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1.
The main purpose of this research is to examine in-service teachers' instructional beliefs about student-centered education. The inventory was designed to measure teachers' student-centered educational beliefs based on four components of the educational curriculum comprising of educational objectives, content, teaching strategies and instructional assessment. Data for the study were collected from 307 in-service teachers working at K-8 schools. A quantitative research analysis showed that in-service teachers held positive beliefs about student-centered education. In addition, the characteristics of teachers such as school level, teaching experience, teaching subject and educational background had statistically significant effects on their beliefs about student-centered education. 相似文献
2.
3D printing technology is a powerful educational tool that can promote integrative STEM education by connecting engineering, technology, and applications of science concepts. Yet, research on the integration of 3D printing technology in formal educational contexts is extremely limited. This study engaged preservice elementary teachers (N?=?42) in a 3D Printing Science Project that modeled a science experiment in the elementary classroom on why things float or sink using 3D printed boats. The goal was to explore how collaborative 3D printing inquiry-based learning experiences affected preservice teachers’ science teaching self-efficacy beliefs, anxiety toward teaching science, interest in science, perceived competence in K-3 technology and engineering science standards, and science content knowledge. The 3D printing project intervention significantly decreased participants’ science teaching anxiety and improved their science teaching efficacy, science interest, and perceived competence in K-3 technological and engineering design science standards. Moreover, an analysis of students’ project reflections and boat designs provided an insight into their collaborative 3D modeling design experiences. The study makes a contribution to the scarce body of knowledge on how teacher preparation programs can utilize 3D printing technology as a means of preparing prospective teachers to implement the recently adopted engineering and technology standards in K-12 science education. 相似文献
3.
普及信息技术教育,是我国国家战略和教育发展改革的重要组成部分,扎根于课堂教学是有效落实的根本。《CSTA K-12计算机科学课程标准(2017年修订版)》基于全纳教育的教育理念、计算机科学的学科本质、面向未来的教育需求和实践可操作的教学标准进行研制和表达,其学科概念结构化体系、普及计算机科学教育、将计算思维作为思维方式和教学目标融于多学科教学中、系统进阶的结构化表述与呈现方式等方面的设计,对我国信息技术学科课程建设、课程标准内容的设计、面向每个学生的课堂教学的推进,提供了有益的参考和借鉴。 相似文献
4.
Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist–teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students’ learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers’ and scientists’ science teaching. A quasi-experimental design was used to understand the impact on students’ scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students’ scientific competency and a large effect on students’ scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK. 相似文献
5.
Sunhee Paik Meilan Zhang Mary A. Lundeberg Jan Eberhardt Tae Seob Shin Tianyi Zhang 《Journal of Science Education and Technology》2011,20(4):422-434
Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the
No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much
has been said about these new standards, less has been said about whether or how well professional development helps teachers
link their instruction to these standards. This study examined the impact of a professional development program for K-12 science
teachers in helping teachers meet state curriculum standards. Seventy-five science teachers in Michigan participated in a
2-week summer workshop that used Problem-Based Learning for improving teachers’ content knowledge and pedagogical content
knowledge. Researchers surveyed participating teachers about the change of teachers’ preparedness for standards-based teaching,
their expectations to meet state curriculum standards, and whether their expectations were met. In addition, the usefulness
of workshop activities was examined. Data analysis showed that to align teaching with state curriculum standards, participating
teachers expected to learn instructional strategies and enhance science content knowledge through professional development,
and by and large their expectations were well met. Collaboration with colleagues and facilitators helped teachers achieve
their goals in terms of teaching within state curriculum standards. These findings have important implications for designing
professional development to help teachers align instruction with curriculum standards. 相似文献
6.
2012年,美国正式发布了《K-12科学教育框架:实践、通用概念及核心概念》最终版。作为全美新一代科学教育标准的指导性文件,该框架使用了学习进阶连贯地表征出学生在各学段应达成的学习目标。学习进阶的提出与定义、组成要素、理论基础及其构建与呈现方式决定了其对学生认知发展和已有生活经验的关注,使其成为教育研究与教学紧密结合的桥梁,也是设计与实现少而精、连贯一致的中小学科学课程的必然需求。当前,国际科学教育领域已由学习进阶的研究与设计阶段迈向应用与实践层面,而我国对学习进阶的认识与研究仍处于起步阶段,亟须在中小学科学教育领域展开对学习进阶的深入研究。 相似文献
7.
科学教育作为一个新兴专业,由于缺乏权威性的指导意见,在我国的发展面临诸多困境：专业建设缺乏规范化研究;课程体系、教学内容、教学方式陈旧落后;教学资源匮乏,师资队伍薄弱。针对存在的问题,借鉴美国的成功经验,科学教育专业发展应出台《科学教师专业标准》,改革课程体系、教学内容和教学方式,加强教学资源建设。 相似文献
8.
The teaching of science in K-12 schools has long been criticized as a process that propagates oppression for students who do not conform to entrenched norms of gender, sex, and sexuality. Academic standards, curriculum, and textbooks are rife with rhetoric that reinforces any deviation from cisheterosexuality as aberrant, unusual, or abnormal. However, these often-over-simplified conceptions discount the historic social and scientific intricacies of gender and sexual diversity as well as students' own lived experiences. While there have been advancements in LGBTQ+ and gender-inclusive science education reform, these movements have been stymied by a lack of cohesive guidelines for pedagogy and practice, particularly for trans, nonbinary, and gender-creative youth. Situated within trans-created conceptual frameworks for critical education, this study explored the pedagogical practices of 10 transgender science teachers with the purpose of learning from their experiences creating gender inclusive curriculum. From the data (in-depth interviews, instructional materials samples, and reflective teaching statements) emerged the TRANS (Trans and Research-informed Approaches for Nonbinary and gender-inclusive Science education) Framework for gender inclusive science education pedagogy. This framework is anchored in three domains for teaching science through a trans-informed lens:interrogating and accessing power, resisting essentialism, and embracing experiential knowledge and personal epistemologies. The findings of this study contribute to our growing understanding of gender-inclusive science learning environments. Importantly, this study amplified the experiential knowledge of teachers whose voices are critically absent from research surrounding gender and LGBTQ+-inclusive science education practice. Moreover, the framework derived from teachers' experiences can be used to guide educators in making their science classrooms safer and more gender inclusive. 相似文献
9.
美国新近发布的课程文件报告《K-12科学教育的框架:实践,跨学科概念与核心概念》为美国未来的科学教育勾勒了总体蓝图,是美国制定新科学教育标准的基础和依据。新框架汲取了近年来科学教育、脑科学、学习科学等多方面研究成果,提炼出六条指导原则贯穿其中,并构建三维框架结构来概括所有学生在高中毕业前应完成的知识和实践内容。新框架提出的新思路值得我们关注和借鉴。 相似文献
10.
11.
Teacher beliefs about curriculum design affect the quality of science education in schools, but science researchers know little
about the interrelation of beliefs about alternative curriculum designs. This article describes a quantitative study of secondary
science teachers' beliefs about curriculum design. A 33-item Science Curriculum Orientation Inventory (SCOI) was developed
to measure five distinct orientations to curriculum: academic, cognitive processes, societycentred, humanistic, and technological.
Data were collected from 810 integrated science, chemistry, physics, and biology teachers in Hong Kong. A confirmatory factor
analysis of teacher responses to the SCOI indicated that science teachers' beliefs about curriculum design had a hierarchical
structure; the five distinct curriculum orientations were positively correlated, forming a second-order curriculum, meta-orientation.
Physics teachers were less society-oriented than biology, integrated science and chemistry teachers, and integrated science
teachers were more humanistic than physics teachers. Although science teachers' beliefs about any of the five alternative
curriculum designs did not vary with their teaching experience, the difference between beliefs about the cognitive processes
orientation and the humanistic orientation increased when teachers had gained more teaching experience. Implications of these
findings are discussed. 相似文献
12.
Pseudoscience beliefs (e.g., astrology, ghosts or UFOs) are rife in American society. Most research examines creation/evolution
among liberal arts majors, general public adults, or, infrequently, middle or high school science teachers. Thus, research
truncates the range of ersatz science thinking and the samples it studies. We examined diverse beliefs, e.g., extraterrestrials, magic, Biblical creation, and evolution, among 540 female and 123 male future teachers, including 325 elementary education majors. We study
how these cognitions related to education major and, because popular media often present pseudoscience “information”, student
media use. Future elementary educators most often rejected evolution and endorsed “creationism” or Intelligent Design. Education
majors held similar beliefs about astrology, UFO landings, or magic. Compared with other education students, elementary education
majors watched less news or science television and read fewer popular science magazines. However, religious and media variables
explained more variation in creation/evolution beliefs than education major. We discuss implications of our findings for elementary
school science education and how teacher educators may be able to affect pseudoscience beliefs among their elementary education
students. 相似文献
13.
The nature of science (NOS) has a prominent role among the national science education content standards at all grade levels, K–12. Results from a national survey of collegiate science educators indicate the perception that the greatest contributors to preservice teachers’ understanding of the nature of science were science methods courses, research projects, and science content courses. Implications of findings are discussed, including connections to current research concerning teacher preparation for effective NOS classroom teaching and student learning.The Nature of Science course on the authors’ campus was initiated in the early 1990s, has evolved, and remains in the required core curriculum for preservice chemistry, earth science, and physics teacher candidates. It is the capstone for NOS insights. It adds to and refines impressions garnered implicitly from science content courses, the methods course, and, for some, an undergraduate research experience. 相似文献
14.
Professor Kenneth Tobin Wolff-Michael Roth Sabitra Brush 《Research in Science Education》1995,25(3):267-281
The education of prospective Elementary and Early Childhood (E&EC) teachers to teach science has been an on-going challenge
for science teacher educators. Accordingly, a course in physical science was planned and implemented especially for prospective
E&EC teachers. The purpose of this study was to understand the nature of the enacted curriculum and about the forces which
constrained its evolution. Miller, the teacher of the course, had no prior experience in teaching prospective E&EC teachers
and many of his experiences as a university level teacher were based on his teaching of physics majors. These experiences
shaped his approach to teaching the course as did his years as a basketball coach. Miller was an expert in physics and constructed
his role as teaching students significant scientific truths. Miller saw the purpose of the course as being to educate the
students in science, not to prepare them to teach science. He was unwilling to address the goals of students that were oriented
strongly toward becoming better teachers. The beliefs of the teacher constrained the enacted curriculum to an extent that
gaps between the needs of students and the enacted curriculum were wider at the end of the course than they were at the beginning.
Armstrong College
In my opinion I think I failed completely, but I am quite happy with what I am trying to do. I just don't think I executed
it well. So I was pretty unhappy with the whole experience in terms of the results, but I was not unhappy with the experience
in terms of whether it was worth doing. I think it is important in science to develop free-thinking and being able to come
to conclusions. Science is being able to reflect on the human condition, and being able to think about things you don't know
about. (Miller) 相似文献
15.
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
16.
This article describes how two coaching models were utilized in an attempt to assist Jonathon, an experienced teacher who had been teaching science for only two years, to improve his science teaching. Because of the numerous difficulties that Jonathon encountered in planning and implementing the science curriculum, school administrators requested assistance from several science educators from a university near the school. In order to assist Jonathon, two coaching models were used over a period of approximately six months. In the first coaching program two high-school teachers were coached by three science educators from the university. In the second coaching program the teachers coached one another. Neither program was successful in improving Jonathon's teaching in the intended manner. The major impediments to change were Jonathon's beliefs about teaching and learning and his relatively poor knowledge of the science content he was to teach. The findings of the study suggest that the coaching interventions require teachers to analyze teaching, reflect on practice, and consider alternative approaches to teaching and learning. Involvement in the coaching programs provided Jonathon with a foundation of knowledge on which sustained improvements in teaching might develop in the future. 相似文献
17.
Kenneth A. Dodge 《Peabody Journal of Education》2013,88(4):86-98
A partnership among researchers at the Council of Chief State School Officers and the Wisconsin Center for Education Research has recently produced an advanced, in-depth approach to collecting and reporting data on the enacted curriculum in K through 12 mathematics and science education (i.e., the subject content and instructional practices taught in classrooms). The surveys serve as a practical research tool for collecting consistent, reliable data on math and science instruction based on teacher reports. The data from the surveys can give states, districts, and schools an objective method of analyzing teaching practices and teachers' professional development in relation to content standards and system goals for improvement. This article describes results from initial studies using the Surveys of Enacted Curriculum and outlines how the survey data and reporting system provide powerful tools to assist educators and evaluators of education in the ongoing effort to improve student performance. 相似文献
18.
Walter S. Smith 《科学教学研究杂志》1982,19(5):367-375
A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications. 相似文献
19.
Michael W. Apple 《科学教学研究杂志》1992,29(8):779-789
Even though the sciences may deserve an important and enhanced place in the curriculum, it is crucial that educators situate reforms in science education in the larger social context in which educational reforms are taking place. How and by whom reform is defined and carried out will have a significant impact on who benefits from the process. I argue that education in general has increasingly become dominated by economic interests that can lead not to enhancing equality but to its opposite. There are important ideological shifts that are occurring not only in what education is for, but in the content and control of curriculum and teaching. This has also been accompanied by an attempt to not only increase the influence of economic needs on schools, but to make education itself an economic product like all others. This will have a major impact on science education in particular, because both science and technology are seen as high-status in the transformation of education into solely an economic tool. 相似文献
20.
Jacob W. Neumann 《Interchange》2013,44(1-2):129-147
Increasing teachers’ dispositions towards critical teaching is a fundamental goal for critical pedagogy. Because critical educational change cannot occur without teachers’ “buy-in,” developing teachers’ inclination to implement critical teaching into their classrooms is a prerequisite for any successful critical pedagogy focused on change in K-12 schools. However, critical educators too often approach K-12 teachers’ dispositions in ways that are at best unproductive and at worst harmful to critical change efforts. Some critical pedagogy exists that approaches teachers’ knowledge and beliefs in “teacher friendly” ways, but most critical pedagogy suffers from the problem of totality and speaks merely to educators who already hold critical dispositions. In response to this problem, this paper identifies and examines three areas in which critical education scholars can work to better connect with a crucial, yet essentially unaddressed constituency: teachers in neighborhood schools. These three areas are critical pedagogy’s audience, teachers’ professional knowledge, and teachers’ beliefs about what constitutes ‘real schools’ and ‘real teachers.’ The paper ends by suggesting approaches to teachers’ dispositions that do not sacrifice the possible to the ideal, that value practical and eclectic change efforts, and that appreciate teachers’ already existing knowledge and beliefs as a foundational medium for developing critical education. 相似文献