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1.
Shu-Fen Lin Wen-Hua Chang Yeong-Jing Cheng 《International Journal of Science and Mathematics Education》2011,9(6):1367-1389
The processes of curricula, textbooks and student resources development have been broadly surveyed and studied while teachers’
guides have received comparatively little consideration throughout recent reforms in science education. Ideal curriculum materials
align instruction with the goals of reform. Well-designed teachers’ guides contribute to communicating and supporting reform-based
teaching. The purpose of this study was to investigate the functions and assistance that guides provide science teachers.
A questionnaire was developed and administered to science teachers from a stratified sample of elementary and junior high
schools in Taiwan. The findings indicated that the guides were of greater benefit to elementary school science teachers than
they were to junior high teachers. These groups of teachers perceived the guides’ usefulness differently, but they believed
that a clear, concise presentation of the purpose, reminders, answer keys, concept maps of the main topics and learning progression
provided the most helpful and preferred layout. Teachers felt that the function of a teachers’ guide is to provide teaching
resources rather than to guide teacher thinking. This study discusses design suggestions that can engage teacher thinking. 相似文献
2.
Ejnar Hobolth 《欧洲师范教育杂志》1996,19(2):167-180
Teacher education in Denmark lasts 4 years of which 2.8 years are allocated to a common education while 1.2 years are used for specialization in two subjects, preparing for teaching the two subjects in lower secondary school. Traditionally, the science specialization parts of the education have been heavily influenced by science centered curriculum thinking, but in August 1994 we started a cooperation aimed at improving the physics/chemistry specialization by taking into account recent research in science education. The project was inspired by constructivist thinking emphasizing metacognition, but another major consideration was integration of pedagogical thinking and physics/chemistry thinking. We describe the relevant parts of the Danish educational system as well as our initial considerations and goals and their implementation in the actual teacher education during the first year of the project, i.e. half way through. In connection with the project we developed a ‘teaching/learning cycle’ which is described in detail. 相似文献
3.
霍发 《内蒙古大学学报(人文社会科学版)》2006,38(4):73-76
邓小平科教思想是邓小平理论的重要组成部分,是对马克思主义的创新发展,是我国新时期科技教育工作的指南。邓小平科教思想中蕴含实现科教事业以人为本、全面协调可持续的发展观,随着我国社会主义现代化建设和建设创新型国家的进程,邓小平科教思想在实践中将不断丰富和发展。 相似文献
4.
In an era marked by an excessive exposure to information and disinformation, this article explores how the public in France engages with critical thinking on the topics of scientific information and knowledge, as well as associated debates. First, a panel survey was carried out in 2022 by the science education centre Universcience in Paris in collaboration with the survey institute GECE. A total of 3,218 respondents participated in the survey in France. The survey questions focused on three themes: (1) the substantial relationship between respondents' scientific reasoning and critical thinking; (2) sources that respondents used for information, particularly on scientific subjects, to form an understanding of current events; (3) respondent relationships to discourses in the sciences and otherness in reasoning. In this study, critical thinking was defined as the ability to sort and make sense of available information and to question one's opinions. Also, the ability to discern trustworthy sources and information. In this approach, critical thinking is a condition for correctly assessing information on science topics. This is understood to include knowledge about science, its processes of knowledge production, and quality sources of information in the natural sciences. In this study, a Barometer of Critical Thinking was developed, and a survey was carried out. Survey results and the development of the barometer are described. Finally, we discuss how developing scientific literacy (knowledge about scientific facts, methods, practices and sources) is crucial in order to foster critical thinking on scientific information, knowledge, debates, and beyond. 相似文献
5.
针对新材料产业对人才需求具有鲜明的科学、技术、工程方面的积累性与跨学科的复合性、团队性等特征,分析地方高校材料化学专业的办学现状、理工融合办学需要解决的核心问题以及理工融合办学的可行性。秉持理工融合、科学思维与工程思维并重的人才培养理念,以培养具有扎实理论知识、厚实工程基础、良好科学素养、跨学科知识融合能力、较强创新能力和团队协作精神的复合型人才为目标,开展材料化学专业人才培养模式的改革。通过建设理工兼备的师资队伍,搭建理工交叉的实践平台,构筑理工渗透的课程体系,形成理工并重的培养机制,构建地方高校材料化学专业理工复合型人才培养模式。经过多年理工融合办学实践,在专业建设和人才培养方面均取得了良好成效。 相似文献
6.
Elizabeth S. Bressan 《Quest (Human Kinetics)》2013,65(2):122-128
The purpose of graduate education in physical education is proposed to be the “cultivation of rationality.” Rationality is characterized by open-mindedness, the ability to respond to novel situations, and the ability to go beyond past procedures for solving problems. It is suggested that many current graduate programs do not focus on rationality, however, and instead reflect an obsession with developing systematicity in thinking (the ordering of concepts into neat and tidy structures). This commitment to systematicity is identified as a contributing factor in the continued fragmentation of the field as individuals within each specialization adopt their own structures for inquiry. The study of the philospohy of science is proposed as one option for reversing this trend to fragmentation, as it would require graduate students to become more philosophical (reflective) in their thinking even as they become more scientific (extensive). 相似文献
7.
阳利雄 《邵阳学院学报(社会科学版)》2007,6(3):152-154
儒家教学思想内涵丰富,其教学目标是直接为社会培养经世致用的人才,教学内容以道德教育、知识能力培养为载体,体现德能一致,教学原则主张学思(学问、学行)一致、因材施教、启发诱导、循序渐进、多样和谐,教学理念灌输民本思想,通俗适用。这些共同构建我国古代教学思想的精华,后世历代教学思想以此为根基,不断发展完善。 相似文献
8.
This study explored the effects of an integrated video media curriculum enhancement on students' achievement and attitudes in a first-year general high school chemistry course within a multiculturally diverse metropolitan school district. Through the use of a treatment-control experimental design, approximately 450 students in Grades 9–12 were sampled on measures of chemistry achievement and attitude over the period of 1 academic year. The results revealed significantly higher achievement scores on standardized measures of achievement as well as on microunit researcher-designed, criterion-referenced quizzes for the treatment students who experienced a general chemistry course enhanced with an integrated use of a structured chemistry video series. Correlation of student achievement with logical thinking ability revealed that students with high levels of logical thinking ability benefited most from the video-enhanced curriculum. Treatment students also scored significantly higher than control students on the chemistry attitude instrument. These results along with qualitative supportive evidence suggest that this integrated video media curriculum intervention can positively affect student chemistry achievement and attitude across ability levels and across a diverse multicultural population. Furthermore, the data suggest that educational science video media in general, and the World of Chemistry video series in particular, are instructional tools that can be used effectively to bring the often abstract, distant worlds of science into close focus and within the personal meaningful realm of each individual student. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 617–631, 1997. 相似文献
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本文采用《加利福尼亚批判性思维倾向问卷调查》对一所地方综合性高校的679名学生进行调查。调查结果表明,该校大学生批判性思维倾向总体缺乏,急需加强批判性思维教育;在批判性思维的七个维度:求真性、思想开放性、分析性、系统性、自信性、好奇性和成熟性中,成熟性的得分相对最高,说明该校学生的批判性思维倾向的形成主要以自然成熟为主。 相似文献
12.
Dvora Katchevich Avi Hofstein Rachel Mamlok-Naaman 《Research in Science Education》2013,43(1):317-345
One of the goals of science education is to provide students with the ability to construct arguments—reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only few of them have dealt with studying argumentation in the laboratory. Our research focuses on the process in which students construct arguments in the chemistry laboratory while conducting various types of experiments. It was found that inquiry experiments have the potential to serve as an effective platform for formulating arguments, owing to the features of this learning environment. The discourse during inquiry-type experiments was found to be rich in arguments, whereas that during confirmatory-type experiments was found to be sparse in arguments. The arguments, which were developed during the discourse of an open inquiry experiment, focus on the hypothesis-building stage, analysis of the results, and drawing appropriate conclusions. 相似文献
13.
在科大学生中开设化学选修课要从生活的角度引入化学，由身边的化学导入原理，由简炼的原理导出应用，由现实的应用引发思考，在教学过程中抓住“四个转变”，培养大学生科学的思维习惯，终生学习的态度，自学的方法，提高分析问题、解决问题的能力，从而达到提高科学素养的目的。 相似文献
14.
论化学教师的PCK结构及其建构 总被引：1，自引：0，他引：1
梁永平 《课程.教材.教法》2012,(6):113-119
教师专业发展的核心问题就是发展他们的PCK。化学教师的PCK主要包括基于化学科学理解的化学学科知识、关于学生理解化学的知识、关于化学课程的知识和化学特定课题的教学策略及表征的知识。教师的PCK是在实践中建构和发展的。PCK的发展是一个非线性的、螺旋发展的动态的过程。化学教师PCK建构的基本策略是:形成促进PCK发展的教学思维方式,提升对化学科学的理解水平,关注学生对于化学的理解,发展化学课程知识,提高整合转化能力,多渠道丰富PCK资源库。 相似文献
15.
叶玉仙 《金华职业技术学院学报》2009,9(1):90-93
美术教育是偏向形象和创造思维的学科,要结合各种思维方式进行教学,如正向思维和反向思维,纵向思维和横向思维,多项思维和侧向思维等,并在各种思维方式的基础上开拓学生的创造性思维,以提高学生的审美能力和美术创作能力。 相似文献
16.
Despite the almost mandatory inclusion of a laboratory component in the school curriculum very little has been reported about
the effects of laboratory instruction upon student learning and attitudes. The present study was undertaken to investigate
the thinking of students in a chemistry laboratory. An interpretive research method was adopted in collecting and analysing
data gathered from observations, general interviews and stimulated recall interviews. Four high school students were studied
during their participation in a week-long university summer school program. This study reports how the four students responded
differently to the same laboratory experience.
Specializations: chemistry and biochemistry education, thinking in science and industry.
Specializations: science education, teacher learning and preparation, teaching thinking. 相似文献
17.
Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking 总被引：1，自引：0，他引：1
This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills
enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post
experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking
skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found
that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition
towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with
the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies
for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented
experiments, there is a good chance for a consequent development of critical thinking capabilities. 相似文献
18.
The “Treasures in the Sea: Use and Abuse” unit that deals with authentic socioscientific issues related to the Mediterranean
was developed as part of a national effort to increase scientific literacy. The unit aimed to enhance active participation
of the learners and encourage higher order thinking in class by applying teaching methods that reduce the unfamiliarity felt
by students. This was expected through an explicit use of a variety of teaching and assessment-for-learning methods, suitable
for Science for All students. Our main goal was to examine the culture of Science for All classes in which the unit was enacted.
In order to address the main learning objectives, we monitored students’ performances in tasks that required the higher order
thinking skills of argumentation and value judgment, which are central constituents of decision-making processes. We show
that while socioscientific issues were discussed in whole class and small group sessions, and students’ argumentation improved,
there is still a long way to go in applying a thinking culture in non-science major classes. We suggest that science teachers
should shift from traditional content-based and value-free approach, to a sociocultural approach that views science as a community
practice and the students as active participants in decision-making processes. 相似文献
19.
Verbal and nonverbal forms of thinking exhibit widespread dissociation at neural and behavioral level. The importance of this for children's causal thinking and its implications for school science are largely unknown. Assessing 5‐ to 10‐year‐olds' responses (N = 231), verbal ability predicted causal reasoning, but only at lower levels, while nonverbal ability was the strongest predictor at higher levels of causal inference. We also distinguished between generic and scientific vocabulary use (n = 101). The results showed that use of scientific vocabulary predicted causal reasoning beyond generic, and connected more to nonverbal thinking. The findings highlighted the importance of elementary school science activities supporting application of nonverbal ability in thinking about causal processes; the benefits of linking nonverbal imagery to scientific vocabulary; and shortcomings in understanding of the forms/sources of nonverbal ability and their role in learning. 相似文献
20.
化学实验教师要从学科特点出发,重视培养学生的能力。要紧密联系实际,采用多种手段,丰富学生的实验科学知识,锻炼学生的基本操作技能,培养他们独立思考、分析问题、解决问题的能力及独立实验、进行科学研究的能力。 相似文献