times, transformed into calculating tasks, vocabulary lessons or reading aloud exercises. Another complication concerned the synchronising of the pupils' reading, which led to extensive negotiations on the part of teacher and pupils. 相似文献
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Summaries are given of research on the learner's role in learning and pupils' attitudes to school and it is argued that few studies have collected the views of young children on learning. This provides the rationale for a pilot study which probed the perceptions of a sample of 44 Year 2 and Year 6 children in schools in and around London. The findings indicate that children as young as seven can conceptualise 'learning' and are able to articulate learning strategies and processes they use. It is suggested that the pupil's voice is an increasingly important element in furthering our understanding of teaching and learning more generally. 相似文献
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This article reports on 18 months of action research that monitored British pupils' learning about the nature of science, using some aspects of history of science for the purpose. The action research took place within five classrooms and involved practicing teachers who used a set of historical materials specially written for this study. Preliminary findings about the common perceptions of the nature of science held by middle school pupils (age 11–14 years) guided the work, which was carried out using a variety of methodologies. The results obtained show some areas of substantial progress in the pupils' understanding of the nature of science, and others where little change seems to have been effected. 相似文献
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Christine Chin G Kayalvizhi 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):107-116
The purpose of this study was to find out: (a) pupils' attitudes towards open-ended science investigations, and (b) the problems that pupils encounter when carrying out such investigations in groups. The study was conducted in a class of 39 primary 6 pupils of mixed ability who carried out four investigations. Data were based on pupils' responses on an attitude survey questionnaire, interviews, video tapes of pupils performing the investigations and field notes. The majority of the pupils liked conducting such investigations. Reasons for positive responses were that the pupils had the freedom to explore and devise their own procedures to find out things that they wanted to know about, they could work together and discuss with friends, the investigations were interesting and it was a valuable learning experience. Reasons for negative responses included the difficulty of coming up with good ideas to design the investigations, and group conflicts. The findings also indicate that group dynamics played an important role in influencing pupils' attitudes towards the investigations. 相似文献
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Research has shown that students’ alternative conceptions in science are quite resistent to change, which indicates that the teaching strategies used are not appropriate and that new strategies should be implemented in order to promote conceptual change. This pilot study was carried out with 100 Portuguese 5th grade students and aims: (a) to investigate a teaching strategy geared to the students’ conceptual change, taking into account their misconceptions about scientific ideas; (b) to promote a better attitude towards science. The results of this study indicate that the teaching approach based on the pupils’ alternative ideas and that makes them reflect on their own work and ideas, seemed to increase learning of scientific concepts related to the topic ‘properties and corpuscular model of the air’ and consequently favoured conceptual change better than a ‘traditional’ approach. 相似文献
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Educational dialogues and the fostering of pupils' independence: the practices of two teachers 总被引：1，自引：1，他引：0
If the purpose of an educational system is to guide pupils towards achieving independence, then certain conditions about the design and conduct of that system must be met. In this paper, those conditions are formulated from a socio‐cultural perspective on learning and development. This paper examines the extent to which those conditions were fulfilled by teachers judged ‘good’ by their pupils and by school management in a case‐study in two Montessori secondary schools. Because discourse is assumed to play a central role when pupils work on assignments with the teacher assisting them, dialogues occurring in various teaching‐learning situations were analysed. The types of language genre used by the teachers and pupils were found to be important characteristics of the ongoing dialogues. The main results were that ‘good’ teachers excel in the adoption of a personal approach to pupils, but they work much more intuitively than systematically or deliberately to stimulate pupils' development of higher mental functions. 相似文献
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In this paper, we present the design and application of a teaching scenario appropriate for 12-years-old pupils in the primary school aiming to a better understanding of scientific concepts and scientific methods, linking the development of individual thinking with the development of scientific ideas and facilitating a better understanding of the nature of science. The design of the instructional material supporting this scenario has been based on the study of the history of astronomy and especially on: (a) The various theories concerning the movement of Earth, our solar system and the universe. (b) Key-stories highlighting the evolutionary character of scientific knowledge as well as the cultural interrelations of science and society. The design of the teaching scenario has focused on the participation of pupils in gradually evolving discourses and practices encouraging an appreciation of aspects of the nature of science (e.g. the role of observation and hypothesis, the use of evidence, the creation and modification of models). In this case, pupils are asked to produce their own narratives: animation movies concerning the geocentric?Cheliocentric debate inspired by the history of science, as the animation technique presents strong expressional potential and currently has many applications in the field of educational multimedia. The research design of this current case study has been based on the SHINE research model, while data coming from pupils?? animation movies, questionnaires, interviews, worksheets, story-boards and drawings have been studied and analyzed using the GNOSIS research model. Elaborated data coming from our analysis approach reveal the appearance, transformation and evolution of aspects of nature of science appreciated by pupils and presented in their movies. Data analysis shows that during the application pupils gradually consider more and more the existence of multiple answers in scientific questions, appreciate the effect of culture on the way science functions and the way scientists work as well as the effect of new scientific interpretations that replace the old ones in the light of new evidence. The development of pupils?? animation movies carrying aspects of the history of astronomy with a strong focus on the understanding of the nature of science creates a dynamic educational environment that facilitates pupils?? introduction to a demanding teaching content (e.g. planet, model, retrograde motion) placing it in context (key-stories from the history of science) and at the same time offers to pupils the opportunity to engage their personal habits, interests and hobbies in the development of their science movies. 相似文献
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In this study the effect of teacher behaviours and classroom organisation on pupils' progress in mathematics was studied in years 1, 3 and 5 of primary schools in the UK participating in a mathematics intervention programme. Data on a total of 78 teachers and 2,128 pupils was collected. Teacher behaviours were measured using a classroom observation instrument developed for the project, and pupils were tested in March and July of 1998 using a curriculum-appropriate Numeracy test developed by the National Foundation for Educational Research. Background data on pupils was also collected at both testing occasions. Using multilevel modelling techniques it was found that teacher behaviours were able to explain between 60% and 100% of pupils' progress on the Numeracy tests. Amount of time spent teaching the whole class was not related directly to pupils' progress, but structural equation models were tested in which time spent teaching the whole class was found to be related to effective teaching behaviours and thus indirectly to pupil progress. The implications of the study for British educational policies and for educational research more generally are discussed. 相似文献
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The vast international literature on the effects of different types of ability grouping on self‐concept and pupils' attitudes towards school has focused on pupils from single year groups. This article aimed to explore year group differences in pupils' self‐concept and attitudes towards school as influenced by ability grouping. The study was cross‐sectional in design and measured attitudes towards school and mathematics, general and school self‐concept and preferences for different kinds of grouping in 234 pupils from years 7 through 10 attending a mixed comprehensive school. The findings indicated that mathematics self‐concept was consistently lower than school and general self‐concept; all aspects of self‐concept increased up to Year 9 and then declined in Year 10, pupils in the higher sets tended to have higher self‐concepts; pupil preferences for setting were greater in the higher year groups, as was the extent to which the top set was perceived to be the best. A substantial proportion of pupils wanted to move set, usually to a higher set. Set placement itself did not appear to have a consistent effect on attitudes towards mathematics. This seemed to be mediated by the quality of teaching. 相似文献
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Sue Collins Michael Reiss Gordon Stobart 《Assessment in Education: Principles, Policy & Practice》2010,17(3):273-286
The research aims to articulate the experiences and opinions of Year 6 (Y6) teachers, primary headteachers and primary science coordinators as a contribution to the debate about the effect of statutory national testing in England and its abolition in Wales. A multi‐faceted approach of quantitative and qualitative data collection and analysis was used in England and Wales including a telephone survey of 600 respondents and eight focus group interviews involving a total of 74 participants. The findings of this research provide insights into the strategies adopted by Y6 teachers in England in ensuring pupils gain the highest possible scores in high‐stakes national tests, used as the basis of published Schools and Colleges Assessment and Attainment Tables at Key Stage 2 (KS2). Test preparation is perceived by teachers to narrow the curriculum, and for science in particular, as the inclusion of only those aspects of science likely to be included in paper and pencil tests is said to have reduced many aspects of investigatory science in Y6. Year 6 teachers in Wales reported working to develop effective teacher assessment strategies, supported by the continued use of optional test materials, to inform summative judgements about pupils' levels of attainment in science at KS2. Practical science activities, including investigations, were reported as becoming an important feature of science lessons in Y6 in Wales. Although it is too soon to make predictions about the longer‐term effects of the abolition of national testing on Y6 teachers and the teaching of science in Wales, early indications suggest increased opportunities for investigative science in Y6. 相似文献
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This paper describes a research tool which aims to gather data about pupils' views of learning and teaching, with a particular focus on their thinking about their learning (metacognition). The approach has proved to be an adaptable and effective technique to examine different learning contexts from the pupils' perspective, while also acting as an aid to reflective dialogue between pupils and teachers as part of the teaching and learning process. A range of templates have been created as psychological or semiotic tools. They form the basis of a mediated interview by providing an image of the learning environment or activity on which the research is focused. The image then becomes the stimulus for a three‐way interaction between the researcher (or the teacher), the pupil and the template. This paper provides examples from a number of research projects where the technique has been used to gather data in classrooms. 相似文献
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The majority of assessment in secondary schools in England and Wales is summative both in nature and purpose but as a tool for learning, assessment must be a dynamic dialogue between teacher and pupil which influences future teaching and learning activities. Diagnostic assessment of pupils is constrained by the nature of the tasks in which they are asked to engage. This paper describes the use of 'mysteries' as an enjoyable assessment tool which provides evidence of pupils' cognitive processes through the observation and analysis of pupils' manipulation of data slips to solve the mystery. Stages in this process are identified and their resemblance to the structure of the observed learning outcome (SOLO) taxonomy is established. A diagnostic interpretation of the difficulties pupils may be observed to encounter is suggested and appropriate formative action is outlined. Finally, the collaborative nature of learning and the validity of mysteries as assessment tools are discussed. 相似文献
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This paper reports on an evaluation of a drama‐based Healthy Relationships programme on domestic violence delivered on a pilot basis to Year 8 pupils. The programme included a play delivered by a local theatre‐in‐education company followed by a series of weekly workshops. Eighty‐five pupils in a secondary school located in an area with high rates of social exclusion participated in the programme and the evaluation. Pupils completed questionnaires immediately before and after the programme and one year after the programme had finished. Thirteen pupils also took part in gendered discussion groups, which considered their views and opinions concerning the play and the workshops. The evaluation indicated that the programme was successful in enhancing pupils' understandings of domestic violence up to one year after delivery. Pupils responded well to the use of drama as a medium for learning, and some young people were able to demonstrate that they had developed positive ideas about healthy relationships. However, there was evidence of uncertainly for some young people with regard to the gendered nature of domestic violence following the programme. The discussion highlights this issue and identifies additional recommendations for both future research and future programmes. 相似文献
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This paper takes an evaluative look at an action-planning initiative which aimed to improve pupils' learning in Year 9. The cornerstone of the process was a one-to-one discussion between pupils and tutors, which focused on their short- and long-term goals and identified targets for improvement. After the dialogue, a personal learning plan was written by the pupil. This was used to monitor development and to inform activities related to Records of Achievement in Year 10. Findings suggested that, overall, this age group benefited from action-planning processes. Pupils gained through greater understanding of their own abilities and improved communication and planning skills. However, links between strategies for lifelong learning and the activities in Year 9 had not been made. There were different effects of the initiative for males and females. 相似文献
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Elizabeth Warren 《International Journal of Early Years Education》2015,23(2):192-208
In the Australian context, children living in disadvantaged circumstances, whose second language is English, are one of the groups at risk of failing in mathematics. This paper explores the impact purposely developed learning activities (Representations, Oral Language and Engagement in Mathematics Learning activities) have on pupils' mathematics outcomes in the first three years of formal schooling (Foundation, Year 1 and Year 2). The participating group (n = 461) comprised 328 English language learners and 133 mainstream pupils. To ascertain the impact of the learning experience, pre- and post-tests were conducted at the commencement and completion of each school year. The results indicate that all of the children significantly improved, with English as a second language pupils showing the greatest gains, and achieving norm-referenced expectations for their age. 相似文献