共查询到20条相似文献，搜索用时 31 毫秒
1.
One of the main goals of science education is the development of scientific investigation skills (Bryce & Robertson, 1985;
Woolnough & Allsop, 1985). This paper describes a practical test instrument developed to assess students’ attainment of skills
associated with problem analysis and planning experiments, collecting information, organizing and interpreting information,
and concluding. During administration of the test, students verbalized their thoughts as they worked on the task and their
performance was videotaped for analysis. Preliminary results reveal important areas of student weakness and lead to recommendations
for curriculum reform.
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, role of laboratory work. 相似文献
2.
Many school students experience difficulty in conducting science investigations (Hackling & Garnett, 1991; Murphy, 1988).
Students in Western Australia have poorly developed skills of problem analysis, planning and carrying out controlled experiments,
basing conclusions only on obtained data, and recognising limitations in the methodology of their investigations. This paper
compares the work of 10 expert scientists and 10 Year 12 science students as they conducted a laboratory based investigation.
The results provide insights into expertise in science investigation skills.
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, role of laboratory work. 相似文献
3.
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
4.
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
5.
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
6.
The focus of this study was on the investigation of a laboratory instructional program on electricity designed for conceptual
development using constructivist principles for conceptual change. This approach was compared with a traditional laboratory
approach in a quasi-experimental design. The sample was 247 grade 10 students (boys) in a large non-government urban school.
Covariance analysis with the corresponding pretest as covariate showed statistically and educationally significant gains for
the experimental group on cognitive but not attitudinal outcomes when compared to the traditional group. Student and teacher
interview data provide some evidence for the success of the experimental approach.
Specializations: physics education, constructivist approaches to in practical work.
Specializations: science teacher education, learning environments, conceptual change. 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.
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
9.
Mr. Ray Peterson Associate Professor David Treagust 《Research in Science Education》1992,22(1):323-330
This paper discusses a preliminary investigation into primary pre-service teachers' pedagogical reasoning skills. Results
from this investigation led to the development of a problem-based learning model which focused on improving primary pre-service
teachers' pedagogical reasoning skills. The problem-based learning model uses pedagogical reasoning as the basis for creating
problem situations for the pre-service teachers to investigate. The paper reports on pre-service teachers' views on the use
of the approach to improve their pedagogical reasoning skills.
Specializations: science teacher education, learning in science, chemistry education.
Specializations: student learning, conceptual change, technology education, curriculum evaluation. 相似文献
10.
I know about lisp but how do i put it into practice? 总被引：1，自引：0，他引：1
This paper outlines some initial findings of the Learning in Science Project (Teacher Development) on the process of teacher
development with respect to implementing the findings of the previous Learning in Science Projects. The findings on course
components, the ‘pay-offs’ for the teachers, reflection and support for the change process are discussed as are the implications
of these for further research.
Specialisations: learning theories, curriculum development, equity issues, teacher development.
Specialisations: Teachers' knowledge, life histories. 相似文献
11.
The potential of informal sources of science learning to supplement and interact with formal classroom science is receiving
increasing recognition and attention in the research literature. In this study, a phenomenographic approach was used to determine
changes in levels of understanding of 27 grade 7 primary school children as a result of a visit to an interactive science
centre. The results showed that most students did change their levels of understanding of aspects of the concept “sound”.
The study also provides information which will be of assistance to teachers on the levels of understanding displayed by students
on this concept.
Specializations: informal science learning, science curriculum
Specializations: science education, science teacher education, conceptual change, learning environments. 相似文献
12.
Dr Mark W Hackling 《Research in Science Education》1994,24(1):147-155
This paper reports on a study of undergraduate genetics students' conceptual and procedural knowledge and how that knowledge
influences students' success in pedigree problem solving. Findings indicate that many students lack the knowledge needed to
test hypotheses relating to X-linked modes of inheritance using either patterns of inheritance or genotypes. Case study data
illustrate how these knowledge deficiencies acted as an impediment to correct and conclusive solutions of pedigree problems.
Specializations: problem solving, laboratory work, conceptual change, science teacher education. 相似文献
13.
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
14.
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
15.
Many introductory biochemistry students have problems understanding metabolism and acquiring the skills necessary to study
metabolic pathways. In this paper we suggest that this may be largely due to the use of a traditional teaching approach which
emphasises memorisation rather than understanding. We present an alternative approach to teaching carbohydrate metabolism
which is designed to promote understanding of pathways. The approach also enables regular monitoring of, and reflection on,
student progress and the identification of student reasoning and conceptual difficulties through the use of specially designed
problems. Preliminary results are presented giving examples of specific student difficulties and the extent to which they
were addressed by the alternative instructional approach. A qualitative evaluation of the approach is also presented.
Specializations: metal accumulating plants biochemical education.
Specializations: physics education, conceptual development, instructional design, improvement of tertiary science education. 相似文献
16.
This study explored the interactions of a highly motivated group of students doing traditional practical work in science.
Interest focussed on the social construction of understanding and how this could be described. Despite considerable collaboration
in constructing an understanding of the task the students rarely focussed on the concepts the practical work was intended
to illustrate. Collaboration was described in terms of social behaviours and discourse moves which supported the use of cognitive
strategies.
Specializations: science practical work, collaborative group work, role of language.
Specializations: science teacher education, conceptual change, learning environments, science reasoning. 相似文献
17.
This research focusses on the role of science educators in preparing technically educated graduates for their careers. A comparison
was made between the skills and abilities in science and technology students desired by industrial employers and whether New
Zealand graduates exhibit these qualities. To address some of the management-based issues identified by the research, the
design of a new Science and Technology Management course is outlined.
Specializations: science and technology education, co-operative education, development of professional skills.
Specializations: co-operative education programmes. 相似文献
18.
19.
Dr David F Treagust 《Research in Science Education》1990,20(1):272-281
This paper describes, chronologically, the deliberations of a school staff in their decision-making to place technology education
in their school. The outcome of these deliberations is a curriculum model whereby objectives of technology awareness, technological
literacy, technological capability and transferable skills are integrated with all subjects in the school. The desired outcome
is that students at this school will gain a technological education by, for example, attending classes in English, Home Economics,
Mathematics, Social Studies, Science and Art. The implementation process is ongoing, is being evaluated and has already experienced
senior staff changes and industrial disruption without loss of vigour or intent.
Specializations: diagnosis of student learning and teaching for conceptual change, technology education, curriculum evaluation. 相似文献
20.
Dr J. R. Baird Associate Professor R. F. Gunstone Mr C. Penna Professor P. J. Fensham Professor R. T. White 《Research in Science Education》1990,20(1):11-20
This paper is based on findings from a three year collaborative action research project on classroom teaching and learning.
The research, which involved 33 teachers, over two thousand students from six schools, and the authors, centred on exploring
how various features of the classroom context influence teaching and learning processes. We interpret project findings as
indicating the importance of balance between cognition and affect for effective teaching and learning. We advance the notion
of challenge as a way of conceptualising this balance. Challenge comprises a cognitive/metacognitivedemand component and an affectiveinterest component. Nine major features of a teaching/learning event were found to interact to influence these cognitive and affective
components of challenge.
Specializations: Collaborative research on science teaching and learning; staff development and school improvement; quality of science education.
Specializations: Learning and teaching science; pre-service teacher education.
Specializations: teacher development in science education; technology education.
Specializations: Science and teachnology curriculum, environmental education, educational disadvantage.
Specializations: learning theory, probing of understanding, conceptual change. 相似文献