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1.
This paper presents a science/science education bibliography, to assist science educationalists interested in Papua New Guinea. 392 articles were reviewed. The bibliography was then categorised in a number of ways to indicate patterns of research productivity in various areas of science education, and at different levels of education. A questionnaire was devised to obtain information from former and current researchers in the field about their own contributions. This exercise produced some surprising information about science education research in Papua New Guinea. Specializations: science teacher education, chemical education, science education in developing countries, educational issues.  相似文献   

2.
《师资教育杂志》2012,38(2):120-132
Recent years have witnessed considerable growth of emphasis in the inservice education and training of educational personnel. It has come to be generally accepted that the pace of social and educational change makes preservice training an inadequate basis for long‐term professional competence, and that inservice training is an essential instrument for updating and upgrading staff. In contrast to preservice training, inservice courses can often be more easily related to the practicalities of the education profession, and several models of inservice training avoid removing staff from the workforce. Inservice practices are not usually without problems, however, many of which may be logistical and financial constraints arising from the decision to cater for trainees in their workplaces rather than in one central location.

This paper highlights some of these issues by reference to the experience of several less developed countries, and in particular by reference to practices in Papua New Guinea. For over a decade, university inservice courses have been organized in Papua New Guinea for school teachers and a variety of educational administrators. These programmes were developed independently of ‘main stream’ thinking on INSET, but analysis of their operation within a more general and contemporary theoretical context sheds useful light on issues of international interest.  相似文献   

3.
This paper presents a critical analysis of, and a practical response to, teacher education imperatives shaping the politics, policy, structure and operation of Community Teachers Colleges in Papua New Guinea today. Present Papua New Guinea educational realities call for a rethinking of the political socialisation that has characterised Community Teachers Colleges in the past. The evidence suggests that the predominantly unreflective (basic skills/behavioural objectives), centralised approach which has come to characterise the administration of Teachers Colleges, inhibits the capacity of teacher educators for the now essential task of developing ‘critical and analytical thinking’ in relation to college governance and program development and delivery. The approach taken to professional development is that of the Papua New Guinea (Primary) Teachers College Lecturers Professional Development Project (1990-94), in which critical understandings are developed in relation to the current and emerging needs and demands on Teachers College graduates. The Project approach has been developed so that Project experiences can be transformed into a self-sustaining professional development cycle.  相似文献   

4.
This paper explains the variance in matriculation mathematics achievement of mature internal and external students at the University of Papua New Guinea. The 1984 and 1985 intakes of the Preliminary Year and Matriculation Studies were taken as samples. Six instruments were developed and administered. Data were analysed using path analysis. Over 40% variance in mathematics achievement was explained both for internal and external students. Background variables seem to be more important in the learning of mathematics compared to mediatory variables for external students than the internal students.The author conducted the research for this Short Communication, when he was holding a position of Senior Lecturer at the University of Papua New Guinea, Waigani, Papua New Guinea.  相似文献   

5.
Using a schedule originated by Nott and Wellington to explore science teachers’ views on the philosophy of science, data were gathered at the University of Papua New Guinea. Similarities in response were established for successive first year intakes of science undergraduates (1999–2000). Students with experience in national high schools or Australian high schools responded more positively than their provincial secondary school trained peers to items indicating that the findings of scientific enquiry were universally true. A cross‐sectional analysis showed the undergraduates in the third and fourth years to be more process orientated than the first or second years. Both the first and second years were different in their views compared with their tutors in the relativism–positivism scale, where they were more positivist, the contextualism–decontextualism scale, where they were less decontextualist, and the process–content scale where they were considerably less process orientated. Those with a preferred career destination of medicine were slightly more decontextualist in outlook while being marginally realist, those with a preferred physical science career being very weakly instrumentalist. The results can be interpreted in terms of respondents’ experiences in secondary schooling and on programmes at the University of Papua New Guinea.  相似文献   

6.
Since Independence in 1975, one of the main roles of the primary school teacher in Papua New Guinea has been to promote community development. Recent policy, however, is aimed at making community development the central focus of primary teaching. This paper argues that such an orientation is likely to result in community discontent, the creation of restrictions on the extent to which worthwhile lifelong learning can take place, and failure to lay the groundwork for a technically orientated economy. Recent policy aimed at giving primary school teachers a major role in out-of-school community development is also inappropriate given the limited nature of teacher training candidates, the nature of the teaching environment, and the nature of Papua New Guinea society.  相似文献   

7.
The concept of sustainable professional development in the context of community teachers’ colleges in Papua New Guinea is reviewed, with particular reference to the Papua New Guinea Community Teachers’ College Lecturers’ Professional Development Project. Seven obstacles to sustaining professional development are described, and strategies are suggested for building on the achievements of the Project in relation to personal professional development of lecturers and the review of institutional programmes and procedures.  相似文献   

8.
Attrition rates from the foundation science programme at the University of Papua New Guinea are high and related to an inability to use formal thought. An intervention measure with marginal students in this foundation course is reported here. This five‐week intensive intervention was intended to assist these marginal students to perform better on formal elements of the chemistry course. Short‐term beneficial effects of intervention were observed but these were not maintained once the intensive programme ceased.  相似文献   

9.
Papua New Guinea is a developing country which gained its independence from Australia in 1975. Many of its educational structures inherited from the time of the early missions and the colonial administration influence the practices of today. Women have not advanced in the new country as far as was prophesied in the early 1970s leading up to Independence. Although the current poor economic conditions have some effect on women's advancement, the difficulties they face in even obtaining a basic education form one of the major factors which hinder their progress. This paper describes a number of the barriers which prevent girls from accessing education at every level, from gaining enrolment in the first year of school to positioning themselves for university entry. Distance education provides one of the few "second chances" that young Papua New Guineans can gain, provided they can afford the fees and engage with the somewhat independent study required for success.  相似文献   

10.
Educated Papua New Guineans’ conceptual ecologies need to accommodate competing and conflicting traditional ethnoscientific, Western religious and modern scientific paradigms. Papua New Guinea is a constitutionally self-declared ‘Christian country’ and evolution is a controversial issue. The upper secondary school biology syllabus contains a terminating unit on evolution but the curriculum is of expatriate design and the rapid localisation of senior educational positions makes the views of indigenous teaching personnel a high research priority, particularly in the light of the current upgrading of secondary teacher training to degree level. This paper presents data arising from a study of trainee primary and secondary science teachers’ views towards evolution education. Primary science trainees were found to exhibit a poor awareness of the centrality of evolution to modern biology. For secondary science trainees, it was found that exposure to upper secondary school biology, in spite of adding little to students’ knowledge about evolution, was associated with their increasingly positive attitudes towards evolution education, as was the dual acceptance of evolution and religious belief.  相似文献   

11.
The single most important factor to improve the quality of education in a developing country appears to be increased general and professional education of teachers. Initially, it seems that this may be appropriately addressed in the teachers' colleges. However, the teacher educators themselves, often have received their own education either from the universities of developed countries or from “expert” expatriates at home. Often the result has been an adapted western curriculum being offered in the teachers' colleges, which is inappropriate to the student teachers. As a means of obtaining increased insight into a developing country's context, this study sought to gain some understanding of how Papua New Guinea teacher educators and inservice teachers negotiate their western higher education at the University of Papua New Guinea. This may provide assistance to expatriate educators to provide an educational experience that addresses student learning needs with appropriate process and content.  相似文献   

12.
Community school personnel in Papua New Guinea are expected to undertake an increasingly complex leadership role in making education more relevant to the needs of the community, yet current administrative training does not acknowledge this leadership perspective. In the light of this changing role, the current model for the in‐service development of community school leaders in Papua New Guinea appears limited theoretically. This is because existing programmes are inadequate epistemologically and do not fully equip community school leaders with the knowledge required to cope with educational change. Existing programmes are based on a technical rationality which serves bureaucratic purposes rather than contributing to teacher empowerment and organisational reward. A new approach is required which recognises the increasing complexities of community school leadership and which links leadership training with the process of professional development.  相似文献   

13.
This paper explores the Westernization of academic quality within the Papua New Guinea higher education system and the hybridity of the university sector where different actors force knowledge to be created for the needs of a small, formal economy, rather than for the development needs of the country. The country has yet to find a system that best responds to its educational needs; several models have been put into practice but without significant results. The approach that the PNG higher education institutes have taken, continuing the colonial tradition, builds on and is reinforced by the new international trends in higher education that follow the market needs, giving a false guarantee that HE is contributing to the economic growth of the country. Colonial legacies and neo‐colonial practices provide the conceptual framework.  相似文献   

14.
This research investigated the sources of explanations and understanding of natural phenomena in terms of the students’ cultural and school science experiences. The first phase involved interviews with eight village elders that probed their explanations and understanding of natural phenomena. The second phase involved the design, development and administration of two questionnaires on natural phenomena to 179 students in a rural boarding high school in Papua New Guinea (PNG). Most village elders gave explanations of many of the phenomena in terms of spirits, spells, magic, religion, and personal experiences. Most school-aged students choose scientific explanations of natural phenomena in terms of what they had learned in school or from personal experiences. However, many choose explanations of the same phenomena about spirits, spells and magic that came from the village, family or home. The study revealed that students’ ideas about natural phenomena are strongly governed and controlled by their school science knowledge in the school setting. It is likely that their own traditional knowledge cannot be identified in a school setting but that questionnaires in the students’ local language be given to students in their villages (as opposed to school). In addition, so as not to diminish the value of this traditional knowledge, science education programs are needed that are able to consider and harmonise traditional knowledge with school science.  相似文献   

15.
This paper explores the social and educational implications of the Secondary Schools Scholarship Project (SSSP) in which Australia gave over 1,000 adolescents from Papua New Guinea three-year scholarships to study in Australian high schools. Drawing from postcolonial theory, the paper uses concepts of ambivalence, hybridity, hegemony, contradiction, and national discourse to analyse an array of issues which would not be in the purview of dependency theory. These issues include not only the cultural “border-crossings” and tensions experienced by the Papua New Guinean scholarship winners during their Australian sojourn and return to Papua New Guinea, but also the complex ambiguities in the outcomes and implications of a foreign aid project for a decolonising country. The scholarship programme illustrates the politics of foreign aid in education, including the contradictions of receiving aid from a donor country which is garnering substantial benefits from the recipient country, and the complexity of the postcolonial challenge of utilising this aid in a way that meets national educational goals in a globalising world.  相似文献   

16.
The particularities of history, culture, economy and politics of Papua New Guinea and similar Pacific island and other developing nations place strains upon the formulation and implementation of reform in the financing of higher education (and of education in general). There has been progress in reducing unit costs, with favourable implications for the rate-of-return that links higher educational costs and benefits. Funding constraints continue to elicit calls for reform of higher educational financing and for increased student contributions. Failure to communicate human capital analysis and policy implications for improving efficiency, access, and equity in higher education have hindered reform. The analysis focuses on policy implementation of reform in the financing of higher education in Papua New Guinea, and concludes in favour of a shift in financing away from institutions and toward students.  相似文献   

17.
Between 1986 and 1996, 14 cohorts graduating from a Papua New Guinea Teachers' College were sent out to community schools (called primary schools in Australia). They were sent out to take up the awesome burden of educating children in what has been called 'the grim reality' of the classroom in the Third World. They have had to carry the burdens of numeracy, literacy and resource development in a country that is essentially non-numerate, non-literate and without development of its huge natural resources potential. In that time, the Bougaineville conflict has put paid to assumptions that any such development would happen as a matter of course. The recent drought has further intensified the pressure on very limited resources. The findings of this study of the practicum in five primary schools in one of the provinces of Papua New Guinea suggests that the very course that the teachers have undertaken to equip them for that burden has let them down.  相似文献   

18.
王莹 《培训与研究》2008,25(10):58-60
巴布亚和新几内亚地区向具有现代意义上的生产生活方式的过渡是伴随着殖民历程的。随着地理大发现,特别是欧洲工业化的开展,探险家、商人、传教士、行政官员纷纷踏足古老的巴布亚和新几内亚大陆,殖民当局的政策在经济、政治、文化、宗教、教育、医疗卫生等多种社会层面上影响了巴布亚和新几内亚的发展,成为其进入资本主义时代的开端。  相似文献   

19.
This paper addresses the matter of the extent to which efforts aimed at the professional development activities of community (primary) school teacher educators in one developing country, namely, Papua New Guinea (PNG), correspond to the subjects’ own perceived professional needs. The general background is outlined first. Then the results of a study of a group of Papua‐New‐Guinea‐teacher‐educators’ perceptions of their professional needs, as accessed through semi‐structured interviews are presented in order to gain a preliminary indication of the appropriateness of recent developments aimed at the professional‐isation of teacher education in the country and to suggest some further developments which could be set in train. Finally, the importance of establishing a national association of teacher education is highlighted.  相似文献   

20.
This study examines the interaction between indigenous culture and modern religious practices of teaching and learning, and how this contributes towards shaping the preconceptions of teaching, learning, a teacher's role(s), students as learners, and knowledge of three secondary school pre‐service teachers who were just commencing their teacher education program at the only university educating teachers for post‐primary and post‐vocational educational institutions in Papua New Guinea. Data were obtained through a semi‐structured interview questionnaire. Data analysis revealed a dialectical and a mutually constitutive relationship between cultural and religious practices of teaching and learning. This made a significant contribution towards the construction of the three secondary school pre‐service teachers' preconceptions. These practices defined and fashioned the perceptions of teaching and learning the three pre‐service teachers held prior to becoming students of teaching.  相似文献   

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