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1.

In Australia, education is the responsibility of each of the six states and two territories. Consequently there are significant differences between the science curricula offered by these eight educational authorities. This research analyses the educational significance of these curricular variations. A five‐level categorization of curriculum was used as the framework for the analysis. These five levels extend from the statement of the vision for the learning of science to the assessment of learning. The goal of the analysis was to determine the individual visions and whether they were consistently expressed in the syllabus documents published by the authorities. The study was restricted to physics, biology and chemistry in the senior school. The conclusion is that there is a richness of curriculum design within Australia and much can be learnt from the implicit curriculum experiment that is being undertaken with Australian school students.  相似文献   

2.
Summaries

English

In this paper, the authors summarize the main findings which resulted from a recent major research study of the processes and products of science teaching in English schools. For the purpose of this study, a Science Teaching Observation Schedule (STOS) was developed by means of which the intellectual transactions taking place between teacher and pupils during science lessons, can be recorded and analysed. Using STOS, the teaching behaviour of some 94 teachers of biology, of chemistry and of physics was studied. On the basis of this, three main styles of science teaching were identified. These styles are described and discussed both in terms of their educational effectiveness (as measured by pupil achievement) and in relation to the implementation of modern school science curricula.  相似文献   

3.
Summaries

English

This article describes the results of an extensive study, which examined the interests of intermediate‐level secondary students, from the State of Hesse in the Federal Republic of Germany, in aspects of physics and technology.

Both boys and girls show greater interest in technological issues than in issues of pure physics. This distribution of interest is in contrast to the importance accorded to these subjects in school curricula. Children from rural areas seem to have a slightly better background of experiences involving knowledge of physics and technology than children from urban areas. A correlation was found to exist between out‐of‐school activities concerned with technology and the natural sciences, and academic achievement as measured by students’ physics grades. Girls display a general interest in natural phenomena which are not sufficiently covered by physics curricula.  相似文献   

4.
Summaries

English

Attitude statements, mostly concerned with the social implications of science, were administered to 2100 pupils of age 14+. The sample was divided into the top 25oO ('GCE') and the next 30‐40oo ('REST') of the ability range and further divided by sex and by coeducation and single‐sex education.

Factor analysis yielded measures of five independent attitudes to (1) science as a school subject (SUBATT) and to its implications (SOCATT) regarding (2) aesthetic/humanitarian issues; (3) practical benefits (4) value to the state for money invested (S) the activities of scientists. The attitude scores were correlated with the biology, chemistry and physics choices made at this age and with liking for these subjects’ teachers. There were 26/60 significant but low overall correlations with physics and chemistry choices, but only 5/30 for biology. A further 26 significant correlations arose either at high or low teacher liking, the former predominating with boys and the latter with girls.

A Kruskal‐Wallis analysis indicated that some attitudes in the ‘GCE’ group were unaffected by the school attended and possibly derived from the media. Adverse attitudes to the social implications of science may be a factor in the swing away from physical science and technology.  相似文献   

5.

Drawing on a number of studies, this paper explores gender differentials in the choice of science subjects at secondary school level, factors influencing choice, differences in achievement and recruitment to science courses at a higher level in the particular educational context of the Maltese Islands. In this context all secondary schools are single‐sex, the state system is highly centralized, selection and streaming are widely practised, a high proportion of students (25%) attend private schools, and physics is compulsory. The results show that: more girls than boys study physics and biology at the lower secondary level (ages 11‐16); more boys study chemistry; achievement at this level is on a par in biology and chemistry; girls achieve slightly lower in physics. At the upper secondary level (ages 16‐18), almost equal numbers of boys and girls study biology and chemistry but boys predominate in physics. Girls avoid the option of physics and mathematics, a popular choice with boys. Consequently, at tertiary level very few girls opt for courses in engineering and prefer to subscribe to courses relating to medicine.  相似文献   

6.
Summaries

English

In parts of England and Wales, middle schools have been introduced for pupils of eight to 12 or nine to 13 years of age. From these they enter secondary schools whose general age of entry is 11. It is feared that the teaching of science in middle schools is inadequate and variable. This research has followed the science interests of pupils aged from 12 to 14 and investigated the factors that affect them by means of three questionnaires administered at yearly intervals.

The first questionnaire was administered to almost 600 boys and girls mainly to explore their recollections of the science activities they had experienced or not done in the 52 middle schools from which they came. Their liking for science was also measured and each of the activities done or not done was correlated with it. There were activities which correlated positively and negatively with liking for middle‐school science. There were also sex differences, with boys showing greater interest in ‘physical science’ activities and girls in biological ones. The most remarkable finding was that for girls the higher correlating activities were not merely biological but botanical and they were deterred by some activities with animals.

The second questionnaire after one year in the secondary schools, i.e. at 13 + , monitored the liking for chemistry, physics and biology taken by about 450 pupils. The third questionnaire was given at 14+ when these pupils had chosen to continue or abandon the further study of the three sciences. All the variables from the three questionnaires were then correlated with these science choices. Although the general influence of liking for middle‐school science had by then disappeared, certain specific middle‐school science activities still correlated significantly with science choices. The correlates of chemistry and physics choice were not exclusively physical science but included biological activities in which some measurement was involved, for example plant growth. There were sex differences. Previous activities with animals was detrimental to girls’ biology choices.

A range of other factors had, however, altered pupils’ liking for sciences over the two years in the secondary school: effects of teachers, perceptions of difficulty (especially in the case of girls’ physcial science) and liking for practical work. About a third of the pupils had not made up their minds about what subjects they wanted to study indicating that such an early age of choice is undesirable.  相似文献   

7.
Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention.

Purpose: We propose a model of adaptive expertise to better understand teachers’ classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas.

Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14–47% advanced science proficiency.

Design and methods: We used a holistic multiple case study methodology and collected data during the 2011–2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings.

Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise.

Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach.  相似文献   

8.
Abstract

This study was conducted to evaluate the comparative effectiveness of varying the biology-chemistry sequence for students in college-preparatory high schools. Two schools, one in which students scheduled biology before chemistry, and the other chemistry before biology, furnished students (N = 514) for the study. The curricula of the two schools were compared and found to be similar, with the exception of the biology-chemistry sequence. The student groups were compared and found to be similar in entering ability. The measuring instrument used in the evaluation was the ACT Natural Sciences Reading Test. All subjects took the test on the same testing date. Separate comparisons were made for the graduating years of 1980, 1981, and 1982. The general conclusion of the study was that varying the sequence for the two courses produces no sizeable effect on test performance.  相似文献   

9.
ABSTRACT

Background: Physics is often seen as a discipline with difficult content, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and uneven participation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.

Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.

Design and methods: Three different physics lessons with one class of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus on how physics was positioned.

Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empirical enquiry’ and ‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in the discipline.

Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, in the storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education.  相似文献   

10.
Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively.

Purpose: The purpose of this study is to explore the relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.

Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students’ data were used.

Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used.

Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics.

Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.  相似文献   

11.
ABSTRACT

Background: In England, practical work is a major part of secondary school science and yet little research has examined students’ attitudes specifically to practical work.

Purpose: To examine students’ attitudes to practical work in biology chemistry and physics in secondary schools in England.

Sample: The study involved 607 students from Year 7 to Year 10 (aged 11–15) drawn from three state-maintained secondary schools in England. The schools were, broadly speaking, representative of schools in England in terms of academic measures such as GCSE outcomes, value-added performance and socio-economic area.

Design and methods: The research considered students’ attitudes in terms of an established analytical framework incorporating the affective, behavioural and cognitive (ABC) domains and used a mixed methods approach involving questionnaires, lesson observations, and focus group discussions.

Results: Whilst secondary students’ attitudes to practical work were, generally speaking, positive they were not constant and homogenous but change over time. The affective value of practical work was found to vary by subject although in all three sciences this value decreased, albeit at different rates, as students approached their General Certificate in Secondary Education examinations (GCSE) taken at age 16.

Conclusion: The affective value of practical work needs to be considered on a subject by subject basis, rather than, as is often the case currently in school, in terms of a generic attitude to science practical work. Furthermore, the affective value of practical work can be maximised by using more at the start of secondary education (Key Stage 3 – ages 11–14) with a gradual, subject-specific, reduction as students approach their summative public examinations (age 16) when their preference for non-practical, exam orientated, teaching increases.  相似文献   

12.
The problems of girls’ underachievement in school science and in particular the physical sciences, has been widely documented in recent years. The findings of this study in Thailand do not confirm the previous findings. Girls in upper secondary schools outperform their boy counterparts in practical skills, theoretical knowledge of chemistry and attitudes to science. The differences in practical skills are greater in the earlier grades, but in theoretical knowledge the larger differences are in the later grades. These findings negate the possible validity of a biological interpretation of these sorts of sex differences.

Some of the possible social sources of bias common in the school systems of Western societies are not present in Thailand. The majority of chemistry teachers are women and curriculum development was in the hands of women. However, the content of the course and its accompanying materials are not obviously very different from modern chemistry courses elsewhere. On the other hand, there does appear to be cultural evidence that may make laboratory activities in chemistry more natural to girls in Thailand.

In Thailand both boys and girls at these levels of schooling are required to take all three sciences, viz., physics, chemistry and biology. The study raises major questions about the choice that exists within the curriculum of many Western countries and the extent to which this ‘choice’ becomes a major avenue for the biases of society to be reflected in the school system.  相似文献   

13.
Summaries

English

The purpose of this study was to determine whether the different value positions claimed by Macdonald to be inherent in his three curriculum development models resulted in differences in the content of science curricula and/or the organization of such content. Information on this subject was obtained from a sample of 90 randomly‐chosen science teachers vvho examined junior high school physical science curricula, then completed a questionnaire used as a measuring instrument. This instrument was based on established criteria for selecting and organizing content for a curriculum. From the results obtained, it was concluded that significant differences in content as well as in content organization did indeed exist in the science curricula representative of Macdonald's three models. Moreover, it was found that content representative of specifie groups of selection criteria such as discipline‐oriented, societal needs, and student needs was responsible for the differentiation in the content among the models. Thus, the findings supported Macdonald's contentions. This information should be useful in future science curriculum development.  相似文献   

14.
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15.

This study investigated the knowledge that experienced science teachers have of models and modelling in science in the context of a school curriculum innovation project in which the role and the nature of models and modelling in science are emphasized. The subjects in this study were teachers of biology, chemistry and physics preparing for the curriculum innovation. Two instruments were used: a questionnaire with seven open items on models and modelling, which was completed by 15 teachers, and a questionnaire consisting of 32 items on a Likert-type scale (n=71). Results indicated that the teachers shared the same general definition of models. However, the teachers' content knowledge of models and modelling proved to be limited and diverse. A group of teachers who displayed more pronounced knowledge appeared to have integrated elements of both a positivist and a social constructivist epistemological orientation in their practical knowledge. Implications for the design of teacher education interventions are discussed.  相似文献   

16.
Abstract

Ocean Literacy is a growing global education movement aimed at deepening and contextualising the human relationship with the ocean. While ocean topics are largely missing from UK school curricula, Ocean Literacy principles offer an opportunity for environmental educators to infuse their programmes with broader perspectives on the ocean, creating openings for the development of learner knowledges, and increasing emotional connection with the marine environment. Field courses held at residential field study centres which focus on marine and coastal environments are uniquely positioned to explore principles of Ocean Literacy with their learners; through experiential, investigative modes of learning which encourage development of understanding, emotional engagement with the environment, and pro-environmental behaviours. This paper examines the learning outcomes of 16–18?year old school students taking part in residential programmes at three coastal field centres in the UK Field Studies Council network. Examining student responses against UK A-level, Scottish Highers, and International Baccalaureate specifications and curricula, we argue that while such programmes are largely determined by cognitive rather than behavioural or affective characteristics, they demonstrate a significant opportunity to further develop the emotional and behavioural foci of residential marine courses.  相似文献   

17.
Abstract

The reasons why girls avoid science subjects were studied by comparing three groups of girls and three groups of boys in the Norwegian secondary school who opted for physics, biology/chemistry and non‐science subjects, respectively. On the basis of documented data on their level of attainment in science subjects, and questionnaire data on confidence in science achievement, attitudes towards the sciences and job priorities, the “hard’ science girls proved to be more confident and laid more stress upon income and leadership than the other groups of girls. No differences between the groups’ attitudes towards science were found. The ‘hard’ science group of girls performed better than the boys in the science subjects and they stressed the importance of income in their future job as much as did the boys. These findings suggest that girls make rational educational choices based on their perception of their own aptitude for science and on their future occupational plans.  相似文献   

18.
A common feature of the recent calls for reform of the undergraduate biology curriculum has been for better coordination between biology and the courses from the allied disciplines of mathematics, chemistry, and physics. Physics has lagged behind math and chemistry in creating new, biologically oriented curricula, although much activity is now taking place, and significant progress is being made. In this essay, we consider a case study: a multiyear conversation between a physicist interested in adapting his physics course for biologists (E.F.R.) and a biologist interested in including more physics in his biology course (T.J.C.). These extended discussions have led us both to a deeper understanding of each other''s discipline and to significant changes in the way we each think about and present our classes. We discuss two examples in detail: the creation of a physics problem on fluid flow for a biology class and the creation of a biologically authentic physics problem on scaling and dimensional analysis. In each case, we see differences in how the two disciplines frame and see value in the tasks. We conclude with some generalizations about how biology and physics look at the world differently that help us navigate the minefield of counterproductive stereotypical responses.  相似文献   

19.
《Africa Education Review》2013,10(1):142-158
Abstract

A high failure rate at first year physics is often attributed to the lack of readiness of high school students to pursue such studies. This research explores this issue and reports on the perceptions of five physics lecturers at a South African university on the preparedness of high school students for first year physics. Qualitative data was collected through in-depth, non-directive, semi-structured interviews and analyzed for emerging themes using the Atlis.ti software. Readiness factors that were identified included the ability to engage with physics problems qualitatively rather than merely assuming an algorithmic approach, having a sound understanding of basic physics concepts, and competence in reading and speaking the scientific language. Other factors related to personal attributes and behavior and these were work ethic, perseverance, working independently and time management. These findings and their implications are discussed.  相似文献   

20.
Summaries

English

This paper describes the results of a survey of practising scientists, recent graduates and undergraduates about their perceptions of undergraduate laboratory programmes in biology, chemistry and physics. The two groups in employment were requested to rate, in terms of degree of importance, each of 22 aims. The undergraduates were also requested to rate each aim, but in terms of their observed importance in their course as well as their preferred importance. The aims were then arranged in rank order. A high degree of concordance was found between practising scientists (which included staff in academic institutions) and recent graduates, who regard laboratory experiences in pragmatic terms which stress the acquisition of practical skills, equipment familiarity, observational skills, interpretation of data and a critical approach to experimentation. Undergraduate students, however, have some different perceptions of laboratory aims, and rate highly those activities associated with educational processes, for example the links which they observe to exist between theoretical material and laboratory work.

The implications of these results to the course designer are discussed.  相似文献   

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