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1.
Catherine Milne Susan Kirch Sreyashi Jhumki Basu Mary Leou Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our
discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss
conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual
change research for the teachers and students with whom we work.
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Catherine MilneEmail: |
2.
Physics teachers’ approaches to teaching physics are generally considered to be linked to their views about physics. In this
qualitative study, the views about physics held by a group of physics teachers whose teaching practice was traditional were
explored and compared with the views held by physics teachers who used conceptual change approaches. A particular focus of
the study was teachers’ views about the role of mathematics in physics. The findings suggest the traditional teachers saw
physics as discovered, close approximations of reality while the conceptual change teachers’ views about physics ranged from
a social constructivist perspective to more realist views. However, most teachers did not appear to have given much thought
to the nature of physics or physics knowledge, nor to the role of mathematics in physics.
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Pamela MulhallEmail: |
3.
Christopher Day 《Journal of Educational Change》2008,9(3):243-260
This paper is based upon a unique mixed methods 4-year research project which focused upon the variations in teachers’ work,
lives, and effectiveness of 300 elementary and secondary school teachers in a range of 100 schools across seven regions of
England. Its findings challenge linear conceptions of teacher development and expertise and provide new understandings of
the effects of personal, school and broader policy contexts upon professional life phase trajectories and teachers’ emotional
identities. It finds connections between these and teachers’ commitment, resilience, and effectiveness. This paper discusses
these in relation to the school standards and teacher retention agendas.
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Christopher DayEmail: |
4.
Cecilia Agudelo-Valderrama Barbara Clarke Alan J. Bishop 《Journal of Mathematics Teacher Education》2007,10(2):69-93
This article arises from a study whose overall purpose was to investigate the relationship between Colombian mathematics teachers’
conceptions of beginning algebra and their conceptions of their own teaching practices. The teachers’ understandings of their teaching practices were explored with a view to unravelling their
conceptions of change in their teaching. Focusing on the perspectives of teachers afforded opportunities that exposed the
powerful role that the teachers’ conceptions of social/institutional factors of teaching played in their conceptions of their
practices. The degree to which the teachers attributed these (external) factors as crucial reasons for what they do in their
teaching was the basis of a categorisation of their conceptions of the crucial determinants of their teaching practices into
three types. The findings are particularly relevant to our understanding of the stability of mathematics teaching approaches
in the Colombian context but have likely implications for a range of international education contexts. Specific implications
for the development of the research into teachers’ conceptions of mathematics and its teaching, and for teacher education
programmes are presented.
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Alan J. BishopEmail: |
5.
Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254
Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children
during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs
and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson
and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize
hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged
them to think more critically about their roles as teachers in creating spaces where all children have access to quality science
learning experiences.
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Tamara Holmlund NelsonEmail: |
6.
Fostering High School Students’ Conceptual Understandings About Seasons: The Design of a Technology-enhanced Learning Environment 总被引:1,自引:0,他引:1
The purpose of this study is to understand in what ways a technology-enhanced learning (TEL) environment supports learning
about the causes of the seasons. The environment was designed to engage students in five cognitive phases: Contextualisation,
Sense making, Exploration, Modeling, and Application. Seventy-five high school students participated in this study and multiple
sources of data were collected to investigate students’ conceptual understandings and the interactions between the design
of the environment and students’ alternative conceptions. The findings show that the number of alternative conceptions held
by students were reduced except for the incorrect concepts of “the length of sunshine” and “the distance between the sun and
the earth.” The percentage of partial explanations held by students was also reduced from 60.5 to 55.3% and the percentage
of students holding complete scientific explanations after using Lesson Seasons rose from 2.6 to 15.8%. While some students
succeeded in modeling their science concepts closely to the expert’s concepts, some failed to do so after the invention. The
unsuccessful students could not remediate their alternative conceptions without explicit guidance and scaffolding. Future
research can then be focused on understanding how to provide proper scaffoldings for removing some alternative concepts which
are highly resistant to change.
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Fu-Kwun HwangEmail: |
7.
Conceptual change: a discussion of theoretical, methodological and practical challenges for science education 总被引:2,自引:0,他引:2
Conceptual change views of teaching and learning processes in science, and also in various other content domains, have played
a significant role in research on teaching and learning as well as in instructional design since the late 1970s. An important
issue is whether conceptual change can provide a powerful framework for improving instructional practice in such a way that
students’ levels of scientific literacy are significantly increased. In this article, the first section provides an overview
on the development of conceptual change perspectives. In sections two to six, we examine the different ways that researchers
have facilitated the collection of data and empirically evaluated learning as conceptual change based on these different theoretical
perspectives. In section seven, we identify key issues of conceptual change with a deliberate emphasis on their contribution
to improve instructional practice and conclude the article by posing challenges at theoretical, methodological and practical
levels. We contend that conceptual change perspectives still have the potential to significantly improve instructional practice.
However, it becomes also evident that actual practice is far from what conceptual change perspectives propose and that change
of this practice will be a rather difficult and long-lasting process.
相似文献
Reinders DuitEmail: |
8.
The power of Colombian mathematics teachers’ conceptions of social/institutional factors of teaching
Cecilia Agudelo-Valderrama 《Educational Studies in Mathematics》2008,68(1):37-54
In this paper I shall discuss data from a study on Colombian mathematics teachers’ conceptions of their own teaching practices
of beginning algebra, which led to the development of a theoretical model of teachers’ thought structures designed as a thinking
tool at the initial stage of the study. With a focus on the perspectives of teachers, the study investigated the relationship
between the teachers’ conceptions of beginning algebra and their conceptions of their own teaching practices, with a view
to unravelling their conceptions of change in their practices. Significant findings which threw light on the aforementioned
relationship have been presented in Agudelo-Valderrama, Clarke and Bishop (2007), highlighting a direct association between
a teacher’s conceptions of the nature of beginning algebra, the crucial determinants of her/his teaching practice, and her/his
attitude to change. After an overview of the study, this paper focuses on specific evidence which clearly shows that in contrast
to the strong relationship between a teacher’s conceptions of mathematics and her/his teaching practice, assumed in the theoretical
model of teachers’ thought structures, the teachers see a strong relationship between their conceptions of social/institutional
factors of teaching and what they do in their teaching. Implications of the findings for teacher education in Colombia are
identified.
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Cecilia Agudelo-ValderramaEmail: |
9.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional
development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs
in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional
teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors
provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge
to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance
by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns
regarding student learning and the supporting professional development.
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Charles J. EickEmail: |
10.
Tara E. Higgins Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521
Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical
research synthesizes the effective elements of professional development programs that support science teachers in learning
about technology integration. Studies are examined that explore how professional development supports technology use within
inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding
and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination
of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning
beyond formal professional development programs.
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Tara E. HigginsEmail: |
11.
Julie A. Bianchini 《Cultural Studies of Science Education》2008,3(4):799-810
This article examines Mary Budd Rowe’s groundbreaking and far-reaching contributions to science education. Rowe is best known
for her research on wait-time: the idea that teachers can improve the quality and length of classroom discussions by waiting
at least 3 s before and after student responses. Her wait-time research grew from and helped inform her staunch advocacy of
science education as inquiry; Rowe saw wonder and excitement as central to the teaching and learning of science. She spent
much of her professional life designing professional development experiences and innovative curriculum materials to help teachers,
particularly elementary school teachers, enact inquiry in their classrooms.
相似文献
Julie A. BianchiniEmail: |
12.
More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers 总被引:1,自引:0,他引:1
Sonya N. Martin Kathryn Scantlebury 《Educational Assessment, Evaluation and Accountability》2009,21(2):119-136
This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice
and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our
research findings from using cogenerative dialogues as an evaluative tool for general assessment of various program-related
issues. We discuss how engaging students in cogenerative dialogues improved teaching and learning in chemistry and chemistry
education courses. This research provides insights and direction for improving content-based professional development programs
for science teachers and the learning experiences of high school science students. Cogenerative dialogue has the potential
to expand evaluation methodologies that will position participants more centrally in not only the collection of data, but
also the analysis of these data to catalyze transformative practices in educational programs.
相似文献
Sonya N. MartinEmail: |
13.
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(5):773-794
This study describes how teachers use their personal knowledge of a school district and their students to cope with teaching
under stressful situations associated with economic, social, and institutional factors. The 3 teachers dealt with these issues
in unique ways, focusing on helping students to overcome negative perceptions, value the importance of an education, and build
strong relationships. A model of multicultural science professional development is proposed that complements the strengths
that these teachers have. A task for science educators working with teachers and administration in schools and districts that
are “critically low performing” is to support everyone in implementing pedagogical methods aimed at empowerment, social justice,
and high achievement for all students.
相似文献
Felicia M. MooreEmail: |
14.
We study in this article mathematics teachers’ documentation work: looking for resources, selecting/designing mathematical tasks, planning their succession, managing available artifacts,
etc. We consider that this documentation work is at the core of teachers’ professional activity and professional development.
We introduce a distinction between available resources and documents developed by teachers through a documentational genesis process, in a perspective inspired by the instrumental approach. Throughout their documentation work, teachers develop documentation systems, and the digitizing of resources entails evolutions of these systems. The approach we propose aims at seizing these evolutions,
and more generally at studying teachers’ professional change.
相似文献
Luc TroucheEmail: |
15.
Neil Mercer 《Cultural Studies of Science Education》2008,3(2):351-362
This paper begins with a consideration of some important themes dealt with in the paper by Treagust and Duit. These include
the relationship between research on conceptual change and educational practice, the significance of emotion and identity
in the process of conceptual change, and role of cognitive conflict in motivating change. I then argue that the authors implicitly
assert the importance of spoken dialogue as a motor for conceptual change, but do not give it the proper, explicit recognition
that it deserves. I first use their own data of transcribed talk to make this point, and then go on to elaborate my case by
drawing on other research. Talk amongst students and teacher–student talk are both considered. My conclusion is that while
more empirical research is needed to understand how dialogue is involved in conceptual change, available evidence shows very
clearly that the role of talk and social interaction is so significant that it cannot be ignored. It is therefore necessary
for theoretical accounts to deal with both social (i.e. communicative) and cognitive aspects of conceptual change.
相似文献
Neil MercerEmail: |
16.
Tony Brown 《Educational Studies in Mathematics》2008,69(3):249-263
This paper examines a Special Issue of Educational Studies in Mathematics comprising research reports centred on Peircian semiotics in mathematics education, written by some of the major authors
in the area. The paper is targeted at inspecting how subjectivity is understood, or implied, in those reports. It seeks to
delineate how the conceptions of subjectivity suggested are defined as a result of their being a function of the domain within
which the authors reflexively situate themselves. The paper first considers how such understandings shape concepts of mathematics,
students and teachers. It then explores how the research domain is understood by the authors as suggested through their implied
positioning in relation to teachers, teacher educators, researchers and other potential readers.
相似文献
Tony BrownEmail: |
17.
Geoffrey Phelps 《Educational Assessment, Evaluation and Accountability》2009,21(2):137-154
Debates persist over the knowledge needed to teach elementary reading effectively. In one commonly held view verbal ability
is what matters most and the best approach to improving teacher quality is to recruit teachers who themselves are good readers.
Others argue that teachers need special forms of professional knowledge that differ substantially from common adult reading
and verbal ability. These different assumptions about what teachers need to know are directly relevant to whether teaching
reading demands specialized professional knowledge and they have lead to radically different policy recommendations for both
teacher preparation and induction. This study presents preliminary evidence that elementary reading teachers can hold a special
knowledge of language, text, and reading process that differs substantially from common reading and verbal ability. Implications
for the measurement and study of teacher quality and related implications for teacher evaluation and teacher development are
discussed.
相似文献
Geoffrey PhelpsEmail: |
18.
Mathematical concepts and conceptions have been theorized as abstractions from—and therefore transcending—bodily and embodied
experience. In this contribution, we re-theorize mathematical conceptions by building on recent philosophical work in dialectical
phenomenology. Accordingly, a conception exists only in, through, and as of the experiences that the individual realizes it.
To exemplify our reconceptualization of mathematical conceptions, we draw on an episode from a study in a second-grade classroom
where the students learned about three-dimensional geometrical objects.
相似文献
Wolff-Michael RothEmail: |
19.
Michelle T. Chamberlin Jeff D. Farmer Jodie D. Novak 《Journal of Mathematics Teacher Education》2008,11(6):435-457
The purpose of the project reported in this article was to evaluate how assessing teachers’ mathematical knowledge within
a professional development course impacted from the teachers’ perspective their learning and their experience with the course.
The professional development course consisted of a 2-week summer institute and the content focus was geometry. We had decided
to assess the mathematical learning of the teachers during this professional development course for various accountability
reasons, but were concerned about possible negative by-products of this decision on the teachers and their participation.
Thus, we worked to design assessment in ways that we hoped would minimize negative impacts and maintain a supportive learning
environment. In addition, we undertook this evaluation to examine the impacts of the assessment, which included homework,
quizzes, various projects, and an examination for program evaluation. Seventeen grade 5–9 teachers enrolled in the course
participated in the study by completing written reflections and by describing their experiences in interviews. We learned
that while our original intent was “to do no harm,” the teachers reported that their learning was enhanced by the assessment.
The article concludes by describing the various properties of the assessments that the teachers identified as contributing
to their learning of the geometry content, many of which align with current recommendations for assessing and evaluating grade
K-16 mathematics students.
相似文献
Michelle T. ChamberlinEmail: |
20.
With our conceptualization of Harré and van Langenhove’s (1999) positioning theory, we draw attention to immanent experience and read transcendent discursive practices through the moment
of interaction. We use a series of spatial images as metaphors to analyze the way positioning is conceptualized in current
mathematics education literature and the way it may be alternatively conceptualized. This leads us to claim that changing
the way mathematics is talked about and changing the stories (or myths) told about mathematics is necessary for efforts to
change the way mathematics is done and the way it is taught.
相似文献
Beth Herbel-EisenmannEmail: |