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Avi Hofstein Ingo Eilks Rodger Bybee 《International Journal of Science and Mathematics Education》2011,9(6):1459-1483
One common theme underlying recent reports on science education is that the content of school science and its related pedagogical
approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do
not find their science classes interesting and motivating. These claims are especially valid regarding those students who,
in the future, will probably not embark on a career in science or engineering but will need science and technology personally
and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science
is linked to those issues that are relevant to students’ life, environment, and role as a citizen. As a result, many students
are unable to participate in societal discussions about science and its related technological applications. This paper discusses
the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported
by a theoretical rationale from various sources leading to a reflection about common practices in science education in three
countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed. 相似文献
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Benjamin C. Herman Joanne K. Olson James D. Holtz James T. Colbert 《International Journal of Science and Mathematics Education》2013,11(6):1327-1350
Environmental free-choice learning is a strategy that has been shown to have positive short-term impacts upon participants’ attitudes and understanding of desired educational outcomes. However, longitudinal studies in this area are rare due to difficulties inherent in data collection and vast differences in participants in these kinds of educational experiences. This study examined the effectiveness of participation in the Skunk River Navy, a free-choice environmental education experience, 1 – 4 years afterward to determine longitudinal effects of the experience on participants’ attitudes toward waterways and content knowledge. Importantly, participants were compared to non-participants who were also biology majors in the same program, completed the same coursework, and who likely shared similar dispositions, interest in biology, and are of similar demographic backgrounds. Results indicate that attitudes toward waterways and content knowledge were higher among participants, but that content knowledge remains lower than desired by program developers. Therefore, when reducing the impact of selection and variance within the study population, longitudinal positive effects can be seen from free-choice learning experiences when they are coupled with formal classroom experiences that address similar concepts. 相似文献
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Elizabeth Engley Judith Lynne McConnell 《Journal of Early Childhood Teacher Education》2013,34(2):125-129
Abstract The perceptions of 28 preservice early childhood teachers about the social and cognitive competence of 68 preschool children were examined. Hierarchical regression analyses revealed gender, age, and family socioeconomic sta?us biases in preservice teachers’ perceptions of children's social and cognitive competence. Qualitative data from focus group discussions with preservice teachers also supported these findings. In addition, children's actual social and cognitive competence, while not the most significant, also uniquely and significantly contributed to preservice teachers’ perceptions of children's social and cognitive competence. This may indicate that preservice teachers are likely struggling with their biases as they involve themselves in their teacher preparation experiences, focused on developing more accurate views of children's social and cognitive competence. Both race/ethnicity and temperament contributions were not found, possibility due to the limited sample used. 相似文献
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K. Lovell M. E. Woolsey 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):226-229
This article presents some of the findings of a research project on students who do degree courses at technical colleges. The aim was to explore the attitudes of students towards doing a degree at a technical college. It shows the mixture of positive and negative feelings and the slight swing towards a more favourable attitude during the first year, and points out that the most favourable attitudes occur where the college and the course are seen as fulfilling a function distinct from the universities. Where they do not, the technical college tends to be compared unfavourably. 相似文献
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黎土旺 《衡阳师范学院学报》1998,(4)
In~l,ambboitymeansthaaed,aSentenceoranutteraneisequivocalandcanbeUnderShoinrmthan9neway.theernlingUistsclassifyambboityintobognuPs.ffefndofwhchconsistsofbekinds:"foricforboity"and"Stoctichoboity".boicArnbboity:e.g.ffecasewasclosed.Thssentence,withatcontext,whbeundedasthef0lldring:(1)Theforarecfored.(2)ffelawcasewcfored.~cticAIhbthety:e.g.IsawJohninthebus.Thsdee,tOO,withaare,canbeund~as:(1)IareJohnwhwiinthebus.(2)InthebusIsawJotri.ffeseedwareists0fthreekinds:"boCalhothety","talcalArnbth… 相似文献
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Siham Al-Amoush Silvija Markic Muhammet Usak Mehmet Erdogan Ingo Eilks 《International Journal of Science and Mathematics Education》2014,12(4):767-792
This paper discusses beliefs about teaching and learning chemistry. The sample includes chemistry student teachers and in-service teachers from Jordan, Turkey, and Germany. Two test instruments were used to investigate (student) teachers’ beliefs. A qualitative instrument was used to explore Beliefs about Classroom Organization, Beliefs about Teaching Objectives, and Epistemological Beliefs. A quantitative instrument was added to evaluate participants’ beliefs concerning the Nature of Good Education. The results show that Jordanian chemistry teachers and teacher trainees held the most traditional, teacher-centered, and transmission-oriented beliefs, while the German sample showed the most modern beliefs toward teaching and learning. Turkish (student) teachers evidenced more moderate beliefs, which tended to be between the two extremes, but that could still be positioned more closely to the traditional way of thinking. The results are discussed in the context of chemistry teacher education in the three respective countries. 相似文献
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Kukliansky Ida Shosberger Itai Eshach Haim 《International Journal of Science and Mathematics Education》2014,14(1):229-250
Homework (HW) is an integral part of the learning process. Currently, there is renewed interest and controversy about its effectiveness. The present study explores the voices of the science teachers on this matter. Adopting the view that reporting both teachers’ views and actual classroom practices is necessary for obtaining a more complete view of the phenomena, the present study addressed teachers’ views relating to the cognitive, affective, and pedagogical aspects of HW, their in-class practices and behaviors related to HW, and if the views and practices differ. The research was conducted in 3 stages: (a) teachers’ (n = 25) behaviors were examined based on classroom observations of 3 – 5 consecutive lessons, (b) these teachers were interviewed about their beliefs about and attitudes toward HW, and (c) the data from both the observations and interviews were processed into categories and subcategories. The findings revealed a wide range of teachers’ beliefs, attitudes, and behaviors and that teachers hold both positive and negative views simultaneously. In addition, the views for some categories expressed in the interviews concurred with the teacher’s actual classroom behavior; for other categories, disagreements were identified. This research broadens the contemporary horizons regarding HW and may contribute to those who wish to work with teachers making HW more effective.
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Alan I. Sugawara Linda M. Burt Thanitthar P. Ruder 《Journal of Early Childhood Teacher Education》2013,34(1):107-117
The interactions of 67 early childhood preservice teachers with International and U.S. preschool children in structured story time and unstructured table activities were videotaped and analyzed. Overall, preservice teachers displayed significantly more facilitative (e.g., ego boosting, teaching, questioning, and attending) than nonfacilitative (e.g., commanding, negatively responding, ignoring, and physical restraint) behaviors toward children. However, analyses of data relative to different ethnicity, gender, and activity type groups also revealed preservice teachers were relating to children in differential ways. Preservice teachers displayed significantly less facilitative and more nonfacilitative behaviors toward International children than U.S. children. In addition, preservice teacher‐child interactions with International children were rated as less positive and more negative than their interactions with U.S. children. Still also, preservice teachers displayed significantly less facilitative and less nonfacilitative behaviors toward girls than toward boys. Furthermore, preservice teacher‐child interactions with girls were rated as significantly less positive and less negative than with boys. Finally, preservice teachers displayed significantly more nonfacilitative behaviors toward children in structured story time activities than in unstructured table activities. 相似文献
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ＡＲＥＬＡＴＩＯＮＡＭＯＮＧＡＳＳＯＣＩＡＴＩＶＥＡＬＧＥＢＲＡＳ，ＢＩＡＬＧＥＢＲＡＳＡＮＤＳＥＭＩＧＲＯＵＰＡＬＧＥＢＲＡＳＬｉＦａｎｇ（李方）（ＤｅｐａｒｔｎｉｅｎｔｏｆＭａｔｈｅｎｉａｔｉｃｓａｎｄＭｅｃｈａｎｉｃｓ）ＡＲＥＬＡＴＩＯＮＡＭＯ... 相似文献
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SHALJAN AREEPATTAMANNIL 《International Journal of Science and Mathematics Education》2012,10(3):695-716
This study, drawing on data from the Trends in International Mathematics and Science Study 2007, examined the predictive effects of multiple dimensions of mathematics and science self-concept??positive affect toward mathematics and science and self-perceived competence in mathematics and science??on mathematics and science achievement among 1,752 first- and second-generation immigrant adolescent students in Canada. First- and second-generation immigrant adolescent students?? self-perceived competence in mathematics had positive predictive effects on their mathematics and science achievement. In contrast, first- and second-generation immigrant adolescent students?? positive affect toward mathematics had negative predictive effects on their mathematics and science achievement. While first- and second-generation immigrant adolescent students?? self-perceived competence in science had no significant predictive effect on their mathematics achievement, it had a positive predictive effect on their science achievement. Positive affect toward science had positive predictive effects on second-generation immigrant adolescent students?? mathematics and science achievement, whereas it had no significant predictive effects on first-generation immigrant adolescent students?? mathematics and science achievement. Implications of the findings for policy and practice are discussed. 相似文献
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Terri S. Wilson 《Educational theory》2010,60(6):643-664
In this essay, Terri Wilson puts the argument developed by Kathleen Knight Abowitz that charter schools could be considered as counterpublic spaces into interaction with empirical research that explores patterns of voluntary self‐segregation in charter schools. Wilson returns to the theoretical tension between Jürgen Habermas and Nancy Fraser over the inclusivity of the public sphere. Wilson argues that Fraser's concept of counterpublic space rests on an oversimplification of Habermas's concept of the public sphere and, further, that justifying school choice through Fraser's “multiplicity of publics” offers few resources for questioning the increasing segregation of schools. According to Wilson, Habermas's normative project—and his concept of “idealization,” in particular—offers both an answer to Fraser's critique and a better application of “the public sphere” to the issue of school choice. Wilson concludes by considering how Habermas's understanding of the public sphere as a normative ideal might serve as a useful resource for evaluating the public‐ness of charter school reform. 相似文献
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WARNING SIGNALS OR DANGEROUS OPPORTUNITIES? GLOBALIZATION,GENDER, AND EDUCATIONAL POLICY SHIFTS 总被引：1，自引：0，他引：1
Jill Blackmore 《Educational theory》2000,50(4):467-486
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This paper presents a phenomenon of“Pseudo-resonance”of beams androds discovered from experiments and computations,and gives the definition of“Pseudo-resonance”.The relationship of distribution between the frequency of pseu-do-resonance and that of anti-resonance is found,and an analytic solution for thetransfer function between any two points on a beam or rod is established.The law ofdistribution of the anti-resonant frequencies,as well as the relation between the fre-quency distribution and the nodes of vibration is also proposed. 相似文献
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语言习得是指一个人习得语言的过程。儿童与成人之间的区别导致第一语言和第二语言习得的差异。本文从语言认知和情感因素两方面做深入分析，对第一语言和第二语言习得的差异进行比较和对照。 相似文献
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John E. Stecklein Sr. Reynold Willie 《Community College Journal of Research & Practice》2013,37(3):217-237
A six‐page questionnaire sent in 1980 to a 25% random sample of teachers in Minnesota's 18 public community colleges provides information that is compared with similar information collected in 1956 and 1968. The nature and extent of professional activities, sources of satisfaction and dissatisfaction with careers, attitudes toward collective bargaining, and some demographic variables of Minnesota community college teachers are described and compared. Minnesota community college faculty members in 1980 were generally contented, as they were in 1956 and 1968. In all periods they spent most of their time on teaching‐related activities. Although the proportion involved in consulting with schools, business, and industry has doubled in the past 12 years, faculty involvement in off‐campus services is still limited. Research and scholarly writing is not a function of most of the faculty. About three‐fourths of the respondents supported collective bargaining in 1980. The most serious source of dissatisfaction, reported by 40% of the respondents in 1980 was inadequate salary. The chief source of satisfaction reported in all three periods was the opportunity to help college‐age students learn and develop. Implications of the results for a re‐examination of community college functions are discussed. The pecking order in this state does not reflect the major contribution of this system to higher education. Working conditions, particularly in terms of load and support services are primitive. Financial rewards, the status and extra income of consulting fees are severely limited. I can no longer afford five percent salary increases and twenty percent inflation. I am currently looking for a position in private industry, which seems to have the resources education does not. (Sociology instructor) I cannot remember a profession/job that could be more personally rewarding, spiritually constructive or totally satisfying as college teaching. (English/history instructor) 相似文献