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1.
This paper reports a 4-month study that investigated the effectiveness of curriculum materials incorporating the history of science (HOS) on learning science, understanding the nature of science (NOS), and students’ interest in science. With regards to these objectives, three different class contexts were developed with three main types of information in history of science. In the first class context, the similarities between students’ alternative ideas and scientific concepts from the HOS were considered in developing teaching materials. In the second class context, the teacher developed discussion sessions on the ways scientists produce scientific knowledge. In the third class context, short stories about scientists’ personal lives were used without connection to the concepts of science or NOS. Ninety-one eighth-grade students were randomly assigned to four classes taught by the same science teacher. The concepts in the motion unit and in the force unit were taught. Three of the four classrooms were taught using the contexts provided by the HOS while the fourth class was taught in the same way that the teacher had used in previous years. The effects on student meaningful learning, perceptions of the NOS, and interest in science were evaluated at the beginning, at the middle, and at the end of the study to compare differences between historical class contexts and the Traditional Class. Results of analysis showed that the changes in meaningful learning scores for the first class context were higher than other classes but the differences between classes were not significant. The HOS affected student perceptions of the scientific methods and the role of inference in the process of science. Stories from scientists’ personal lives consistently stimulated student interest in science, while discussions of scientific methods without these stories decreased student interest. The positive effects of stories relating scientist’ personal life on student interest in science has major importance for the teaching of science. This research also helps to clarify different class contexts which can be provided with different types and uses of historical information.  相似文献   

2.
Snow (1959) has long argued the gap between `two cultures' – those of the scientific world and those who are engaged inhumanities professions. Thesetwo cultures apparently are still segregated due to the lack of understanding, and often result in misrepresentations of each other. As science becomes increasingly more specialized and fragmented, the history of science has been proposedas a science instructional approach to provide students a broadening and unifying experience. The historical approach in science learning allows students to analyze historical methods and apply them to current science practice. Ninety-six teachers were surveyed to assess their perceptions related to the instructional role of the history of science and to describe instructional practices that they use to integrate the history of science in their science curriculum.  相似文献   

3.
This paper reports on one preservice teacher’s use of the Inquiry-Application Instructional Model (I-AIM) to plan and teach an instructional sequence on photosynthesis to 5th-grade students. Analysis of the preservice teacher’s planned and enacted instructional sequences and interviews shows that the preservice teacher was successful in leveraging the conceptual change but not the inquiry aspects of the I-AIM. The mediators of this preservice teacher’s use of the I-AIM included her approach to teaching science, the curriculum materials she had available, and the meanings she made of the underlying frameworks. Understanding the mediators of preservice teachers’ uses of instructional models can inform teacher educators’ approaches to supporting preservice teachers in using instructional models for organizing science instructional sequences.  相似文献   

4.
Increasingly widespread agreement exists that the nature of science (NOS) must be an integral element of the K-12 science curriculum with emerging consensus on what specific NOS elements should be the focus of such instruction. In this study reported, eight recent trade books written by NOS experts addressing the nature of science for the general public were examined to locate the historical examples included. These historical vignettes were extracted and analyzed to determine the kinds of examples used and the focus of the science discipline from which the example comes. The analysis has revealed that these authors have collectively provided approximately 80 historical vignettes in fields ranging from astronomy to physics, with some cited repeatedly from one book to another. In addition, the entire set of examples was then linked to important NOS notions providing an instructional resource for use by teachers, textbook writers and curriculum developers.  相似文献   

5.
在物理课程中,物理学史的恰当引入为培养学生的科学素养提供了有力平台。现行的一些物理教材和实际教学中,将科学事件处理为传奇故事,将科学发现归之于"意外"或"偶然",存在着对历史人物和历史事件评价绝对化、简单化的倾向。反思这些问题,不仅有利于我们理解科学的本质和科学教育的目标,而且有利于我们理性思考基础教育课程改革,有利于教师教育专业的健康发展,有利于国民科学素养和人文素质的提高。  相似文献   

6.
This teacher development study closely examined a teacher's practice for the purpose of understanding how she selected and implemented instructional materials, and correspondingly how these processes changed as she developed her problem‐based practice throughout a school year. Data sources included over 20 hours of planning and analysis meetings with the teacher and 27 video‐taped lessons with discussions before and after each lesson. Through qualitative analysis we examined the data for: students' cognitive demand for curricular materials the teacher selected and implemented; teacher's beliefs and practices for students' engagement in mathematical thinking; and teacher's and students' communication about mathematics during instruction. We found that the teacher shifted her views and use of instructional materials as she changed her practice towards more problem‐based approaches. The teacher moved from closely following her traditional, district‐adopted textbook to selecting problem‐based tasks from outside resources to build a curriculum. Simultaneously, she changed her practice to focus more on students' engagement in mathematical thinking and their communication about mathematics as part of learning. During this shift in practice, the teacher began to reify instructional materials, viewing them as instruments of her practice to meet students' needs. The process of shifting her views was gradual over the school year and involved substantial analysis and reflection on practice from the teacher. Implications include that teachers and teacher educators may need to devote more attention and support for teachers to use instructional materials to support instruction, rather than materials to prescribe instruction. This use of instructional materials may be an important part of transforming practice overall.  相似文献   

7.
Interviews with key scientists who had conducted research on Severe Acute Respiratory Syndrome (SARS), together with analysis of media reports, documentaries and other literature published during and after the SARS epidemic, revealed many interesting aspects of the nature of science (NOS) and scientific inquiry in contemporary scientific research in the rapidly growing field of molecular biology. The story of SARS illustrates vividly some NOS features advocated in the school science curriculum, including the tentative nature of scientific knowledge, theory-laden observation and interpretation, multiplicity of approaches adopted in scientific inquiry, the inter-relationship between science and technology, and the nexus of science, politics, social and cultural practices. The story also provided some insights into a number of NOS features less emphasised in the school curriculum—for example, the need to combine and coordinate expertise in a number of scientific fields, the intense competition between research groups (suspended during the SARS crisis), the significance of affective issues relating to intellectual honesty and the courage to challenge authority, the pressure of funding issues on the conduct of research and the ‘peace of mind’ of researchers, These less emphasised elements provided empirical evidence that NOS knowledge, like scientific knowledge itself, changes over time. They reflected the need for teachers and curriculum planners to revisit and reconsider whether the features of NOS currently included in the school science curriculum are fully reflective of the practice of science in the 21st century. In this paper, we also report on how we made use of extracts from the news reports and documentaries on SARS, together with episodes from the scientists’ interviews, to develop a multimedia instructional package for explicitly teaching the prominent features of NOS and scientific inquiry identified in the SARS research.
Siu Ling WongEmail:
Siu Ling Wong    is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan   is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson   is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung    is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht.  相似文献   

8.
This paper identifies resources to be included in a website designed to facilitate the integration of instructional games in K-12 settings. Guidelines and supporting components are based on a survey of K-12 educators who are integrating games, an analysis of existing instructional game websites, and summaries of literature on the use of educational software in K-12 settings and teacher technology training. The results indicate that educators face three main challenges when integrating games, including: (1) curriculum integration, (2) technical and logistical requirements, and (3) teacher training. To overcome these challenges, K-12 educators should be provided with: (1) curriculum resources, (2) game technical information and support, and (3) communication tools. Websites designed to facilitate the use of instructional games should be designed with appropriate structures (ie, grid, web, hierarchy) to optimise organisation and simplicity. In addition, the websites should include teacher training that (1) apply a teacher training model, (2) address National Educational Technology Standards, (3) present contents in small doses, (4) make training and information as accessible as possible, and (5) model and mentor the use of instructional games.  相似文献   

9.
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10.
ABSTRACT: A Web-based interdisciplinary instructional resource was developed to provide information that will increase food science educators' knowledge of waste management in the food chain. The 4 modules are: legal implications for management of wastes/residues; identification, quantification, and characterization of wastes/residues; management of wastes/residues; and economic ramifications of wastes/residues. Instructional materials are available for faculty and GTAs for use in teaching the 4 modules. Food science educators can use this Web-based instructional tool as an educational resource in their undergraduate classes to enhance students' knowledge and ability to solve critical environmental problems in the food chain. See http://www.oznet.ksu.edu/swr/home/welcome.htm  相似文献   

11.
This is an ethnographic study of a newly created math, science, and technology elementary magnet school in a rural community fiercely committed to cultural preservation while facing unprecedented economic instability brought on by massive loss of manufacturing jobs. Our goal was to understand global- and community-level contexts that influenced the school’s science curriculum, the ways the school promoted itself to the community, and the implicit meanings of science held by school staff, parents and community members. Main sources of data were the county’s newspaper articles from 2003 to 2006, the school’s, town’s, and business leaders’ promotional materials, and interviews with school staff, parents, and community members. A key finding was the school’s dual promotion of science education and character education. We make sense of this “science with character” curriculum by unpacking the school and community’s entanglements with historical (cultural preservation), political (conservative politics, concerns for youth depravity), and economic (globalization) networks. We describe the ways those entanglements enabled certain reproductive meanings of school science (as add-on, suspect, and elitist) and other novel meanings of science (empathetic, nurturing, place-based). This study highlights the school as a site of struggle, entangled in multiple networks of practice that influence in positive, negative, and unpredictable ways, the enacted science curriculum.  相似文献   

12.
What are the implications of cognitive science for the design of instructional materials given its central concern with meaningful learning? This question was addressed during an attempt to improve the quality of learning in an introductory non-calculus college physics course where a major intellectual problem that many students face is the development of a coherent view of the information provided to them. The absence of a conceptual framework may contribute to the rapid loss of information often observed among many students shortly after their taking a test. Lack of a conceptual framework also may account for the frequent use of trial-and-error approaches to using formulae. This report cites the use of schema theory for the development of a generative schema or a set of schemas that could be used by students to integrate all of the physics content, and for the design of a means for representing and teaching the schema(s) in a set of instructional materials.  相似文献   

13.
Historical excurse was suggested as a beneficial form of using the history and philosophy of science in the modules of learning materials developed within the History and Philosophy in Science Teaching project. The paper briefly describes the theoretical framework of the produced modules, addressing ontological and epistemological aspects of historical changes in physics knowledge with regard to several particular concepts relevant to school course of physics. It is argued that such excurses create Cultural Content Knowledge which improves the Pedagogical Content Knowledge in teachers and are appropriate to facilitate the meaningful learning by students. The modules illustrate the new aspect of the scientific knowledge not sufficiently addressed in the current science educational discourse??the constructive diachronic discourse that took place in the history. Historical excurse makes explicit the paradigmatic conceptual changes in physics knowledge and thus creates the space of learning in which the ??correct?? knowledge (type I) emerges in a discourse with the alternates (type II knowledge). Some of the previous conceptions show certain similarity to students?? misconceptions which further motivates essential use of both types of scientific knowledge to support the meaningful learning of physics curriculum. The epistemological aspects of the developed materials illuminate the nature of scientific knowledge and its major features: objectiveness and cumulative nature. Teachers found the developed modules interesting, important but challenging their background and requiring special preparation.  相似文献   

14.
We have designed a model for transformational science teaching focused on linking theory and practice through curriculum decision making that has been the framework for professional development sessions for middle-grade science teachers during the past 5 years. Interviews with teachers revealed that their experiences with curriculum development were of significant value in making decisions concerning the design of classroom environments. As teachers reflected on current research about teaching and learning, in collaboration with university scientists and science educators, they were informed by theoretical perspectives which held implications for their practice. Curriculum development became a vehicle for professional development and school reform; however, it was vital that the teachers were in clear communication with their administrators and communities concerning reform issues. Students and teachers from schools implementing the model and from control sites were interviewed to determine the model's influence on instructional practices and student attitude and achievement in science. The five-phase model for transformational science teaching is discussed here, accompanied by teacher comments about tensions experienced at each phase. This discussion is followed by an analysis of teacher and student interview data that reveals teachers' use of instructional strategies and students' attitudes toward science. Results and analysis of student performance on a mandated end-of-grade science test are also included. From this evidence, we recommend a new design for professional development opportunities for teachers that engages them in decision making as they reflect about the connections between theory and practice and the value of continually testing, revising, and reevaluating curriculum and instructional issues. J Res Sci Teach 34: 773–789, 1997.  相似文献   

15.
This article discusses what is not known about instruction of preschoolers with disabilities. Knowledge gaps exist in four areas: the content of the curriculum, the procedures used to individualize instruction, the instructional procedures designed to ensure acquisition, and the strategies used to ensure skill use or generalization. Barriers to generating such knowledge include the fragmentation that results from specialization, the inadequacy of the data base, and the lack of training in instruction and research design and analysis. Solutions include training programs for early childhood special educators in the analysis, application, and design of research in instruction and curriculum, as well as the publication of multiple replications and refinements of instructional strategies.  相似文献   

16.
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   

17.
ABSTRACT

One of the challenges of context-based science education is to construct high quality teaching materials. This paper presents results from a study investigating the heuristic value of an activity-based instructional framework for transformation of authentic scientific practices for use in the science classroom, in line with cultural historic activity theory (CHAT). The activity-based instructional framework was used to transform the authentic practice of Modelling Human Exposure and Uptake of Chemicals in Consumer Products into a curriculum unit. The transformation was conducted by experienced chemistry teachers well informed about CHAT. The heuristic value was judged on criteria completeness, instructiveness and appreciation. Collected data are designed curriculum materials and a focus group interview. Analysis of the designed curriculum materials indicated that the framework was highly complete and instructive, except for evoking reflection in students. Most important, the framework proved successful in operationalising CHAT into concrete guidelines for educational design. Additionally, the results show that the instructional framework is highly appreciated by the users. Further development of such instructional frameworks is important, since it fosters the construction of high quality context-based curriculum materials.  相似文献   

18.
This study focused on the use of curriculum materials for three teachers who had enacted instructional sequences from the materials on multiple occasions. The study investigated how the teachers drew on the materials, what they understood about the curriculum resources, and how they connected their use of the materials to their observations of student thinking. There were similarities across the teachers, particularly with respect to their goals and how they read and followed recommendations in the teacher resource materials. There were differences in how their task revisions were in response to what they observed about student thinking. The teacher who most intensively observed student thinking made connections between her interpretations of students’ strategies and her use of the curriculum resources, allowing her to design learned adaptations. Learned adaptations required both an understanding of the design rationale and empirically developed knowledge of how that rationale played out in practice. The empirically developed knowledge could not be totally anticipated by the designers, in part because it developed within a particular context by a teacher with particular characteristics. The case of the teacher who developed learned adaptations showed how these complementary forms of knowledge helped her to use the curriculum resources in ways that enhanced students’ opportunities for sense making. Furthermore, her adaptations were intended to facilitate success not only at the task level, but also across instructional sequences as well. This study also shows how professional vision is not limited to informing only in-the-moment instructional decisions, but also to the use of curriculum materials.  相似文献   

19.
The Millikan oil drop experiment has been characterized as one of the ‘most beautiful’ physics experiments of all time and, certainly, as one of the most frustrating of all the exercises in the undergraduate physics laboratory. A literature review reveals that work done on addressing student difficulties in performing the oil drop experiment has, to date, not achieved a significant measure of success. The historical background of the oil drop experiment is well established in the literature from the perspective of historians of science, but not so from the perspective of teachers and students of science. A summary of historical details surrounding the original experiment suitable for use in revising the instructional approach is presented. Both Millikan and his graduate student, Fletcher, are featured with the view to emphasizing details that humanize the protagonists and that are likely to raise student interest. The issue of the necessary reliance on presuppositions in doing speculative research is raised, both from the historical account and from the insights of university physics students who heard the historical account and performed the experiment. Difficulties current students have in performing the experiment are discussed from the perspective of Hodson (Stud Sci Educ 22:85–142, 1993) framework and the students’ own observations. Last, further historical materials are outlined that may be used to encourage student insight into the fundamental nature of electricity. It is proposed that these aspects are essential as a basis for identifying and addressing student difficulties with the Millikan oil drop experiment.
Stephen KlassenEmail:
Stephen Klassen   teaches in the Department of Physics at the University of Winnipeg. His BSc and MSc were earned in Physics, and his PhD in Science Education. He has presented research at many conferences with special emphasis on including history of science in classroom activities at the college and university level. His present research interests focus on the basis of narrative and learning theories for contextual learning and for pedagogical thought experiments.  相似文献   

20.
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