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1.
Six beginning primary school teachers pioneering the Interactive Teaching approach to science were studied in their first
year of teaching. Interviews with the beginning teachers revcaled that they faced several obstacles to the implementation
of the interactive teaching of science. These included lack of collegial support, lack of feedback on their teaching, difficulty
assessing the learning of their pupils, and the differences between the culture of learning of the alternative science pedagogy
and that of their pupils. By the end of the year, teachers had reconstructed the alternative science pedagogy in ways that
reduced these difficulties. The interviews also provided evidence that ongoing support by teachers and teacher-educators versed
in the alternative pedagogy can make beginning teacher's implementation of the Interactive Teaching of science less difficult.
Specializations: physics education, beginning teachers.
Specializations: misconceptions, assessment. 相似文献
2.
Professor Dr. Reinders Duit Professor Dr. Peter Häussler Dr. Roland Lauterbach Professor Dr. Helmut Mikelskis Professor Dr. Walter Westphal 《Research in Science Education》1992,22(1):106-113
This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism.
Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the
market will be discussed.
Specializations: constructivist approaches in science education research and practice.
Specializations: gender issues in science instruction.
Specializations: primary education, integrated science.
Specializations: STS, phenomenological oriented physics instruction.
Specializations: peace education within science education. 相似文献
3.
Many tertiary institutions in South Africa have implemented schemes to help redress the unfair school educational system.
This paper describes one such initiative to increase access and success of educationally disadvantaged students in science.
The background of the College of Science and the success of its first intake of students is described with an emphasis on
the physics component of the physical sciences course. Sixty six percent of the students passed all three courses in their
first year with the most educationally disadvantaged showing the greatest gains.
Specializations: physics education, language and communication. in science.
Specializations: meta-cognition and conceptual development in physics, qualitative research in physics education. 相似文献
4.
Assoc. Professor Lesley M. Wilkes Dr. Judith E. Batts 《Research in Science Education》1991,21(1):328-336
Since the introduction of nursing into tertiary institutions in Australia in 1975, there has been increasing interest in the
teaching of physical science to nurses. Various courses in physical science for nurse students have been developed. They vary
in length and content but there is agreement that concepts taught should be closely related to nursing applications. The choice
of relevant concepts tends to be made by individual curriculum developers. This paper reports an examination of the use of
physical science concepts and their relevance from the perspective of registered nurses practising in general ward areas.
Inherent in this study is the premise that for registered nurses to have ideas of the physical science underlying their practice
they must have constructed meaning first for these concepts. Specific chemical concepts related to solutions are discussed
in these terms.
Specializations: phenomenology, thinking, caring, euthanasia and palliative care, curriculum development for nurses.
Specializations: thinking, science curricula for nurses, isotope geochemistry, mass spectrometry. 相似文献
5.
Ms. Dorothy Kearney 《Research in Science Education》1993,23(1):146-155
The last decade has seen an explosion of interest in issues concerned with girls and science education, and the nature of
the dialogue has become increasingly sophisticated. Current writing stresses the importance of acknowledging differences between
women, as well as differences between women and men. This paper will outline some of the positions it is possible to adopt
in the discussion. It will raise some questions concerning the implications of the choice of a position for classroom teachers
of science and, in particular, physics teachers.
Specializations: physics curriculum development, gender and science teaching. 相似文献
6.
Ian A. Simpson Dr. Kevin P. Singer Dr. David Treagust Dr. Marjan G. Zadnik 《Research in Science Education》1990,20(1):316-323
This paper describes the development and evaluation of a course in physiotherapy whereby the physics fundamental to the modalities
of cold, heat and ultrasound therapies was integrated in lectures and actual physiotherapy activities. The design of the course
is described together with the perceptions of physiotherapy students regarding the organisation of the course, safety aspects
and how well the integration contributed to their understanding of the physics involved in electrotherapy.
Specialization: Physics education.
Specialization: electrotherapy.
Specializations: Diagnosis of student learning difficulties and teaching for conceptual change, technology education, curriculum evaluation.
Specializations: Material science, isotope studies, physics education. 相似文献
7.
Dr. Paul Strube 《Research in Science Education》1991,21(1):300-305
The shift of nurse education from the hospitals to higher education institutions has resulted in a large pool of students
within the Universities requiring basic science instruction. Most of these students are female, often mature age, with limited
science backgrounds. This paper discusses the type of science education demanded by the nursing profession, the view of science
as a subject held by these students, and the key role played by constructivist thinking in dealing with both of these.
Specializations: The language of science textbooks; relations between science and literature; science in nursing education. 相似文献
8.
Two parallel versions of a Test of Science Investigation Skills were developed to assess students' application of science
investigation skills in biology and physics contexts. Repeated pilot testing and critical appraisal were used to ensure the
validity of the tests and their equivalence. Both versions of the test were administered to 112 Year 10 science students.
The results indicated a satisfactory level of test reliability, the test set in a physics context proved to be significantly
more difficult than the test set in a biology context, and mean scores for male and female students were not significantly
different.
Specializations: science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment
of laboratory work.
Specializations: Chemistry education, concept development and conceptual change, effective laboratory teaching. 相似文献
9.
This paper is based on interviews with seventy-five science teachers in twelve schools across Australia. The interviews were
conducted as part of a D.E.E.T. Project of National Significance. The purpose of the project was to develop a strategy for
the professional development of science teachers. The main purpose of our interviews was to listen to teachers' views on what
such a strategy should try to achieve. We asked them to talk about conditions affecting the quality of their work, their attitudes
to teaching, their professional development, their careers, the evaluation of teaching, and Award Restructuring. Through these
interviews we came to understand how many science teachers are loosely connected with potentially valuable sources of support
for their professional development. In this paper we focus on one group of “loose connections”; those between science teachers
and scientists in other fields, research in science education, and their colleagues within science departments in schools.
Specializations: Science education, reflective practice, teaching and learning.
Specializations: Professional development, educational evaluation. 相似文献
10.
The preservice training of primary teachers is an opportunity to provide positive experiences which may ameliorate students'
anxiety about science and science teaching, and enhance their beliefs that they may become effective science teachers. The
previous and current science related experiences, and beliefs, of an intake of primary teachers participating in an introductory
science content subject, were explored. Matter and energy concepts were major content components of the subject. Data were
collected from pre- and post-test administrations of psychometric tests designed to measure students' science teaching self-efficacy,
science related attitudes, interest in science teaching, and preferred learning environment. A randomly selected sample of
students was interviewed at the commencement and finish of the subject. One third of the sample was assigned to a study group
in which a constructivist approach to laboratorys sessions was adopted. The remainder of the sample experienced a more traditional
transmissive format in laboratory sessions. Analysis of the quantitative data revealed no group differences in self-efficacy.
Interesting contrasts between students evident in the data from the interviews facilitated the articulation of tentative assertions
about the causative factors that may influence the development of students' sense of self-efficacy and possible science related
anxiety.
Specialisations: science teacher education, conceptual change, scientific reasoning.
Specialisations: science teacher education, conceptual change, scientific reasoning. 相似文献
11.
In Victoria, students intending to become physics teachers must choose to study physics in the final two years of high school,
and then for at least two years at tertiary level. For those who have not taken this route there has been little access to
the study of physics at a tertiary level and to a career in physics teaching. The Graduate Diploma in Physics and Education
at La Trobe University offers graduates who have not studied physics as part of their undergraduate degree an opportunity
to train as physics teachers.
Implementation of the diploma has entailed a re-examination of the content and teaching style of undergraduate physics. In
this paper, the course structure as a whole will be outlined and the physics taught as part of the diploma described. The
preliminary results of the on-going course evaluation will be presented.
Specializations: Physics education, gender and science teaching.
Specializations: Physics education. 相似文献
12.
Dr. Diane Grayson 《Research in Science Education》1994,24(1):102-111
Numerous studies have shown that students often hold conceptions that conflict with accepted scientific ideas, both prior
to and after instruction. The failure of instruction to affect students' conceptions can be interpreted as a failure to facilitate
conceptual change. In this paper, an instructional strategy will be described that facilitates conceptual change in the special
case where conceptual difficulties appear to arise because students confuse related physics concepts. The strategy involves
two parts. Firstly, students observe an experiment or demonstration that conflicts with what they expect to see. Secondly,
the instructor identifies students' intuitions that are correct but that they have associated with an incorrect physics term,
and substitutes the correct physics term. Students can thus develop more scientifically acceptable understandings of physics
concepts without having to give up their intuitive ideas. The use of this strategy will be illustrated in two domains of physics.
Specializations: physics education, conceptual development, instructional design, improvement of tertiary science education. 相似文献
13.
This paper outlines work in progress on a study which is investigating what children understand about natural and processed
materials and how scientific learning on the topic could be extended and reinforced in the home. Four different interview
schedules for eliciting children's understanding were developed and tried out. Children's understandings prior to each of
the four units, and at the conclusion of the teaching program were documented through individual interviews. Family interviews
were also conducted prior to and at the conclusion to the teaching. In this paper the difficulties associated with researching
young children's thinking are explored. The rationale for a storytelling context for the interviews is presented, and there
is a preliminary discussion on the effectiveness of the methodology utilised.
Specializations: early childhood science education; the Curriculum Corporation K-3 Science Program.
Specializations: primary science education, teacher education in science, adult experiences of science and technology; the K-3 Science Program. 相似文献
14.
Dr Keith Lucas 《Research in Science Education》1994,24(1):217-225
Students' responses to assessment tasks are likely to be affected by a range of factors including teaching approaches, the
nature of the curriculum, the nature of the assessment task, socialising influences, and perceptions of the teacher's assessment
objectives. This paper describes the perceptions of assessment practices held by senior physics students and their teacher
in one Brisbane school. The nature and rationale for these practices were inferred from an examination of school documents.
Congruences and dissonances between and within these indicators of physics assessment practices in the school are explored,
with particular reference to gender.
Specializations: science education, science teacher education, physics education. 相似文献
15.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
16.
A questionnaire survey of 300, 14 and 15 year-old pupils in England and Spain was carried out to investigate pupils' general
ideas about the process of buring and their ideas about specific types of combustion, using open-ended and structured response
questions. Pupils' responses were analysed and categories were defined from a classification scheme previously reported by
Andersson (1990). A possible model for progression of pupils' ideas about combustion is discussed.
Specialization: science teacher education.
Specializations: Problem-solving, pupils' alternative concepts, initial teacher education.
Specializations: Environmental education, science teacher development (international). 相似文献
17.
P. K. Tao 《Research in Science Education》1994,24(1):322-330
This paper reports on an investigation into Hong Kong students' comprehension of English non-technical words used in science.
The investigation was conducted in a context in which English, a foreign language to students, is the medium of instruction,
in that textbooks and examinations are all in English but the classroom language used is mainly Chinese, with frequent Chinese-English
code-switching. A total of 4644 Secondary 4, 5 and 6 students participated in the study. Many students did not correctly comprehend
a large proportion of the words, confused them with words that were graphologically or phonetically similar, and even took
them for their antonyms. Such poor performance raises doubts as to whether the majority of Hong Kong students have attained
a ‘threshold level’ of competence in English to benefit from learning science in English.
Specializations: physics education, students' alternative conceptions in science, conceptual change, computer-assisted learning in physics. 相似文献
18.
Post-primary science teachers in Victoria were asked to express views about primary science curriculum design and implementation.
They were also asked about the value of continuity between primary and post-primary science education. The post-primary teachers
generally had favourable attitudes to primary science education and considered that cooperation would be useful-though it
is not common at the moment. However, the data revealed a considerable range of opinion. Post-primary science teachers' views
about primary science curriculum are similar to those of primary teachers themselves, but many post-primary teachers would
place more emphasis on formal or textbook knowledge. Post-primary teachers see a number of systemic problems in implementing
primary science education but their positive perceptions suggest the value of encouraging more structured links. The notion
of continuity across the two sectors was well supported.
Specializations: science education policy and practice, teacher education, school effectiveness.
Specializations: science education, teacher education in science. 相似文献
19.
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