共查询到20条相似文献，搜索用时 342 毫秒
1.
This pilot study set out to ascertain whether the level of dependence on resource material is related to teaching experience,
existing understanding in mechanics, and perceived self confidence in science and technology. Details of teaching experience
and qualifications were obtained from 11 experienced teachers and 10 initial teacher trainees, and understanding of mechanics
was assessed by a written test. Each teacher worked through one commercially produced inservice pack about levers, pulleys
or gears, and then prepared a 30 minute session for 4 ten year old children. Videos of the sessions were analysed with respect
to the extent to which the pack was the sole focus; the amount of integration with other teaching aids and approaches; and
the extent individual children's needs were satisfied. Although science qualifications influenced teacher confidence, they
were not accurate predictors of relevant knowledge and teaching competence. As the majority of teachers followed pack instructions
closely, the children's needs were not always well matched.
Specializations: primary science and technology, teacher education.
Specialisations: science education. 相似文献
2.
Mary Hanrahan 《Research in Science Education》1994,24(1):156-165
This paper presents a model for the type of classroom environment believed to facilitate scientific conceptual change. A survey
based on this model contains items about students' motivational beliefs, their study approach and their perceptions of their
teacher's actions and learning goal orientation. Results obtained from factor analyses, correlations and analyses of variance,
based on responses from 113 students, suggest that an empowering interpersonal teacher-student relationship is related to
a deep approach to learning, a positive attitude to science, and positive self-efficacy beliefs, and may be increased by a
constructivist approach to teaching.
Specializations: secondary school science learning environments, writing in science, alternative frameworks, the language of science. 相似文献
3.
A practical test instrument was developed to assess students' attainment of skills associated with problem analysis and planning
experiments, collecting information, organising and interpreting information, and concluding. Students verbalised their thoughts
as they worked on the task and their performance was videotaped for analysis. Data collected from Year 7, 10 and 12 science
students illustrate the development of investigation skills and reveal important areas of student weakness.
Specialisations: Science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment
of laboratory work.
Specialisations: Chemistry education, concept development and conceptual change, role of laboratory work. 相似文献
4.
Mr Ken Appleton 《Research in Science Education》1991,21(1):1-9
Mature-age students have formed a significant proportion of preservice students in primary teacher education over recent years.
Academic staff have reported a difference between mature-age students and school-leavers, particularly in motivation and achievement.
This report examines part of a study which explored mature-age students' views about aspects of teaching science and technology,
compared to the views of students who came to university straight from school. It examines, in particular, students' personal
feelings of adequacy in teaching science and technology in primary schools.
Specialisations: primary teacher education, teaching strategies in science. 相似文献
5.
Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers’ science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers’ science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants’ responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research. 相似文献
6.
Preparing student teachers to teach thoughtfully and to consider carefully the consequences of their work involves creating
opportunities for these beginning teachers to learn the skills and attitudes required for reflective practive. The case study
described here explores one model of developing reflective practice and the congruent role that the source and use of knowledge
of good teaching practice has in the process of developing the reflective practices of a post-graduate pre-service science
teacher. Of particular interest are the facilitators and barriers she sees as affecting this development.
Specializations: Science education, science teacher education
Specializations: science education, science teacher education, conceptual change, learning environments, science reasoning. 相似文献
7.
Professor Peter Fensham Dr. Kathiravelu Navaratnam Dr. Warren Jones Professor Leo West 《Research in Science Education》1991,21(1):80-89
One set of measures of the quality of courses for the preparation of science teachers stems from the perceptions exit students
have of their knowledge with respect to that teaching. The Discipline Review of Teacher Education in Mathematics and Science
surveyed these students late in 1988 on three broad types of knowledge-science content knowledge, curriculum knowledge, and
pedagogical knowledge. Some of these findings of the Review are described. In addition, the base for developing items to measure
these three types of knowledge is discussed in this paper. The variety in the data that emerged is also presented and the
consistency of the findings with other measures of quality is described.
Specialisations: science and technology curriculum, environmental education, educational disadvantage.
Specialisations: research and evaluation in teacher education, technical and further education and total quality management.
Specialisations: research in educational systems. 相似文献
8.
Ayhan Cinici 《Mentoring & Tutoring: Partnership in Learning》2016,24(3):228-249
The aim of my study was to explore the nature of changes in pre-service science teachers’ (PSTs’) self-efficacy beliefs toward science teaching through a mixed-methods approach. Thirty-six participants enrolled in a science methods course that included a collaborative peer microteaching (Cope-M). Participants’ science teaching self-efficacy beliefs were measured using paired t-test procedures on Science Teaching Efficacy Beliefs Instrument-B before and after the course. Additionally, structured interviews were conducted with six PSTs. After the Cope-M process, participants continued their education in two subsequent terms, spending time observing professional teaching practices and being involved in science teaching practice in a local middle school. Finally, besides administering the self-efficacy scale again, a questionnaire regarding final perceptions of science teaching and microteaching was administered. Results suggested microteaching sessions provided a supportive and rich environment to develop cognitive, affective, and psychomotor skills in terms of professional teacher behaviors. Moreover, the microteaching sessions provided a supportive medium for enhancing science teaching self-efficacy beliefs. 相似文献
9.
This study employs narrative methods to give a holistic view of the experiences of five mature age preservice teachers in
a semester unit of science education. The unit was designed to help teachers examine and make explicit their ideas about science
and science teaching and consider ways in which they might put those ideas into practice. The pivotal theme, around which
the teachers' experiences could be organised, was found to be learning science. The preservice teachers expressed a need for
a supportive learning environment in which concepts were built gradually and introduced using concrete examples. Previous
science experience was found to be a major influence on the attitudes the participants brought to the present course. A lack
of previous experience or negative past experiences were a major cause of anxiety. Gender was also important as it had limited
the science experiences available to some participants in the past and continued to influence the way they participated in
classes during the semester.
Specializations: primary science, science teacher education, primary school field experience.
Specializations: formation of teachers' knowledge, leadership, teacher change, school reform. 相似文献
10.
Fostering students' spatial thinking skills holds great promise for improving Science, Technology, Engineering, and Mathematics (STEM) education. Recent efforts have focused on the development of classroom interventions to build students' spatial skills, yet these interventions will be implemented by teachers, and their beliefs and perceptions about spatial thinking influence the effectiveness of such interventions. However, our understanding of elementary school teachers' beliefs and perceptions around spatial thinking and STEM is in its infancy. Thus, we created novel measures to survey elementary teachers' anxiety in solving spatial problems, beliefs in the importance of spatial thinking skills for students' academic success, and self-efficacy in cultivating students' spatial skills during science instruction. All measures exhibited high internal consistency and showed that elementary teachers experience low anxiety when solving spatial problems and feel strongly that their skills can improve with practice. Teachers were able to identify educational problems that rely on spatial problem-solving and believed that spatial skills are more important for older compared to younger students. Despite reporting high efficacy in their general teaching and science teaching, teachers reported significantly lower efficacy in their capacities to cultivate students' spatial skills during science instruction. Results were fairly consistent across teacher characteristics (e.g., years of experience and teaching role as generalist or specialist) with the exception that only years of teaching science was related to teachers' efficacy in cultivating students' spatial thinking skills during science instruction. Results are discussed within the broader context of teacher beliefs, self-efficacy, and implications for professional development research. 相似文献
11.
The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect pre-service teachers with different teaching beliefs with regard to self-efficacy and intention to use technology. Participants were 55 pre-service teachers in a student teaching practicum. The findings revealed that technology-centred student teaching experiences increased pre-service teachers’ self-efficacy regardless of their teacher beliefs. Additionally, pre-service teachers with traditional teacher beliefs had a low level of intention at the outset but significantly increased their intention after experiencing technology-centred student teaching; however, those with constructivist teacher beliefs showed no meaningful differences in their intention levels. Implications for teacher education and the limitations of this study are discussed. 相似文献
12.
13.
Evelaine Pendergast Rebecca G. Lieberman-Betz Cynthia O. Vail 《Early Childhood Education Journal》2017,45(1):43-52
This study explored infield prekindergarten teachers’ attitudes and beliefs toward teaching science to young children. In addition, prekindergarten teachers’ previous and future interests in science-related professional development were assessed. Data were collected through a self-report measure, the preschool teacher attitudes and beliefs toward science. The sample consisted of 112 prekindergarten teachers. Findings suggest prekindergarten teachers may be more comfortable with conducting and integrating science activities and understanding the benefits of science for young children’s global development than previously thought. However, teachers continue to indicate feelings of inadequacy and anxiety toward their own science knowledge and ability to support children’s scientific learning. Future research should examine additional methods of assessing science teaching in prekindergarten classrooms, such as direct observation, as well as the impact of professional development on attitudes, beliefs, and practices of prekindergarten teachers when teaching science. 相似文献
14.
Maher Z. Hashweh 《Research in Science Education》1996,26(1):89-102
The purpose of the study was to determine what percentage of Palestinian science teachers held beliefs about knowledge and
learning that are congruent with the recent constructivist/conceptual change epistemological basis of science education, what
factors influence these beliefs, and if the beliefs about knowledge and learning were related. Two questionnaires were developed
to probe teachers' beliefs in these two areas, and a sample consisting of 91 teachers with varying educational background
and teaching levels responded to these questionnaires. The study showed that only a small percentage of Palestinian teachers
subscribed to the recent views of learning and scientific knowledge (25% and nine percent respectively). With regard to the
views of learning, this was mainly due to very few teachers believing or realising that students hold alternative preconceptions
and that science learning entails conceptual change. Very few teachers also believed that science itself develops through
conceptual change. Indeed, more than 80% believed that science develops through accretion and about 40% preferred the inductive
model of science to the hypothetico-deductive one which only 11% preferred. It was found that these views were not related
to the teachers' years of schooling, years of experience, level at which they taught, or teacher specialisation. The two views
of learning and knowledge were moderately related. The results and implications for future studies are discussed. 相似文献
15.
In recent years Australian primary schools have adopted an across-the-curriculum approach to writing. However, relatively
little research has been conducted in the area of primary science. This paper reports the result of a small scale collaborative
study involving a Year 2 and a Year 5 class, and their classroom teacher, which used science activities as the basis for developing
report-writing skills using a framework consisting of three focus questions. Students in both classes learned to use the framework
in one term and it was found that it improved the quality of reports.
Specialisations: science and technology curriculum development, secondary and primary teacher education in agriculture, science and environmental
education.
Specialisations: cognition and curriculum, early childhood and primary teacher education in science and social education. 相似文献
16.
In a mixed-methods study, the authors investigate teacher typologies of elementary teachers (N = 132) in the United States based on their reformed science teaching beliefs. Additionally, the identified teacher typologies were compared with respect to their science content knowledge, self-efficacy and epistemic beliefs. Results revealed three clusters of teachers with different combinations of teaching beliefs and practices. Comparative analysis indicated significant differences among teacher typologies with respect to their epistemic beliefs and teaching efficacy beliefs. Additionally, interview results enhanced the depth of understanding of participants' views for reformed science teaching and further highlighted differences in the typologies. Study implications are considered with regard to improving teacher quality and preservice teacher training. 相似文献
17.
Neporcha Cone 《Journal of Science Teacher Education》2009,20(4):365-383
This study explored the effects of community-based service-learning (CBSL), supplemented with discussions and activities about
diversity, on the self-efficacy beliefs of preservice elementary teachers regarding equitable science teaching and learning
for diverse student groups. The study was conducted with 81 preservice teachers enrolled in four sections of an elementary
science methods course over a semester. Employing a mixed-methods research design, data were collected using pretests–posttests
with the study sample and semistructured interviews with a subsample. The results support the value of preservice teachers
engaging in CBSL experiences, supplemented with discussions and activities about diversity, as a way to improve their self-efficacy
beliefs regarding equitable science teaching and learning of all students. 相似文献
18.
Teachers play a critical role in successfully implementing science education reforms in the United States to provide high-quality science learning opportunities to all students. However, the differentiated ways in which teachers make decisions about their science teaching are not well understood. This study takes a person-centered approach by applying latent profile analysis to examine how cognitive (pedagogical content knowledge) and motivational (instructional goal orientations, self-efficacy beliefs, and reform values) characteristics combine to form science teacher profiles in middle school. Predictors of profile membership (bachelor's degree, school %FRL) and both teacher (science instructional practices) and student (science achievement, engagement, and self-efficacy) outcomes related to the teacher profiles were also examined. Five science teacher profiles were identified (severely discouraged but reform oriented, discouraged but reform oriented, conventional, confident and mastery oriented, and confident with multiple goal approaches) that represented unique configurations of cognitive and motivation characteristics. Additionally, findings showed that the teacher profiles were significantly related to three dimensions of science instructional practice including communication, discourse, and reasoning. Finally, the teacher profiles were significantly related to student science achievement and motivational outcomes. Implications for differentiated approaches to teacher professional learning and supports for science instruction are discussed. 相似文献
19.
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
20.
DR. Barry Newman 《Research in Science Education》1992,22(1):308-314
Recent experience has demonstrated that for an aged researcher, teaching secondary school science at a selective high school
while committed to carrying out research in science education is riddled with difficulties. With respect to the research,
problems ranged from there being too much time required to establish one's credentials as a teacher, to too much research
being too easily suggested and undertaken. With respect to the teaching, among other things, it was too time-consuming, there
were too many other duties to perform and other teachers became too involved in one's own interests. To make matters worse,
there were too many students, they were too varied, too interesting and the relationship with them became too rewarding. A
thoroughly disturbing state of affairs.
Specialisations: chemical education, history and philosophy of science, laboratory work, student conceptualisations. 相似文献