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1.
Jane B. Keat Jane M. Wilburne 《美中教育评论》2009,6(7):61-67
This paper presents a mixed methods study that explored how storybooks influence kindergarten children＇s mathematical achievement and approaches to mathematics learning. Teachers＇ observations and research stating primary grade children＇s lack of mathematical knowledge and negative attitudes towards mathematics served as the impetus for the study. Three kindergarten teachers taught a mathematics unit using various children＇s storybooks and the characters in the stories as the context for mathematical problems. The results of the study show an impact on students＇ mathematical achievement as well as the identification of four themes that emerged on how students＇ approaches to learning were influenced when storybooks were integrated into the mathematics unit. 相似文献
2.
Horst Zeinz Annette Scheunpflug 《美中教育评论》2010,(1):32-37
This research project focuses on the question： Which effects do teachers＇ attitudes have on students＇ academic self-concept and students＇ competences？ The study is informed by the theoretical perspective that competences and individual skills can be improved especially when students and teachers are confident about the possibility of change of these variables and when teachers make this explicit as a central theme. In our intervention study, we investigate whether a change in the teaching and learning setting （moving from a focus on deficits to a focus on strengths） is able to enhance students＇ academic self-concept and students＇ competences, even across domains. 相似文献
3.
Motivational methods of teaching are topical subjects and much discussed issues regarding schools and education. The first question of our study covers student motivation and students＇ perception of their own schools＇ teaching methods. The second question reflects on how upper secondary school teachers perceive their roles as teachers, their thoughts on acquirement of knowledge and how learning takes place. The third question treats the subject of how school and education is organized. The upper secondary school the authors chose for the case study is a school that recruits students on a national basis and is directed towards the education of fire and rescue service personnel. The programme follows the national science curriculum and gives qualification for further studies at most universities. The school started in the autumn of 1998 and is known for being successful at working with student involvement, responsibility and subject integration. The study which was conducted during the autumn of 2007 included 32 students from two of the learning groups from the same year and started on the day of introduction of a new theme and finished with their presentation of results. The authors made observations, interviewed and through questionnaires studied how students comprehended the schools＇ working methods. We also interviewed their teachers and headmaster. The theoretic standpoint is Activity Theory （Chaiklin, S. ＆ Lave, J. 1996; Knutagard, H., 2002; Vygotsky, L. S., 1986）. The conclusions are that the students are encuitured into a school＇s activities that are similar to what students perceive as that of real life. It gives meaning and motivation to learning and makes it meaningful. They identify their own responsibility and cooperative learning as the most important parts. The teachers＇ own learning process and planning work is parallel to the work forms applicable to the students. They are all interdependent of each other since all the work areas are thematic. The school can be seen as an activity system where members interplay and communication develops a common culture. 相似文献
4.
Sonja Andersson Susanne Bergstrom-Nyberg Martina Dumbrajs Sivbritt Dumbrajs Victoria Martelin Tove Westerlund 《美中教育评论》2010,7(9):34-46
The authors investigate how disciplines at school. Interdisciplinarity can be addressing a topic that is too broad to be understanding of the topic, the process going an integrative approach can be applied to teaching of different defined as a process of answering a question, solving a problem or dealt with by a single discipline. In addition to an integrated on inside the learner interests the authors. Unsuspected abilities, development of new views of the world and new commitment may emerge. Constructivism and narration, together with the socio-cultural theory of learning, form the background of the teaching and learning processes. The curriculum will integrate between subjects and recommends work in small groups to develop students＇ social capacities. The collaborative problem-solving approach, while including telling and re-telling features, allows students of natural sciences to hypothesize and test hypotheses using scientific methods. The target audience of this paper is class teachers and subject teachers in comprehensive schools （Grades 1-9）. The research questions are： Do students that undergo integrative education work think and problem-solve in different ways compared to when partaking in standard instruction？ Can they develop a deep understanding of the topic they are studying？ The authors plan to present story re-telling and visualization activities in groups concerning one theme： eggs. The topic covers arts, foreign languages, mathematics and science. Such an approach strengthens students＇ understanding of the disciplines themselves. It is hoped that this work can be useful for teachers that are interested in giving their students a more holistic view of their life world. 相似文献
5.
Kok Siang Tan Ngoh Khang Goh 《美中教育评论》2008,5(11):28-36
Key to renewed concern on the affective domain of education （Fensham, 2007） and on school graduates＇ readiness for a world of work （DEST, 2008; WDA, 2006） is the student＇s inclination-to-reflect when engaged in a learning or problem-solving task. Reflective learning is not new to education （Dewey, 1933; Ellis, 2001）. Since the inclination-to-reflect may not be obvious even among adults at work （Seibert ＆ Daudelin, 1999）, how much more can we expect from school students？ This article presents part of a research on secondary school students＇ inclination-to-reflect when engaged in chemistry learning tasks. The instrument used is the three-part Chemistry Learning and Thinking Instrument （CLTI）. The first part seeks to characterize students＇ inclination-to-reflect while attempting chemistry learning tasks and the other parts aim to characterize their learning-thinking preferences in the subject. This article shares the construction of the learning tasks in the first part and how students＇ reflective responses to these tasks are encouraged, scored and analyzed. Since assessment is said to drive teaching and learning, an alternative form of assessment, such as these CLTI items, may help students become more reflective in their learning habits and hence mare adantable tn the world of work. 相似文献
6.
TURAL DINCER Gvner AKDENIZ Ali Rlza 《美中教育评论》2008,5(12):54-59
There are many factors influence the level of students＇ achievement in education. Studies show that one of these factors is ＂learning approach of a student＂. Research findings generally have identified two approaches of learning： deep and surface. When a student uses the deep approach, he/she has an intrinsic interest in subject matter and is interested in ideas and conclusions to understand the subject matter. When a student employs the surface approach, he/she merely memorizes knowledge to pass any exam in school. The aim of this study is to determine learning approaches of science student teachers and to examine the relationships among the variables, such as level of students＇ class and gender. The sample of this study consists of 108 student teachers from the Science Education Program at Department of Primary Science Education in Karadeniz Technical University. Approaches to learning of science student teachers are assessed using the Revised Two-factor Study Process Questionnaire （R-SPQ-2F）, a scale developed by Biggs, et al （2001） consisting of 20 items on a 5 point Likert Scale. According to findings, science student teachers generally have deep learning approaches. Moreover, learning approaches of science student teachers have not changed related to gender. 相似文献
7.
Chinese nursing education levels have developed fast over the past few years. Many nursing educators are devoted to the research of nursing teaching. How to cultivate nursing students＇ creative thinking is one of the principle researches and has received increasing attention. In the course of nursing teaching, we renewed the teaching design based on the empirical education from nursing basics as follows. The teaching contents are enlarged to make students establish a sense of nursing development and dynamic study. The traditional teacher-centered teaching methods have been replaced by diversified students-centered methods from knowledge to activities. Evaluation of learning effect is developed to be a versatile comprehensive evaluation including students＇ Self-evaluation in accord with the multimedia teaching, group-evaluation in theoretical and discussion classes, and teachers＇ all-around evaluation. The new teaching design have embodied students＇ principal role and enhanced their abilities of creative thinking. 相似文献
8.
Menekse Seden TAPAN Cigdem ARSLAN 《美中教育评论》2009,6(3):54-60
The main purpose of this research is to elements and mathematical properties when they are axiomatic structure of the Euclidian geometry forms a determine to what extent preservice teachers use visual dealing with a geometrical construction activity. The coherent field of objects and relations of a theoretical nature; and thus it constitutes a favorable ground for the learning of the reasoning and justification. In geometry, even if the reasoning is assisted by concrete elements such as drawings, it is not based on actions or spatio-visual elements. Arguments based on mathematical properties are required in geometrical reasoning. A successful teaching of the geometry directly depends on the subject knowledge of the teachers. Another purpose is to map out the different kinds of justifications implemented by teachers related to such an activity. Analyses of the responses indicate that a large proportion of preservice teachers use visual elements for their geometrical constructions and they are tended to use naive empiricism concerning their justifications. 相似文献
9.
Ibrahim Demir Serpil Klllc Ozer Depren 《美中教育评论》2009,6(6):47-52,80
Following past researches, student background, learning strategies, self-related cognitions in mathematics and school climate variables were important for achievement. The purpose of this study was to identify a number of factors that represent the relationship among sets of interrelated variables using principal component factor analysis and examine the contribution of each factor to the explanation of the variance in the students＇ mathematics score using multiple regression analysis. The sample was prepared from students who participated in Programme for International Student Assessment （PISA） in Turkey. These data consisted of 3765 15 year-old Turkish students in 158 schools. The results showed that four factors under study totally accounted for approximately 34 percent of the variance in mathematics achievement. All of the factors had statistically significant effects on the achievement. The findings are very important for Turkish education system because the fact that changing school climate and improving the learning strategies are much easier to achieve than changing background factors affecting students＇ performance. 相似文献
10.
A Model of Teaching and Learning Online in Asian Context 总被引：1，自引：1，他引：0
Md Kabirul Islam 《开放教育研究》2005,11(6):63-67
Online teaching and learning practices in Asian universities are different from that in western universities. Western universities give emphasis on student-student interaction for learning. Online courses offered by most Asian universities are a kind of mixed mode that comprised simultaneous face-to-face tutorials and online interaction facility. In this situation most students use the online facility to collect resources and to contact their teachers. The quantity of student-student interaction was sporadic in many courses. So research is needed to improve the situation and create an environment for students where they can learn what peer group interaction is and practice it. This paper has presented for Asian universities. Possible barriers in teaching and learning have been considered to develop the model. a model of teaching and learning online situations in Asia and students＇abilities 相似文献
11.
Huseyin Caliskan 《美中教育评论》2011,(5):615-626
The common exams that have been administered in elementary school since 2007-2008 academic year are inter-classes mid-term evaluations. With these exams, measuring the teachers＇ performance as well as revealing the differences among the classes are aimed at. Therefore, evaluating these exams in terms of teachers＇ opinions is essentially important to realize the aim mentioned above. This study aims to get the teachers＇ considerations on common exams, if any, to determine the problems and their solutions related with common exams. Case study, one of the qualitative research methods, has been used in this research. The research group is consisted of 60 teachers working in a variety of elementary schools in Ankara province in 2009-2010 academic year. The interview form, prepared by the researcher, was administered to elementary school teachers in research group. The interview form was structured to explore teachers＇ views on common exams by using five questions. The content analysis was used in order to analyze, sort and quantify the written and verbal data. At the end of the study, it is stated that according to the teachers, the purpose of the common exams is to state the level of classes and the cooperation between classes and to determine whether the objectives of the courses has been achieved. It is concluded difficulties in giving lectures synchronously in school, non-existence of cooperation between teachers and having difficulties during the preparation of the exam questions are the main problems, which teachers faced with. Teachers participated in the interviews emphasized the advantages of the common exams rather than disadvantages of it. 相似文献
12.
Vinita Gaikwad 《美中教育评论》2014,(7):490-499
Grammar is an important aspect of English language pedagogy in China and is taught as a subject of study in Chinese primary and high schools. Despite studying grammar for several years, however, high school graduates find it difficult to express their ideas in English especially when they are asked to write essays at university. This article reports a study that investigates students＇ views regarding the study of grammar when contextualized to their writing courses. It was found that students appreciate contextualized study of grammar as opposed to isolated learning of grammar using memorization, drills, and practices. The study suggests that a shift in the aims and methods of teaching English in high schools is necessary if students＇ preferences, which are consistent with research literature in second language teaching, are to be taken into consideration. 相似文献
13.
The basic assumption of reform mathematics is that ＂no one can teach mathematics＂. Therefore, the important teachers＇ role is to stimulate students to learn mathematics and support their development. Open-ended problem solving is an instructional strategy that creates interest and stimulates creative mathematical activity in the classroom through students＇ collaborative work. Lessons using openended problem solving problem solving activities result. emphasize the process of rather than focusing on the 相似文献
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It is difficult for teachers to track student learning on a daily basis. However, the Intemet and new technologies that students use every day can make this much easier and more accessible. This article intends to make evident that using student response systems, such as Socrative and a smartphone, teachers can get more control of their students＇ pace of learning and their progress. Socrative is a very useful tool that helps teachers track student learning in real time. Socrative software can be downloaded on students＇ smartphones, tablets, or laptops and can facilitate online testing with immediate feedback and access to test results. Students receive immediate feedback as soon as they finish answering test questions. It can also promote cooperative learning when students work in groups discussing coursework. Use of the software can increase motivation, self-esteem, and understanding of concepts discussed in class. 相似文献
16.
Eva Osterlind 《美中教育评论》2010,(2):16-27
Individualized schoolwork and self-regulated learning has expanded in Sweden during the last decades. Such teaching methods affect the roles of teachers and students, and the demand for student responsibility increases. Upper secondary school in Sweden includes vocational and study preparation programmes, which both give general access to higher education. Since 2000 all students entering upper secondary school have to take a course called Project Work （100 credits）. The preceding course Special Work （20 credits） was only part of the study preparation programmes. This expansion from 20 to 100 credits and from a few to all study programmes was a considerable change. The study is built on data from interviews with upper secondary school students about their approaches to Project Work, as an example of self-regulated learning practices. Qualitative analyse and classification is based on earlier developed categories, and to some extent tendencies in students＇ development over time are explored. The results throw light on the relationship between different types of projects, grades and students＇ approaches to Project Work. Special interest is given to approaches considered as problematic from an educational point of view. Socio-cultural aspects show some impact, although the students＇ difficulties turn out to be more of an educational challenge. 相似文献
17.
Yuksel Dede 《美中教育评论》2010,(12):10-17
Mathematics teaching is a complex process being influenced by several factors. Mathematics teachers play crucially important role in the process. Therefore, their classroom practices can influence students＇ learning. The purpose of the present study was to examine Turkish students＇ perceptions of their mathematics teachers＇ classroom practices. A 5-point likert-type scale developed by the author was used for data collection. Exploratory factor analysis showed 3 construct, all of which together explain the 62.23% of the total variance. Cronbach＇s alpha correlation coefficient of the instrument was found 0.76. The sample of the study constituted a total number of 1,024, 6th, 7th and 8th grade students selected randomly from 12 primary schools in the different districts of Sivas, Turkey. It seems clear from the results of the study that, there are no grade level differences in the students＇ perceptions of the entire scale and its sub-factors. 相似文献
18.
Trends in International Mathematics and Science Study raised the concern that the United States （US） mathematics teachers place less emphasis on topics and teach a variety of content strands （Goldsmith, Mark ＆ Kantrov, 2000; Kerachsky, 2008）. The overall pattern in the US mathematics classrooms today is that primary and upper elementary teachers cover numerous topics before students achieve mastery （Cogan ＆ Schmidt, 1999; National Center for Education Statistics, 1997）. To solve this problem, US teachers need to find ways to focus fewer curriculum and study topics with a more in-depth agenda. Curriculum Focal Points for pre-kindergarten through grade 8 mathematics： a quest for coherence （National Council of Teachers of Mathematics, 2006） provides a strong framework that may assist teachers in creating a more coherent and focused mathematics program for students. In this article, the authors discuss example lessons that were implemented and observed in pre-kindergarten, fourth grade and sixth grade classrooms during a year-long professional development program. The overarching goal of this program was to provide appropriate instruction for teachers to organize mathematics standards-based curriculum in geometry, algebra and measurement, using a curriculum that emphasizes a strong conceptual framework. As an outcome of this exploratory research agenda, the authors＇ intentions were to circulate ＂best practices＂ and encourage international connections and discussion when using Curriculum Focal Points （CFP） in global classrooms. 相似文献
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The objectives of the present study were： （a） to identify the teaching beliefs of an ecology teacher when teaching an ecology course; and （b） to determine the influences of these beliefs on students＇ learning performance. The present study employed a case study research method to conduct a year-long observation, focusing on the teacher＇s teaching beliefs, research representations, and the students＇ attitudes and changes in their ecological knowledge. The present study employed both qualitative and quantitative analyses through classroom observations, teacher and student interview questionnaires, a self-administered course comprehension questionnaire, and an ecology course attitude scale among other tools. Findings indicated that the research teacher maintained teaching beliefs that were improvement-oriented and preferred to use an integrated teaching method that was diversified and provided interdisciplinary knowledge. Through the ecology course, the students were able to rectify their misconceptions, learn to view nature from a macro-perspective, and respect life. The results obtained in the present study can be provided to other teachers as a reference and learning direction when teaching ecology courses. 相似文献