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1.
We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in
a teacher training course on students’ difficulties and the use of models in teaching acid–base chemistry, electrochemistry,
and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1) students’ difficulties
in understanding acid–base chemistry and (2) models of acids and bases in their teaching practice. In the interviews, the
teachers were asked to comment on authentic student responses collected in a previous study that included student interviews
about their understanding of acids and bases. Further, the teachers drew story-lines representing their level of satisfaction
with their acid–base teaching. The results show that, although all teachers recognised some of the students’ difficulties
as confusion between models, only a few chose to emphasise the different models of acids and bases. Most of the teachers thought
it was sufficient to distinguish clearly between the phenomenological level and the particle level. The ways the teachers
reflected on their teaching, in order to improve it, also differed. Some teachers reflected more on students’ difficulties;
others were more concerned about their own performance. Implications for chemistry (teacher) education are discussed.
Submitted to Research in Science Education 相似文献
2.
This article examines the ways in which the development of alternative initial teacher education programs in England and Canada
over the last two decades serve to challenge some of the taken-for-granted assumptions underlying established models of initial
teacher education in both jurisdictions, and also to broaden the pool of people who have access to the profession. The article
offers a brief, initial account of the development of a standard model of initial teacher education in both countries that
is characterized as being: university governed and university based; primarily full-time; incorporating a standard curriculum,
with admission requirements that generally reflect the traditional academic expectations of the university; and which is funded
jointly by the student and the state. Against this standard model the article examines the development of alternative or flexible
models in both Canada and England. Three programs are described in some detail – The Brandon University Northern Teacher Education
Program, The University of Manitoba’s Weekend College Teacher Education Program, and The University of Nottingham’s Flexible,
Modularized Post-Graduate Certificate in Education Program – and each is examined in terms of the ways in which it challenges
the assumptions embedded in traditional teacher education programs. At a time when attracting talented and committed teachers
constitutes an important issue facing public education systems in both countries, the ability to construct high quality initial
teacher education programs that can provide access to the profession to as wide a cross-section of the population as possible
will be an important contribution to meeting this challenge. 相似文献
3.
Marina Papastergiou 《Education and Information Technologies》2011,16(3):281-299
The increasing importance that Information and Communication Technologies (ICT) have been gaining for Physical Education (PE)
and sports pedagogy has generated the need to prepare ICT-proficient prospective PE teachers within PE and sport science university
departments. This study was aimed at: (a) the design and implementation of two project-based elective courses on ICT in education
(entitled ‘Informatics in Education’ and ‘Computers in Physical Education Teaching’) for the undergraduate students of a PE
and sport science department, and (b) the investigation of students’ responses to the courses and instructor’s experiences
from organizing and imparting the courses. The courses were focused on educational multimedia and web development for PE.
Twenty-three students that had attended ‘Informatics in Education’ and 13 students that had attended ‘Computers in Physical
Education Teaching’ participated in the study. Research data were collected through student questionnaires and instructor’s
notes. It was found that students were helped to acquire basic multimedia and web development skills for educational purposes,
and that their responses to the courses were positive overall. The courses fulfilled students’ expectations and were successful
in equipping students with self-confidence in their ability to make use of ICT in PE courses and to construct multimedia and
web-based learning materials. Furthermore, students were provided with opportunities to express their creativity and improve
their future instructional practices. However, the study also brought to light the various difficulties and challenges of
training prospective PE teachers in the didactical utilization of ICT at undergraduate level. 相似文献
4.
Josep Lluis Doménech Daniel Gil-Pérez Albert Gras-Martí Jenaro Guisasola Joaquín Martínez-Torregrosa Julia Salinas Ricardo Trumper Pablo Valdés Amparo Vilches 《Science & Education》2007,16(1):43-64
The growing awareness of serious difficulties in the learning of energy issues has produced a great deal of research, most
of which is focused on specific conceptual aspects. In our opinion, the difficulties pointed out in the literature are interrelated
and connected to other aspects (conceptual as well as procedural and axiological), which are not sufficiently taken into account in previous research. This paper aims to carry
out a global analysis in order to avoid the more limited approaches that deal only with individual aspects. From this global
analysis we have outlined 24 propositions that are put forward for debate to lay the foundations for a profound reorientation
of the teaching of energy topics in upper high school courses, in order to facilitate a better scientific understanding of these topics, avoid many students’ misconceptions and enhance awareness of the current situation of planetary
emergency.
This paper has been conceived as a contribution to the Decade of Education for Sustainable Development, established by the
UN General Assembly for the period 2005–2014. 相似文献
5.
Mathematics teaching in Burkina Faso is faced with major challenges (high illiteracy rates, students’ difficulties, and high
failure rates in mathematics, which is a central topic in the curriculum). As evidenced in many of these studies, mathematics
is reputed to be tough, inaccessible, and far from what students live daily. Students here look as though they are living
in two seemingly distant worlds, school and everyday life. In order to better understand these difficulties and to contribute
in the long run to a more adapted teaching of mathematics, we tried to document and elicit the “mathematical resources” mobilized
in various daily life social practices. In this paper, we focus on one of them, the counting and selling of mangoes by unschooled
peasants. An ethnographic approach draws on the observation of the situated activity of counting and selling mangoes (during
harvesting) and on “eliciting interviews” of the involved actors. The analysis of results highlights a richness of structuring
resources mobilized and distributed through this practice, related to what Lave (1988) call “the experienced lived-in-world” and “constitutive order.” The mathematical resources take the form of “knowledge in
action” and “theorems in action” (Vergnaud, Rech Didact Math 10(23):133–170, 1990), embedded in the social, economic, and even cultural structures of actors. 相似文献
6.
Joel Samoff 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,38(3):485-507
Focus on textbooks, not class size, poor countries are regularly told as they seek to improve education quality. Yet, at the
same time, with strong support from professional educators, the voters of the U.S. state of California approved massive expenditures
to reduce the size of classes that in global terms were already quite small. These dramatically different approaches to improving
education quality offer insight into the ways in which the aid relationship is itself an obstacle to improving education quality.
The nature of the learning process – interactive, locally contingent, negotiated, and continually changing – requires funding
agencies concerned with improving education quality to reach beyond the usual list of improved inputs. Yet, that is not easily
accomplished. The structure and organization of the aid relationship set priorities and specify practices that disempower
locally rooted education reform initiatives. Equally important, improved education quality and persisting and planned dependence
on foreign aid cannot comfortably coexist. 相似文献
7.
Lorraine M. Males Samuel Otten Beth A. Herbel-Eisenmann 《Journal of Mathematics Teacher Education》2010,13(6):459-471
This article examines mathematics teacher collegiality by focusing on both the ways in which teachers interacted as critical
colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the
facilitator of this project. The professional development collaboration comprised two phases: one focused on reading classroom
discourse literature and one focused on supporting each other through cycles of action research related to mathematics classroom
discourse. Lord’s (1994) critical colleagueship framework is used to examine how a study group of middle-grades (ages 11–16) mathematics teacher–researchers
took (or did not take) a more critical stance toward their own teaching practice and that of their colleagues. We found that
challenging interactions were related to instances in which the teachers interacted as critical colleagues and were marked
by particular features including the use of particular words and the use of personal experience as a form of evidence. We
present the ways in which we came to understand what it might look like to scrutinize one’s practice and findings related
to the development of this type of collegiality across the two different phases of this project. We end with a section in
which the teacher–educator–researcher who facilitated the professional development project reflects on the ways in which the
analysis caused her to reconsider both the nature of argumentation in mathematics study group settings and what implications
this has with respect to her own practice as a facilitator. 相似文献
8.
This research effort reports the findings of an empirical study focusing on the ways in which technological tools are implemented specifically in mathematics education in a Title I school. The purpose was to identify the perspectives and actions of the school’s mathematics specialist and the multi-graded (grades 2–3) classroom teacher as they attempted to deliver instruction with technology for both English Language Learners1 (ELL) and non-ELL students. Findings showed that a critical factor in access to mathematics education and technology for ELL students in a multi-graded 2–3 classroom in a Title I (K-5) school setting was language. Although potentially powerful technologies—analog (concrete objects) and digital (software) were used, many ELL students could not access the content solely because of language difficulties. Teachers used the concrete objects as modeling tools, to reveal students’ thinking, and for communication of foundational mathematics. Conversely, the software used served none of these functions because the available software did not do the kinds of things the manipulatives did, teachers’ knowledge of exemplary software was insufficient, the school used an impoverished model of technology integration, and teachers were constrained by the school district’s policies of English immersion for ELL students.This paper was presented at the American Educational Research Association Annual Meeting, 2005, Montreal, Canada, on Tuesday, April 12, 2005, 4:05–5:35 pm, in Le Centre Sheraton Montreal/Salon 7, in a session titled, “Science and Mathematics Teaching for Linguistically and Culturally Diverse Students” sponsored by Division K-Teaching and Teacher Education/Section 1—Research on Teaching Practices, Teacher Knowledge, and Teacher Education in Math and Science.Tirupalavanam G. Ganesh is a December 2003 graduate of the Interdisciplinary Ph.D. program in Educational Media and Computers, Division of Curriculum and Instruction, at the College of Education, Arizona State University. He also holds a Master of Computer Science degree from Arizona State University. His teaching interests include graduate and undergraduate courses for in-service and pre-service teachers in the use of learning technologies for Science, Technology, Engineering, and Mathematics (STEM) education and technology integration. His research interests include studying the impact of informal learning experiences in settings such as museums and after-school programs, technology integration, and teacher’s practices in elementary/middle schools. Address correspondence to Tirupalavanam G. Ganesh, Assistant Professor, Instructional Technology, College of Education, Curriculum and Instruction, University of Houston, 256 Farish Hall, Houston, TX 77204-5027. Tel.: +1-713-743-0574; e-mail: tganesh@uh.edu.James A. Middleton is Division Director of Curriculum and Instruction at the College of Education, Arizona State University, Tempe, AZ. He obtained his Ph.D. in 1992, in Educational Psychology from the University of Wisconsin, Madison. His teaching interests include mathematics methods for secondary teachers and graduate courses in children’s mathematical thinking and technological innovation. His research interests include motivational processes in education, children’s mathematical thinking especially in the area of rational number and geometry, and technological innovation in mathematics instruction and assessment. James A. Middleton, Director, Division of Curriculum and Instruction, College of Education, Arizona State University, Box 871011, Tempe, AZ 85287-1011. Tel.: +1-480-965-9644; e-mail: james.middleton@asu.edu. 相似文献
9.
A first-person shooter video game was adapted for the study of causal decision making within dynamic environments. Participants
chose which of three potential targets in each of 21 groups was producing distal explosions. The source of the explosion effect
varied in the delay between the firing of its weapon and its effect (0.0, 0.5, 1.0, and 2.0 s), the probability that the weapon
caused the effect (50%, 75%, and 100%), and the occurrence of auditory events that filled the delay. In Experiment 1, participants’ choice accuracy was highest with short delays but was not affected by probability; participants often compensated
for lower probability by increasing their latencies, and thus the number of outcomes sampled. In Experiment 2, a broad range of delays (0–2 s) and probabilities (20%–100%) were randomly sampled for each cause; the results largely replicated
those of the prior experiment. The experiments demonstrate people’s ability to successfully modulate their environmental sampling
in the face of uncertainty due to lower cause–effect probabilities, but not in the presence of longer cause–effect delays. 相似文献
10.
Frank Uhlig 《Educational Studies in Mathematics》2002,50(3):335-346
We describe how elementary Linear Algebra can be taught successfully while introducing students to the concept and practice
of ‘mathematical proof’.This is done badly with a sophisticated Definition–Lemma–Proof–Theorem–Proof–Corollary(DLPTPC) approach;
badly – since students in elementary Linear Algebra courses have very little experience with proofs and mathematical rigor.
Instead, the subjects and concepts of Linear Algebra can be introduced in an exploratory and fundamentally reasoned way. One
seemingly successful way to do this is to explore the concept of solvability of linear systems first via the row echelon form
(REF). Solvability questions lead to row and column criteria for a REF that can be used repeatedly to: compute subspaces,
settle linear (in)dependence, find inverses, perform basis change, compute determinants, analyze eigensystems etc. If these
subjects are explained heuristically from the first principles of linear transformations, linear equations, and the REF, students
experience the power of a concept–built approach and reap the benefit of deep math understanding. Moreover, early ‘salient
point’ proofs lead to an intuitive understanding of ‘math proof’. Once the basic concept of ‘proof’ is ingrained in students,
more abstract proofs, even DLPTPC style expositions, on normal matrices, the SVD etc. become accessible and understandable
to sophomore students. With the help of this gentle early approach, the concept and construct of a ‘math proof’ becomes firmly
embedded in the students' minds and helps with future math courses and general scientific reasoning.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
11.
Mary Ann Coulter Paul C. Abney 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,9(3):105-121
The study examined the extent to which burnout levels of teachers working in international schools differed from the burnout
level of teachers working in their country of origin. All participants of the study were Canadian citizens who were educated
in Canada, held Ontario College of Teachers certification and were teaching credit courses in high schools offering the Ontario
curriculum under the auspice of the Ontario Ministry of Education. All teachers completed the Burnout Test Form 1 – Revised
(Jerabeck, Burnout Test Form 1 – Revised, 2001) online. The study found that international teachers had a statistically lower level of burnout than teachers working
in their country of origin. 相似文献
12.
Eva Kellner Annica Gullberg Iiris Attorps Ingvar Thor��n Roy T?rneberg 《International Journal of Science and Mathematics Education》2011,9(4):843-866
A crucial issue for prospective teachers (PTs) in their education is to develop pedagogical content knowledge (PCK; i.e. how
to make a topic comprehensible to pupils). However, research has shown that PTs may have tacit ideas about teaching that act
as filters preventing consideration of unfamiliar and discrepant ideas. These ideas must be elicited and taken into consideration
in order to be modified. Therefore, PTs’ explicit conceptions may constitute a valuable resource in teacher education. The
aim of this study was to investigate PTs’ ideas about pupils’ difficulties, at a topic-specific level, upon beginning the
teacher education programme. The “Lesson Preparation Method” was used in four case studies to elicit the conceptions of 32
PTs regarding pupils’ difficulties in four specific science and mathematics topics: plant growth, gases, equations and heat
and temperature. In all four topic groups (n = 5 – 11), there was a variety of initial conceptions about pupils’ difficulties, which were categorised into two to five
topic-specific categories. Although, initially, PTs may not have expressed any notions about pupils’ difficulties, conceptions
were elicited by using the Lesson Preparation Method. Furthermore, we found that the initial ideas corresponded with earlier
research on pupils’ difficulties, which could provide a potential resource when creating a scaffolding context in teacher
education programmes where PCK development is stimulated. 相似文献
13.
Dr Rod Fawns 《Research in Science Education》1996,26(1):1-22
The aims of the junior technical schools in Victoria were, from the time of their formal establishment in 1911, to provide
preparatory education-training for two groups. First, for the relatively small number who proceeded to higher technical education,
appropriate for industrial chemists, engineers and architects, and secondly, for the relatively larger numbers who sought
to enter skilled trades. The first successful campaign in Australia for a general science for all other secondary students
in Victoria was waged in the War years 1939–43 on a platform of science as “a badge of utility and a key to good citizenship”.
These were the modest terms upon which science teaching secured a more central place in the classical literary curriculum.
The final campaign twenty years later in technical schools was fought on the platform that school science was “not just a
servant to trade or engineering courses.” 相似文献
14.
Conceptions of,and approaches to,teaching online: a study of lecturers teaching postgraduate distance courses 总被引:1,自引:0,他引:1
Carlos Gonzalez 《Higher Education》2009,57(3):299-314
This paper presents the outcomes of a study into online teaching. It builds upon previous research and conceptual frameworks
produced by Kember and Kwan (Instr Sci 28(5):469–490, 2000) and Roberts (Instr Sci 31(1–2):127–150, 2003). It advances research
on conceptions of, and approaches to, teaching by examining teaching in a novel context: distance-taught courses at the postgraduate
level. Lecturers were interviewed from a Faculty of Health Sciences in a research-intensive Australian University. Relationships
between conceptions and approaches found in previous research were confirmed in this study. However, it was found that the
conceptions of online teaching proposed by Roberts (Instr Sci 31(1–2):127–150, 2003) did not adequately distinguish between
the conceptions held by the lecturers interviewed in this study. Three modified conceptions of online teaching are proposed:
‘for individual access to learning materials and information; and for individual assessment’; ‘for learning related communication
(asynchronous and/or synchronous)’; and ‘as a medium for networked learning’. Some of the dimensions developed by Roberts
to describe approaches to online teaching were not applicable in this study setting and needed further modification. Two broad
approaches emerged: ‘informative/individual learning focused’ and ‘communicative/networked learning focused’. Contextual influences
on teaching reported by Kember and Kwan (Instr Sci 28(5):469–490, 2000)—that is, institutional influence, nature of students
and subject and curriculum—were revealed in this study to have different levels of influence over approaches to online teaching:
the first two being the more relevant ones. 相似文献
15.
Lawrence K. Duffy Anna Godduhn Cindy E. Fabbri Mary van Muelken Linda Nicholas-Figueroa Catherine Hurt Middlecamp 《Interchange》2011,42(2):105-136
Where you live should have something to do with what you teach. In the Arctic, the idea of place-based education – teaching
and sharing knowledge that is needed to live well – is central to the UARCTIC consortium and the 4th International Polar Year educational reform effort. A place-based issue oriented context can engage students in chemistry
concepts when it intersects with their experience and lives. This article examines the rationale and means of integrating
local concerns such as world view, culture, traditional knowledge, and policy into both general and specialized chemistry
courses. More broadly, capacious placebased issues should be widely adapted by all curriculum reform efforts to demonstrate
the connectivity between science and societal understanding of technological options. A case in point is the inclusion of
indigenous perspectives in a non-majors general chemistry course when the concepts of scientific method, ice and water resources,
genetic engineering, and so forth are discussed. In a specialized course on radioactivity in the north, topics connected nuclear
chemistry and radioactivity to people and energy. The local landscape should be central to science courses and involve issues
relevant to stewardship, a component of the indigenous world view. The historical issues can be connected to current nuclear
energy and uranium mining as they relate to the risks and benefits for the local community. This article will make the case
that curriculum reform that focuses on real-world topics will not only engage students so that they perform well in class
but also spark their interest so that they continue learning after the course is over. 相似文献
16.
In Africa, as in many countries of the South, democratization is sometimes perceived as a process modeled upon outside – and specifically Northern – experience. Formal civic education programs in those countries arguably reflect the same bias and have not always been notably successful. Yet there are rich patterns of civic involvement and democratic process in African culture and in the myriad ways in which it has adapted to development challenges, often more successfully reflected in non-formal and informal education endeavors. This article reports on a comparative study of related experience in Madagascar and Sahelian West Africa and draws conclusions regarding ways to draw inspiration for school-based civic education from such ground-level sources. 相似文献
17.
Mark J. Jordans Annalise S. Keen Hima Pradhan Wietse A. Tol 《International journal for the advancement of counseling》2007,29(1):57-68
The aims of this qualitative study were (1) to add to the understanding of the growing field of psychosocial counselling in
Nepal, and (2) gather concrete points for improvement of services. Semi-structured interviews were conducted with clients
(n = 34), para-professional counsellors (n = 26) and managers (n = 23) of organizations in which psychosocial counselling was taking place. The main findings were that stakeholders generally
presented a positive view of the significance and supportive function of psychosocial counselling, while providing useful
suggestions for improvement. Matters of ongoing training and supervision, confidentiality and integration of counselling within
mainstream care provision need to be addressed and potentially adapted. Implications for other non-Western countries with
little mental health resources are discussed. 相似文献
18.
Sung-Sang Yoo 《Asia Pacific Education Review》2008,9(3):355-366
Comparing popular education in the Philippines and South Korea, it is clear that a number of similarities and differences
exist regarding the characteristics, methods, and main fields in which popular education has operated. ‘Church-related practices,’
‘uniting with CO movements,’ ‘an eliteled tendency,’ and ‘a disregard for the Left’ have all occurred in similar ways in both
countries. While introducing the socio-political situation during 1970s and 1980s of these two countries, this paper discusses
the theories and practices of popular education. Our findings indicate how popular education in both countries has played
a significant role in raising the levels consciousness in the powerless and transforming societies and enabled them to establish
a better community. Moreover, each country developed different concepts, initiatives and methods in relation to popular education.
In addition, popular educators have been asked to play different roles in each popular education field while most methods
were in fact heavily dependent upon eliteled practices. 相似文献
19.
Beth A. Herbel-Eisenmann Sarah Theule Lubienski Lateefah Id-Deen 《Journal of Mathematics Teacher Education》2006,9(4):313-345
This paper discusses the case of one teacher, Jackie, whose instructional practices illuminate the importance of textbooks and student/parent expectations in shaping pedagogy. Jackie teaches in the Plainview district, which offers parents and students a choice between a reform-oriented, integrated curriculum (Core Plus) and a more conventional algebra sequence (the University of Chicago series). Each day, Jackie teaches two very different sections of accelerated eighth-grade mathematics using each of these curricular materials. Drawing from students’ survey responses, classroom observations, and teacher interview data, we show ways in which Jackie’s pedagogy differs considerably between the two courses and we shed light on reasons underlying this variation.By examining one teacher who enacts different practices in each of the two curricular contexts, this paper highlights factors that contribute to teachers’ enacted curricula – factors that have been understated in previous mathematics education research on teacher development. The study establishes the importance of distinguishing between global and local teacher change, and suggests implications for future studies of teaching and reform. 相似文献
20.
Most institutions of higher education allow students to drop or add courses in the first 2–3 weeks of each term (D&A). Arguing
that course cancellation is not merely an administrative issue involving enrollment trends but represents complex decision
making processes taken by students, this study investigated antecedents and correlates of course cancellation during a D&A
period in 109 elective courses. Student ratings of the teachers (SRT) and characteristics of the syllabi distributed in the
first class session were investigated as predictors of course cancellation. Rates of cancellation were significantly predicted
from SRT and from syllabus workload difficulty—lower quality teachers (SRT-based) and more difficult courses (syllabus-based)
being cancelled more frequently. Analysis of a sub-sample of truly elective, high-priority courses revealed that these correlations
were intensified in teacher-centered lecture courses, but nullified in student-centered seminar courses, in which students
write independent research papers. The importance of students’ course selection and course cancellation as decision making
processes, the methodology based on institutional data rather than students’ self-reports, and the unique effects of course
difficulty on students’ decisions were discussed.
相似文献
Elisha BabadEmail: |