共查询到20条相似文献，搜索用时 34 毫秒
1.
Final year preservice teachers' perceptions of their mentoring in primary science teaching were gathered through surveys from three separate studies. The three studies ( n = 59, n = 331, n = 60) provided an indication of the degree of mentoring preservice teachers perceived they received with mentoring practices linked to Pedagogical Knowledge. This research argues that mentors require pedagogical knowledge of primary science for guiding mentees with planning, timetabling, preparation, implementation, classroom management strategies, teaching strategies, science teaching knowledge, questioning skills, problem-solving strategies, assessment techniques, and developing viewpoints on science pedagogy. The key study findings ( n = 331, from nine Australian universities involved in primary teacher education) indicated that 55% or more mentees had not received Pedagogical Knowledge for primary science teaching in each of the associated mentoring practices (mean score range: 2.60–2.91, standard deviation range: 1.10–1.32). The study concludes that mentors require further professional development to ensure that preservice teachers (mentees) receive adequate pedagogical knowledge for teaching primary science, which will involve significant collaboration between universities and schools. 相似文献
2.
Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers’ TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching. 相似文献
3.
This article examines top-producing female authors, editors, and editorial board members in five educational psychology journals (i.e., Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2016. Results extend data from four previous studies (Evans et al. Educational Psychology Review, 17(3), 263–271, 2005; Fong et al. Educational Psychology Review, 21(3), 267–277, 2009; Greenbaum et al. Educational Psychology Review, 28, 215–223, 2016; Robinson et al. Contemporary Educational Psychology, 23, 331–343, 1998) and also compare top female authors to the top male authors. The top-producing women in the field have, on average, less seniority in the field than do top male authors. Male authors have more publications, on average, and more sole authorships and first authorships, as compared to female authors. No discernible progress has been made by women in terms of editorial board memberships or editorships since 2004. 相似文献
4.
Author of the following books: Formirovanie linosti uitelja sovetskoj koly v processe professional'noj podgotovki ( Formation of the Character of the Soviet Schoolteacher during Vocational Training) (1976), Formirovanie linosti socialistieskogo tipa ( The Formation of a Socialist Personality) (1983), Osnovy pedagogiki (Principles of Pedagogics) (1986), Pedagogika (Pedagogics) (1987) etc. He is one of the joint supervisors of the integrated research programme The Soviet Teacher, conducted by the Academy of Pedagogical Sciences of the USSR. 相似文献
5.
The purpose of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014 Hutchison, A., & Woodward, L. (2014). A planning cycle for integrating technology into literacy instruction. Reading Teacher, 67(6), 455–464. doi:10.1002/trtr.1225.[Crossref], [Web of Science ®] [Google Scholar]) to integrate iPads into literacy instruction. Analysis revealed two findings related to using the TIPC to plan instruction: (a) Though the TIPC provides a structured approach to planning that guides teachers in using their Technological, Pedagogical, and Content Knowledge (TPACK), the preservice teachers still used a technocentric approach to planning instruction and did not fully engage in all elements of the planning cycle; (2) even with the structured planning approach, preservice teachers had difficulty aligning their lesson content with the instructional goals of the lesson; and (3) preservice teachers rely on recommendations from their university classes when selecting apps to use in instruction, rather than independently seeking out resources. The implications of this research suggest the need to support preservice teachers in developing a professional learning network; the importance of a structured approach to planning technology integration to support preservice teachers; and considerations for helping preservice teachers develop their TPACK. (Keywords: Common Core State Standards, digital technology, instructional planning, TPACK, technology integration) 相似文献
6.
Although the desire for an education that emphasizes depth of understanding and meaningful learning has a long and distinguished history, constructivist reforms have not led to a comprehensive and coherent reform of educational practice in our schools. In fact, two previous great reforms based on constructivist principles have failed during this century. In this special issue ofEducational Psychology Review , authors focus on specific challenges faced in the current constructivist reform, including the need for viable intradisciplinary, interdisciplinary, and cross-disciplinary integration. Exemplars of the reality of progress made in integrated, constructivist approaches in the classroom follow. Diversity in our schools and classrooms and the challenge of high standards for all students contribute to the need for an integrated, constructivist approach that does not fail our students. 相似文献
7.
This article examines the productivity of both individuals and institutions, indexed through an examination of five educational psychology journals ( Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2014. These results are discussed relative to four previous studies (Hsieh et al. Contemporary Educational Psychology, 29, 333–343, 2004; Jones et al. Contemporary Educational Psychology, 35, 11–16, 2010; Smith et al. Contemporary Educational Psychology, 23, 173–181, 1998; Contemporary Educational Psychology, 28, 422–430, 2003). Vanderbilt University and Fred Paas replaced the University of Maryland and Richard E. Mayer as the top research institution and author, respectively. Sixteen of the top 19 researchers’ institutions were outside the USA, compared to only 10 of the top 32 during 2003–2008 and three of the top 20 during 1991–1996. Educational psychology research continues the trend of becoming more international. 相似文献
8.
The purpose of the study was to investigate if academic and social self-concept and motivation to improve in academic school subjects mediated the negative effect of summative assessment (grades) for low-ability students’ achievement in compulsory school. In two previous studies, summative assessment (grading) was found to have a differentiating effect on students’ subsequent achievement in school (Klapp et al. 2014; Klapp 2015). Differences between subgroups of students (cognitive ability, gender, and socioeconomic status) were controlled for in the analyses. Data was retrieved from the Evaluation Through Follow-up (ETF) longitudinal project containing register and questionnaire data on a large national representative sample of Swedish compulsory school students (N = 8558). Due to a unique natural circumstance, municipalities in Sweden could decide whether or not to grade their students in sixth grade which made it possible to apply a quasi-experimental design. In the sample, 50% of the students were graded in sixth grade while all students were graded in seventh grade. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) have been estimated. The results show that the negative effect of summative assessment (grading) for low-ability students on their subsequent achievement is fully mediated by academic self-concept in mathematics and Swedish, and motivation to improve in academic school subjects. 相似文献
9.
The present study investigated problem-solving behaviour in statistics by documenting differences between successful and unsuccessful students. Two methodological approaches were used. The first, based on studies by Chi, Glaser and Rees (1982), required students to identify key structural features of common problems. The second, based on further work by Chi, Bassok, Lewis, Reimann & Glaser (1989), used verbal protocol procedures to examine the processes employed when Good and Poor statistics students solve an ANOVA problem. It was expected that findings obtained by these earlier researchers in the domain of Physics would also apply in Statistics. Two groups of students in an undergraduate Psychology course were selected for the study. The first group ( N=8) had performed well in a statistics unit, the second group ( N=6) had failed that unit. In the first part of the study, no differences were found between groups on the task of identifying key structural features of common problems. In the second part of the study, protocol analyses showed that the Good students engaged in more concept-oriented solution behaviour, displayed more monitoring/judging behaviour, and asked more questions about the problem itself. These findings are similar to those obtained in other abstract knowledge domains such as Physics and Mathematics and indicate quite fundamental differences in the way in which competent and incompetent Statisics students solve Statistics problems. 相似文献
10.
Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland’s National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses. Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15–16 years old). Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables. Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence. Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject’s importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work. 相似文献
11.
Dempster and Corkill present a persuasive case for the utility of the concepts of interference and inhibition in their review, Interference and Inhibition in Cognition and Behavior: Unifying Themes for Educational Psychology. We were especially attracted to their drawing attention to the role of inhibition in learning and to the argument that closer links of educational psychology to neuroscience are needed. At a general level of analysis, we agreed that the concepts of interference and inhibition can provide a unifying framework for describing phenomena in several areas of inquiry, but these concepts seemed to us to be less useful for understanding structured, meaningful learning in instructional domains. Overall, we viewed Dempster and Corkill's review as a creative effort that usefully redirects our attention to neglected basic learning processes. 相似文献
12.
This study tested a conceptual model of a psychosocial pathway to academic competence in preschool. Developmental theory and research with older children suggest that social and psychological factors could have a significant impact on young children's learning and school readiness. Children in 3 preschool classrooms ( N = 31) participated. Mothers' perceptions of their children as more or less trusting and secure at age 3 years were rated on the Attachment Behavior Q-Set ( Waters, 1987 Waters, E. 1987. “Attachment Behavior Q-Set”. (Revision 3.0). Unpublished instrument, State University of New York at Stony Brook, Department of Psychology. [Google Scholar]). Sociometric ratings were collected from classmates 1 year later through individual picture interviews. Preschool teachers rated children's academic competence and trait anxiety. Attachment Behavior Q-Set scores at age 3 were associated with teacher ratings of academic competence the following year (ages 4–5 years). However, this effect was mediated by 2 intervening psychosocial variables: anxiety and peer acceptance. Early secure attachment to parents may (a) potentiate less anxiety, removing emotional barriers to learning; and (b) enhance positive relationships with peers, perhaps motivating children to engage more in the preschool curriculum and leading to relatively greater academic competence. Adopting preschool curricula that foster positive peer relationships, anxiety regulation skills, and supportive parent—child relationships could indirectly enhance preschool children's academic competence and school readiness. 相似文献
13.
Our paper presents an in-service primary school teachers’ training program which is based on the idea that the history of
science can play a vital role in promoting the learning of physics. This training program has been developed in the context
of Comenius 2.1 which is a European Union program. This program that we have developed in the University of Athens is based
on socioconstructivist and sociocultural learning principles with the intention of helping teachers to appropriate the basic
knowledge on the issue of falling bodies. Moreover, it has the aim to make explicit through the exploitation of authentic
historical science events, on the above topic (Aristotle’s, Galileo’s and Newton’s theories on falling bodies) the Nature
of Science (NoS), the Nature of Learning (NoL) and the Nature of Teaching (NoT). During the implementation of the program
we have used a variety of teaching strategies (e.g. group work, making of posters, making of concept maps, simulations) that
utilize historical scientific materials on the issue of falling bodies.
Panos Kokkotas
is professor at the Pedagogical Department of University of Athens. He teaches Science Education, Multimedia (audio, visual
etc.) teaching tools and Museum Education to both initial and in-service teachers. He is also coordinator of the Comenius
2.1 projects entitled (i) “The MAP project” (two years duration—2004–2006) and (ii) “The STeT project (Science Teacher e-Training)
(2006–2008). He has α degree in Physics from the University of Athens. His Ph.D. is on science education from the University
of Wales. He has taught science in high school, he has been a school consultant for science teachers. He has mainly published
in science education. His recent books include Science Education I (Athens, 2000), Science Education II— The constructivist approach to teaching and learning science (Athens, 2002). Additionally he has edited Teaching Approaches to Science Education (Athens, 2000); as wells as he has edited the Greek translations of the book: Words, Science and Learning by Clive Sutton, (Athens, 2002) and also of the book Making Sense of Secondary Science by Driver et al. (Athens, 2000). He is also writer of the following science textbooks: (1) Science textbook for 5th grade
of primary school based on constructivism, (2) Science textbook for 6th grade of primary school based on constructivism, Physics
Textbooks for students of Upper Secondary Schools as follows: (3) Physics textbook for 16 years old, (4) Physics textbook
for 17 years old student, (5) Physics textbook for 18 years old student. He is the Foundation president of the “The Hellenic
Union for Science Education (EDIFE)”. Till now the Union has organized two large Conferences with international participation
and also many small conferences in Greece. The 2nd Conference of EDIFE organized together with the 2nd IOSTE Symposium in
Southern Europe. He is Foundation Editor of the Greek journal: Science Education: Research & Practice. This year he is responsible
for the organisation of the 7th International Conference on History of Science in Science Education (Workshop of Experts),
having as theme “Adapting Historical Knowledge Production to the Classroom” from Monday July 7th to Friday July 11th, 2008
in Athens.
Panagiotis Piliouras
is a Ph.D. holder and in 1984 he got his degree in primary education and in 1993 he got his degree in Mathematics. He attended
postgraduate studies (M.Sc.) in Science Education at the Pedagogical Department of Primary Education at the University of
Athens. From 1985 until 1998 he taught in a primary school. Since 1999 he has been working in the Pedagogical Department of
Primary Education at the University of Athens. His current work involves laboratory teaching, in-service teacher-training
and design and development educational material and educational multimedia. His research interest is focused on teaching science
in a collaborative inquiry mode, social interaction in learning and instruction, methodological questions in the analysis
of social activity, sociocultural perspectives to learning and development, and applications of the educational technology.
Katerina Malamitsa
is a Ph.D. holder from Pedagogical Department of Primary Education at the National University of Athens in the field of “Critical
Thinking and Science Education in Primary School”. She got her Bachelor’s Degree as a Teacher in Primary Education in 1984.
From 1986 until 1999 she taught in primary schools of Greece. In 2002 she got her Master’s Degree in “Science Education” at
the Pedagogical Department of Primary Education at the National University of Athens. From 2006 till now she is a director
in a Greek Primary School in Athens. She has participated in national and international conferences in topics concerning Science
Education and teaching. She has published papers in Greek scientific journals. She is author of the Science textbooks which
are used in the 3rd & 4th grades of Greek Primary School in national level (after evaluation from a scientific committee).
Recently she has translated and standardized the “Test of Everyday Reasoning (TER)” & “The California Measure of Mental Motivation
(CM3)” (levels 2&3) for the Greek population [Insight Assessment/California Academic Press LLC, 217 La Cruz Avenue, Millbrae,
CA 94030, ]. Her main research interests focus on the critical thinking, the Science Education in Primary School, the use of aspects
of History of Science in Teaching Science, the teacher training and education, the reflective teacher, the professional development
of teachers etc.
Efthymios Stamoulis
is a PhD Student in the Pedagogical Department of Primary Education at the University of Ioannina. His current work involves
laboratory teaching, in-service teacher-training and design and development educational material and educational multimedia.
He is a director in primary school in Athens, Greece. 相似文献
14.
Summary A study of the history of teacher training in Germany reveals some fascinating blind spots which have been ignored for decades. Pedagogical historiography must now liberate itself from Prussian dominance and take a keener interest in the activities which took place away from the better‐known centres of reform. The basically bipartite teacher training system for a tripartite school system has evolved into contradictory models of integration in the different federal states. 相似文献
15.
In view of the elevation of the primary teachers’ training in Greece to a university level, this paper reports on one aspect of those teachers’ training in the existing primary teachers training institutions, that of the curriculum structure. The effectiveness of their training was investigated by means of a questionnaire, answered by a sample of 324 experienced primary teachers. According to the results, the Greek primary teachers seriously question the structure and content of the curriculum in the primary teachers training institutions (the Pedagogical Academies), since it contributes to the training of a type of teacher whom neither they want nor the society needs. For an improved and more effective primary teachers’ training scheme they proposed the focusing of the curriculum on the educational sciences. 相似文献
16.
Through reflection on the First International iPED Conference 2006, and its overarching theme of ‘Pedagogical Research and Academic Identities’, this paper considers the achievement of the wider aims of the conference, which were to facilitate dialogue between researchers in order to explore the conference themes collaboratively, and to provide networking opportunities which would enable participants to build alliances. The abstracts for all papers mentioned are available via the conference website www.coventry.ac.uk/iped2006. 相似文献
17.
The information below is based on the recently published survey of the research projects of the Pedagogical Research Centre for Higher Education in Budapest, for the period 1976‐1980. This institute is one of the four central educational research institutions in Hungary, the other three being the National Institute of Education, the Educational Research Institute at the Hungarian Academy of Sciences and the Institute of Popular Education. 相似文献
18.
In order to teach mathematics effectively, mathematics teachers need to have a sound mathematical knowledge, but what constitutes sound mathematical knowledge for teaching is subject to debate. This paper is an attempt to unpack what constitutes teacher knowledge of the concept of a function which is a unifying idea in the mathematics curriculum. The central components of the framework, which will be elaborated on in this paper, are: teachers’ subject matter knowledge, teachers’ pedagogical content knowledge, teachers’ technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge in relation to the concept of a function. The framework is informed by Shulman’s (Educational Researcher 15:4–14, 1986) Types of Teachers Knowledge Framework, Ball, Bass &; Hill 29:14–17, 20–22, 43–46 (2005) Mathematical Knowledge for Teaching Framework, and Mishra &; Koehler’s (Teachers College Record 108:1017–1054, 2006) Technological Pedagogical Content Knowledge (TPACK) framework. 相似文献
19.
This empirical study examined the relations between Afrocentric spirituality and psychological help-seeking attitudes, intentions, and stigma among Nigerian adults living in the United States of America ( N = 122). Participants completed a demographic questionnaire, the Spirituality Scale (Jagers and Smith in Journal of Black Psychology, 22, 429–442, 1996), the Perception of Stigmatization by Others for Seeking Psychological Help Scale (Vogel et al. in Journal of Counseling Psychiatry, 56, 301–308, 2009), the Self-Stigma of Seeking Help Scale (Vogel et al. in Journal of Counseling Psychology, 53, 325–337, 2006), the Intention to Seek Counselling Inventory (Cash et al. in Journal of Counseling Psychology, 6, 111–112, 1975), and the Attitudes Toward Seeking Professional Psychological Help Scale-Short Form (Fischer and Turner in Journal of Consulting and Clinical Psychology, 1, 79–90, 1970). Results from multiple regression analyses indicated that there was no relation between Afrocentric spirituality and help-seeking attitudes or self-stigma about seeking counselling. However, there was a positive correlation between Afrocentric spirituality and other-perceived stigma, demonstrating that increased Afrocentric spirituality predicted increased perceived stigma from others about seeking counselling services. Contrary to expectations, there was a positive correlation between Afrocentric spirituality and intentions to seek counselling. Implications for counselling practice and theory are presented. 相似文献
20.
Phrenologists believed that specific brain regions corresponded to certain character traits. In addition, the size of each
brain region was believed to determine the strength of the respective trait. Phrenology originated in Austria with Franz Josef
Gall and was popularized and commercialized in America at the end of the 19th century by Orson Squire Fowler. In this project,
we conducted a replication of Fowler’s phrenology in order to better understand the specificity of the manualized methodology,
the extent to which the methodology allowed for positive versus negative analyses, and the implications for the scientific
rejection and public acceptance of phrenology. The results of our replication revealed that the subjective judgments and biases
of the examiner strongly influence the results of phrenological analyses.
This project originated as a class assignment in the Spring of 2003 (Tweney, this issue). See Tweney ( 2004) for general information on historical replication.
Kelly Trevino
received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession
and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M.
McConnell.
Krista K. Konrad
is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her
BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University
in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral
internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and
treatment of eating and weight disorders. 相似文献
|
