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1.
Winnie Wing-mui So 《Research in Science Education》1997,27(1):71-86
Advances in cognitive psychology and in research techniques have led to an increase in the acceptance of the conception of
teaching as a “thoughtful” profession. The interest and enthusiasm of researches in aspects of teacher cognition demonstrate
a shift from an emphasis on observable teacher behaviours to a focus on a teacher's unobservable thinking process. In this
study, a qualitative approach was used to uncover a teacher's thinking process during lesson planning, to depict a more holistic
view of the structural complexity of teacher cognition during lesson planning. Specialised science teachers and general teachers
who had different levels of subject expertise were studied. The teachers were interviewed on how they planned an elementary
science lesson. Interview protocols were analysed using a taxonomy which assessed the cognitive complexity of teacher thinking.
Differences were found between specialised science teachers and general teachers in the levels of structural complexity in
their thinking process. 相似文献
2.
This work discusses the use of Darwin’s ‘Tree of Life’ as a didactic analogy and metaphor in teaching evolution. It investigates
whether biology teachers of pupils from 17 to 18 years old know Darwin’s text ‘Tree of Life’. In addition, it examines whether
those teachers systematically employ either the analogies present in that text or other analogies between the tree and evolution,
and whether they adopt a specific methodology for teaching with analogies and metaphors (A&M). The academic training of teachers
regarding use of A&M is review briefly. A diagnostic study was carried out with biology teachers in a public school in the
town of Contagem in the state of Minas Gerais in Brazil. The data were obtained through direct observation, questionnaires
and a focus group. The teachers pointed out in the questionnaires that some details of Darwin’s analogy are utilized as a
resource. However, analysis of the data indicates that the ‘Tree of Life’ text is not known or utilized in class. At the same
time, the teachers state that they use aspects of the tree as a didactic resource to teach evolution and that its use facilitates
the learning of content. The teachers have little knowledge of specific methodologies of teaching with analogies and metaphors,
revealing that their training is incomplete in this area. 相似文献
3.
Susan Gomez Zwiep William J. Straits Kristin R. Stone Dolores D. Beltran Leena Furtado 《Journal of Science Teacher Education》2011,22(8):769-785
This paper explores one district’s attempt to implement a blended science and English Language Development (ELD) elementary
program, designed to provide English language learners opportunities to develop proficiency in English through participation
in inquiry-based science. This process resulted in blended program that utilized a combined science/ELD lesson plan format
to structure and guide teachers’ efforts to use science as the context for language development. Data, collected throughout
the first 2 years of the program, include teacher-generated lesson plans, observation notes, and interviews with teachers
and principals. The process by which the blended program was developed, the initial implementation of the program, the resulting
science/ELD lesson plan format, and teachers’ perceptions about the program and its impact on their students are described. 相似文献
4.
The first part of this study was carried out in a primary school in a rural part of Wales in the United Kingdom. All classrooms
were equipped with interactive whiteboards (IWBs) linked to a teacher’s computer and six PCs for pupil use. Teaching through
ICT was the prevalent culture in the school. Thirty year six pupils [aged 10–11 years] were selected at random from the final
year cohort and were interviewed to determine their views about school science and their views about the teaching methods
employed. The pupils moved to a medium sized secondary school where the teachers were beginning to develop their ICT skills
and the availability of the computers was limited. The group was re-interviewed after 3 months, once they had settled in to
their new school, and were again asked their views about school science and the way it was taught. While in the primary school,
pupils expected to use ICT in every lesson, they enjoyed the way information was presented and they were interested in finding
things out for themselves when given the opportunity. The lack of ICT in the secondary school caused some frustration, but
this was mostly with the teaching of ICT, and the group remained predominantly enthusiastic about science. Those who were
less keen on science indicated that it was a teacher factor rather than anything to do with the resources being used. In general
the pupils particularly enjoyed the practical aspects of science lessons, something that they had not experienced in the primary
school, which compensated for the relative lack of ICT in science teaching. 相似文献
5.
Dr Richard Gunstone 《Research in Science Education》1994,24(1):129-136
Technology education and science education are seen to be related in a particular fashion by many science educators, a relationship
exemplified by the common pairing of the two areas in labels such as “Science-Technology-Society” and “Science and Technology
Curriculum”. At the heart of this common science education perspective is a view of technology education as dependent on and
subservient to science education. In this paper engineering, often seen by scientists as a form of applied science dependent
on and subservient to science, is considered. An analysis of the arguments that engineering, far from being an applied science,
is a unique way of knowing (that engineering has a unique epistemology) is used to consider the technology education view
of the relationships between science education and technology education. It is suggested that science educators need to rethink
their perceptions of this relationship if they are to understand the arguments of technology educators.
Specializations: science education, teacher education. 相似文献
6.
Zoubeida R. Dagher 《科学教学研究杂志》1995,32(3):259-270
Science teachers use analogies that display a rich variety of form and content. An account of science teacher analogies that relies solely on systems of analysis imported from other fields of inquiry tends to obscure the unique features of these analogies as they operate within classroom discourse. This study examines teachers' analogies in context and highlights some of their special characteristics. The purpose of this analysis is to increase our understanding of how analogies operate in naturalistic instructional settings and to generate new research questions about science teaching and learning in view of the broader dimensions of the curriculum. Science isa very human activity. It involves human actors and judgements, rivalries and antagonisms, mysteries and surprises, the creative use of metaphor and analogy. It is fallible, often uncertain, and sometimes creatively ambiguous [Lemke, 1990, p. 134]. 相似文献
7.
Mark Brown 《Research in Science Education》1992,22(1):63-71
This paper presents an “ecological perspective” on research with computers in science education. It is proposed that current
and past research within the computer education field has been characterised by an over-emphasis on technical applications
of the machinery, rather than a deeper consideration of the teaching and learning process. This tendency toward “technocentric
thinking” has usually failed to take into account the important social and cognitive interactions within the computer learning
environment. The view advanced here, is that an understanding of the effects of computers on students' learning can be achieved
only through an analysis of the dynamic interactions between students and teachers as they work with computers in a particular
environment. A theoretical framework for understanding this range of interactions is presented. Finally, an ecological model
is proposed for conducting future research on the application of computers in science education.
Specializations: information technology in education, science education, technology education, environmental education, and media education 相似文献
8.
This study investigated the relationship between elementary pupils' attitudes toward science and their science achievement. Residualized gain scores were used to analyze the data. By using residualized gain scores, the effects of individual differences can be minimized. In addition to controlling for these differences, residualized gain scores do not possess the measurement errors that are normally associated with simple change scores. The subjects of this study were 583 intermediate elementary pupils. The average class size was 21. A pretest-posttest design was used. To insure consistency in the teaching of the lesson, each teacher was given an identical detailed science lesson that included all the instructions and materials needed for the activity. The pupils were pre- and posttested. The pupils' science achievement was assessed by a test, the “Hough Pupil Process Test.” It consisted of multiple choice and fill-in questions. The attitude instrument, the “Hough Attitude Inventory,” was given to the elementary pupils involved in this study. It was field tested and found to discern attitudes. The instrument consisted of six statements to which the subjects responded by circling either yes, I don't know, or no. The analysis revealed that there was a significant relationship between the pupils' residualized gain scores on the “Hough Pupil Process Test” and their residualized gain scores on the “Hough Attitude Inventory” (r = 0.45). 相似文献
9.
The demographic changes in Greek schools underline the need for reconsidering the way in which migrant pupils move from their
everyday culture into the culture of school science (a process known as “cultural border crossing”). Migrant pupils might
face difficulties when they attempt to transcend cultural borders and this may influence their progress in science as well
as the construction of suitable academic identities as a means of promoting scientific literacy. In the research we present
in this paper, adopting the socioculturally driven thesis that learning can be viewed and studied as a meaning-making, collaborative
inquiry process, we implemented an action research program (school year 2008–2009) in cooperation with two teachers, in a
primary school of Athens with 85% migrant pupils. We examined whether the two teachers, who became gradually acquainted with
cross-cultural pedagogy during the project, act towards accommodating the crossing of cultural borders by implementing a variety
of inclusive strategies in science teaching. Our findings reveal that both teachers utilized suitable cross-border strategies
(strategies concerning the establishment of a collaborative inquiry learning environment, and strategies that were in accordance
with a cross-border pedagogy) to help students cross smoothly from their “world” to the “world of science”. A crucial key
to the teachers’ expertise was their previous participation in collaborative action research (school years 2004–2006), in
which they analyzed their own discourse practices during science lessons in order to establish more collaborative inquiry
environments. 相似文献
10.
Pupils' perceptions of their experience of school science have rarely been investigated. The aim of the research reported in this paper, therefore, was to document the range of views that pupils held about the school science curriculum, the aspects they found either interesting and/or valuable, and their views about its future content. As such, the research aimed to articulate their views as a contribution to the debate about the future form and function of the school science curriculum. The method adopted to elicit their views was to use focus groups-a methodology that has not been extensively used in the science education research. Reported here are the findings from 20 focus groups conducted with 144 16-year-old pupils in London, Leeds and Birmingham, split both by gender and whether the pupils intended to continue, or not, with the study of science post-16. The findings of this research offer a window into pupils' perspective of school science revealing both their discontents and satisfaction with the existing curriculum. On the negative side, many pupils perceived school science to be a subject dominated by content with too much repetition and too little challenge. From a more positive perspective, pupils saw the study of science as important and were engaged by topics where they could perceive an immediate relevance, practical work, material that was challenging and high-quality teaching. The implications of these findings and the insights they provide for curriculum policy and school science curricula are discussed. 相似文献
11.
Martina S. J. van Uum Roald P. Verhoeff Marieke Peeters 《International Journal of Science Education》2016,38(3):450-469
Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry. 相似文献
12.
13.
Dr David F. Treagust 《Research in Science Education》1993,23(1):293-301
An important contribution to effective teaching and learning can be made by teachers' understanding of the central topics
in each subject area and knowing how to transform their content knowledge into knowledge for teaching. One aspect of this
knowledge is the use of analogies which can effectively communicate concepts to students of particular backgrounds and prerequisite
knowledge. Indeed, analogies are considered to be an important component in the repertoire of effective teachers. However,
research about teachers' use of analogies in science lessons provides little guidance about the optimum approaches that may
be taken by preservice teachers, novice teachers, experienced teachers or reluctant analogy users. This paper describes the
evolution of an approach for using analogies in science teaching that addresses both findings from the research literature
and recognises the needs of practising teachers.
Specializations: learning and teaching science concepts, technology education. 相似文献
14.
John Clarke 《Research in Science Education》1988,18(1):83-94
Conclusion This study indicates the responsibility that rests with the teacher in an activity-oriented classroom as far as providing
the structural support necessary for effective learning (Note 4). The teacher is acting as a “surrogate textbook”. Using their
own organization of knowledge-albiet wrong or incomplete-teachers provide the structure that is lacking. As the results indicate,
some teachers can do this better than others.
A challenge for teachers and teacher educators is to devise ways to improving the structure and sequencing of classroom dialogue.
The TSA Technique could help here in two ways. It allows a sophisticated analysis of dialogue, indicating specific areas of
weakness which could then be remedied by appropriate training. A similar approach has been used successfully with text material
to rewrite and restructure deficient segments (Clarke; 1973). It could also be used to produce ideal “templates” of various
models of teaching (e.g. Brady; 1985) for use as a guide for lesson planning. 相似文献
15.
Paul Strube 《Research in Science Education》1987,17(1):47-55
Conclusions This study raises a great number of questions, many of which would be valuable for science curricula to reflect upon. Firstly,
it would seem that the practising professionals do not believe methodology is easily taught, at least not without a strong
factual knowledge base. Secondly, science courses have had little effect on carrer choice, with the possible slight exception
of physical scientists working in the public sector. Thirdly, scientists would give strong support to the idea of teaching
students to use ‘scientific attitudes’ in their everyday life. And fourthly, the social implications of science are felt to
be deserving of close attention in schools-but perhaps not within the science classroom.
What clearly remains to be done is the difficult and time-consuming work to follow up these hints. What do the scientists
see asthe scientific attitudes? What facts, etc., should form the basis of the science curricula? How should the social implications
of science be discussed, and what responses are appropriate to them? To answer these questions will take a national study
of great scope and effort, yet it would seem to be an essential part of the process of determinng science education programmes
of purpose and value. 相似文献
16.
Dr. Alister Jones 《Research in Science Education》1994,24(1):182-190
This paper reports on the analysis of student (aged 13–15) technological capability as they undertook technological tasks
in science classrooms. The activities covered a number of different contexts, had differing degrees of openness, and methods
of presentation. An holistic approach to analysing student performance was developed and this provided insights into the approaches
adopted by the students. The focus of students on an end-product meant that students did not fully consider the process that
might be required to solve the problem. The strategies, skills and knowledge they brought to bear were often not appropriate.
Present classroom cultures and contexts need to be understood as greatly affecting performance in technological problem solving.
Specializations: science and technology education. 相似文献
17.
Elizabeth McKinley 《Cultural Studies of Science Education》2008,3(4):959-975
The use of hybridity today suggests a less coherent, unified and directed process than that found in the Enlightenment science’s
cultural imperialism, but regardless of this neither concept exists outside power and inequality. Hence, hybridity raises
the question of the terms of the mixture and the conditions of mixing. Cultural hybridity produced by colonisation, under
the watchful eye of science at the time, and the subsequent life in a modern world since does not obscure the power that was
embedded in the moment of colonisation. Indigenous identities are constructed within and by cultural power. While we all live
in a global society whose consequences no one can escape, we remain unequal participants and globalisation remains an uneven
process. This article argues that power has become a constitutive element in our own hybrid identities in indigenous people’s
attempts to participate in science and science education. Using the indigenous peoples of Aotearoa New Zealand (called Māori)
as a site of identity construction, I argue that the move from being the object of science to the subject of science, through
science education in schools, brings with it traces of an earlier meaning of ‘hybridity’ that constantly erupts into the lives
of Māori women scientists.
Elizabeth McKinley is currently the Director of the Starpath Project for Tertiary Participation and Success, and an Associate Professor in Maori Education at the Faculty of Education, University of Auckland. Her experience includes teaching and administration in secondary schools, pre-service and in-service teacher education, national curriculum development and liberal arts education. Liz’s doctoral work investigated issues of identity and colonization in the under-representation of Maori women as scientists. She has published extensively in the area of science education and indigenous students. Liz has led a number of research projects around Maori content, language and participation in Mathematics and Science education. She is currently also Principal Investigator for a Teaching and Learning Research Initiative (TLRI) funded project on the teaching and learning in the supervision of Māori doctoral students. Liz has been invited to speak at conferences in New Zealand, Denmark, Japan, Hawaii, Alaska, Fiji and Canada. 相似文献
| Elizabeth McKinleyEmail: |
Elizabeth McKinley is currently the Director of the Starpath Project for Tertiary Participation and Success, and an Associate Professor in Maori Education at the Faculty of Education, University of Auckland. Her experience includes teaching and administration in secondary schools, pre-service and in-service teacher education, national curriculum development and liberal arts education. Liz’s doctoral work investigated issues of identity and colonization in the under-representation of Maori women as scientists. She has published extensively in the area of science education and indigenous students. Liz has led a number of research projects around Maori content, language and participation in Mathematics and Science education. She is currently also Principal Investigator for a Teaching and Learning Research Initiative (TLRI) funded project on the teaching and learning in the supervision of Māori doctoral students. Liz has been invited to speak at conferences in New Zealand, Denmark, Japan, Hawaii, Alaska, Fiji and Canada. 相似文献
18.
Nahum Kipnis 《Science & Education》2005,14(3-5):199-233
Analogy in science knew its successes and failures, as illustrated by examples from the eighteenth-century physics. At times, some scientists abstained from using a certain analogy on the ground that it had not yet been demonstrated. Several false discoveries in the 18th and early 19th centuries appeared to support their caution. It is now clear that such a position reflected a methodological confusion that resulted from a failure to distinguish between particular and general analogies. Considering analogy as a hierarchical structure provides a new insight into ‘testing an analogy’. While warning science teachers of dangers associated with use of analogy, historical cases and their analysis provided here may encourage them to use analogy more extensively while avoiding misconceptions. An argument is made that the history of science may be a better guide than philosophy of science and cognitive psychology when it concerns the role of analogy in science and in teaching science for understanding. 相似文献
19.
Angela Calabrese-Barton 《Research in Science Education》1998,28(1):133-151
I have been drawn to the construct of “invention” and “inventive acts” because in my research involving how homeless children
construct science and the self-in-science, an overwhelming theme has been the multiple ways in which self-identity in science
has been described by the children through a language of invention. Using post-modern feminism and science and technologies
studies, I examine the multiple uses and definitions of “invention” in science in order to develop a theory of invention and
inventive acts around the themes: invention as a social act, invention as a recursive and socially linked process, and embodied
agency. I use this framework to examine the construct of “invention” in two different case studies involving the science education
of urban homeless children. Finally, I link this discussion of invention and inventive acts with current international reform
initiatives revolving around constructivist science teaching and learning. 相似文献
20.
How analogies foster learning from science texts 总被引：1，自引：0，他引：1
This article provides an introduction to extended text-based analogies used for instructional purposes in science textbooks. A theoretical framework for understanding learning via extended analogies is discussed, and examples of extended textual analogies are provided. Research which provides direction in how to optimally use analogies in science instruction is reviewed. Characteristics of good analogies, types of learners who might benefit from the use of analogies, and kinds of learning which might be facilitated are discussed. The issue of possible misconceptions generated via instructional analogies is addressed, in conjunction with suggestions for remediation. Finally, recommendations for effective use of analogies in text are made, suggestions for instructional practices accompanying textual science analogies are provided and directions for future research are suggested. 相似文献