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Ken Appleton 《Research in Science Education》1983,13(1):111-119
Conclusions Beginning student teachers have already acquired very definite views about teaching science before they begin their teacher
training course. These views are generally similar to the views espoused by science educators, but are contrary to the classroom
practices of many teachers. Their views seem to have origins in what the students perceive to have been meaningful and enjoyable
learning experiences for themselves in their own schooling; and to a lesser extent for children they have observed. Female
students who have studied more science at high school tend to favour the use of worksheets in experimental work. Several interesting
questions arise from these findings:
When these students begin to teach as qualified teachers, will they still espouse the same opinions? If so, does that mean
that there is a ‘new wave’ of teachers entering the service who are more committed to hands-on activity work than their older
colleagues?
If not, what aspects of the teacher training process have caused them to change their opinions?
Will these present students be using hands-on strategies themselves after they have been teaching for some time? That is,
do system and school constraints effectively prevent teachers from using such strategies?
Can secondary science teachers do more to influence positively their students' opinions about teaching science, such as engendering
more positive attitudes to science, incorporating more hands-on work, and relying less on printed worksheets in laboratory
work?
This exploratory work has highlighted the concern expressed by Morrissey (1981) in that there is a great need for long term
longitudinal studies of student teachers' attitudes to teaching science, with a particular focus on their teaching behaviours
after graduation. 相似文献
3.
A challenge for urban systemic reform initiatives in science education has been to achieve local, state, and national standards for teaching and learning. We have collaborated with teachers in the Detroit Public School System to design project‐based curriculum materials that contextualize the learning of science in meaningful real‐world problems, engage students in science inquiry, and use learning technologies. We present a sixth grade project‐based science unit in which students explored the driving question “How Do Machines Help Me Build Big Things?” and address the science learning goals of balanced and unbalanced forces, simple and complex machines, and mechanical advantage. Twenty‐four teachers and over 2500 students in Detroit participated in enactments of this project over 4 years. Student learning outcomes were determined for the three learning goals and inquiry process skills using pre‐ and postachievement tests. Achievement outcomes as measured by the pre/posttest show significant and consistently high learning gains, even as participation in the project increased to include greater numbers of teachers and students in successive enactments, and leadership of the professional development support for this project transitioned from university researchers to district teacher leaders. These results illustrate that materials which contextualize learning and support student inquiry as part of an urban systemic reform effort can promote learning of important and meaningful science content aligned with standards. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 669–692, 2004 相似文献
4.
《Studying Teacher Education》2013,9(1):53-66
Survey data from 222 student teachers at a small, liberal arts college were used to address the following three questions: Do university supervisors add value to the student teaching experience? Do student teachers distinguish between the roles played by supervisors and those played by cooperating teachers? How do student teachers characterise good supervision? Findings support the perspective that university supervisors serve a distinct and important function. Supervisors managed the experience, served as confidantes, and made evaluative judgments about performance. Cooperating teachers were viewed as instructional coaches who gave student teachers the physical and psychological space to try out strategies while supporting their efforts with feedback, modelling, and materials. As a result of this self-study, the unit looked for ways to elevate the role of supervisors and to engage supervisors in conversations about programme improvement. 相似文献
5.
Terry Wood 《科学教学研究杂志》1988,25(8):631-641
The purpose of this study is to examine the effect of state-mandated policy, emphasizing control through performance-based instruction and student test scores as the basis for determining school accreditation, on the teaching and learning of science. The intended consequence of instigating the rational theory of management by one state is to improve their current level of student literacy. However, some contend that the implementation of the policy has results that are not intended. The identification of the tension between the intended and unintended results of centralized policy making is the basis for examining a specific case in which the rational model is implemented. One hundred and sixty-five seventh-grade science students and four teachers are participants in the study. Qualitative analysis is the research methodology used as a means to provide detailed information about the contextual nature of the classroom processes. The intention is to identify and describe features of the behavior setting that influence the behavior of the teachers and their students. Three assertions generated during the field work were: Teachers redefine the goals of science instruction as the acquisition of facts and isolated skills, teachers alter their usual instructional behavior to implement uniform instructional procedures, and the teacher/student classroom interaction constrains students' opportunities to learn science. The implications of the study indicate that the state-mandated policy has results that are in opposition to the intended results. Instead of improving the practices of teachers, the implementation of the policy constrains and routinizes the teachers' behavior, causing them to violate their own standards of good teaching. They feel pressured to “get through” the materials so students will score well on tests. The classroom interaction is structured in such a way as to inhibit students from asking questions of their own. As a result, students' opportunity to express curiosity and inquiry—central processes in scientific thinking—are constrained. These unintended consequences of the implemented state policy, instead of improving science teaching and learning, continue to reduce science instruction to the literal comprehension of isolated facts and skills. 相似文献
6.
Christopher J. Harris Rachel S. Phillips William R. Penuel 《Journal of Science Teacher Education》2012,23(7):769-788
Prior research has shown that orchestrating scientific discourse in classrooms is difficult and takes a great deal of effort on the part of teachers. In this study, we examined teachers?? instructional moves to elicit and develop students?? ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The unit materials included features meant to support teachers in eliciting and working with students?? ideas and questions as a source for student-led investigations. We present three contrasting cases of teachers to highlight evidence that shows teachers?? differing strategies for eliciting students?? ideas and questions, and for developing their ideas, questions and questioning skills. Results from our cross case analysis provide insight into the ways in which teachers?? enactments enabled them to work with students?? ideas and questions to help advance learning. Consistent with other studies, we found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them. Findings suggest a need for more specified supports, such as specific discourse strategies, to help teachers attend to student thinking. We explore implications for curricular tools and discuss a need for more examples of effective discourse moves for use by teachers in orchestrating scientific discourse. 相似文献
7.
This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students’ general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important decision-making skills. Learning bioethics through scientific argumentation gives students opportunities to express their ideas, formulate educated opinions and value others’ viewpoints. Research has shown that science teachers’ expectations of student success and knowledge directly influence student achievement and confidence levels. Our study analyzes pre-course and post-course surveys completed by students enrolled in a university level bioethics course (n = 111) and by faculty in the College of Biology and Agriculture faculty (n = 34) based on their perceptions of student confidence. Additionally, student data were collected from classroom observations and interviews. Data analysis showed a disconnect between faculty and students perceptions of confidence for both knowledge and the use of science argumentation. Student reports of their confidence levels regarding various bioethical issues were higher than faculty reports. A further disconnect showed up between students’ preferred learning styles and the general faculty’s common teaching methods; students learned more by practicing scientific argumentation than listening to traditional lectures. Students who completed a bioethics course that included practice in scientific argumentation, significantly increased their confidence levels. This study suggests that professors’ expectations and teaching styles influence student confidence levels in both knowledge and scientific argumentation. 相似文献
8.
Laboratory work has always been the most distinctive feature of secondary science teaching and learning. With the increasing
emphasis on student centred learning and the importance of developing investigation and problem-solving skills there is value
in reflecting on the type of laboratory work that is carried out in the science curriculum. The purpose of this study was
to determine the nature of the laboratory work undertaken by lower secondary science students, and in particular, to determine
the openness to inquiry of these activities. The study also examined the factors that influence teachers in determining the
type of student investigations that occur in the science laboratory. Data from a survey of Perth lower secondary science teachers
reveal low levels of inquiry and interesting insights into teacher's perceptions about the benefits of open inquiry for students
and the difficulities for teachers. The difficulties identified by teachers represent barriers to change that must be addressed
if more open inquiry laboratory work is to be implemented in schools. 相似文献
9.
In this article, we address four main questions, including: What is self-regulated learning for? What key strategies do students need to guide and direct their own learning process? What cues in the learning environment trigger self-regulation strategies? What can teachers do to help student to self-regulate their learning, motivation, and effort in the classroom? We illustrate that answers to these questions have changed over time and that changing conceptualizations of the self-regulation process have influenced the assessment tools that were used. We also point to changing classroom conditions as a factor that has affected the assessment of self-regulation. Finally, we formulate some questions that need to be tackled in research on self-regulation and introduce the articles and commentaries in the special issue that provide some cutting-edge work on the use of assessment to register self-regulation over time. 相似文献
10.
The development of reasoning skills, higher-level thinking skills, and science process skills are some of the benefits students can realize by participating in inquiry in the science laboratory. We used student responses to the Alternative Assessment of Science Process Skills (AASPS) developed by the Missouri Department of Education and the Department of Educational Assessment to develop the Science Process Skills Inventory (SPSI). The SPSI was then used to analyze student efforts at writing experimental designs. Our goal was to gain insight into factors that may be related to students successfully designing experiments. The instrument guides teachers and researchers in assessing seven main components of experimental designs. Each component consists of elements unique to the specific laboratory exercise. Subsequent to its development, the instrument was used to score 364 student responses to the “design an experiment” portion of an alternative assessment instrument for science process skills. Results indicate that explicit, incremental development of the science process skills of formulating hypotheses and identifying variables, together with model examples, may be a means to facilitate student success in designing science experiments. Implications for the classroom and for research are discussed. © 1996 John Wiley & Sons, Inc. 相似文献
11.
Karen Seashore Louis Beverly Dretzke Kyla Wahlstrom 《School Effectiveness & School Improvement》2013,24(3):315-336
Using survey responses from a national sample of US teachers, this paper provides insight into 2 questions: (1) Do 3 specific attributes of leadership behavior – the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement – affect teachers' work with each other and their classroom practices? and (2) Do the behaviors of school leaders contribute to student achievement? We tie this investigation of school leader behaviors to 2 additional factors that have also received increasing attention in research because they have been shown to be related to student achievement: professional community and the quality of classroom instruction. Our analysis provides an empirical test of the notion that leadership variables are positively related to student learning. It also suggests that both shared and instructionally focused leadership are complementary approaches for improving schools. 相似文献
12.
New information and communications technologies (ICT) are redefining teacher education. A university faculty member and an instructional technology consultant incorporated information and communications technologies within a graduate university methods course. The following research questions explored student perceptions of using Web 2.0 tools as a language arts teaching tool: (a) Do pre-service teachers feel adequately prepared to implement 21st century skills using Web 2.0 tools? and (b) What are the barriers that exist for teachers in using Web 2.0 tools in promoting literacy? Findings suggest educators must continue research of Web 2.0 tools to design new learning opportunities for the future. 相似文献
13.
Anna Maria Arias Elizabeth A. Davis John-Carlos Marino Sylvie M. Kademian Annemarie Sullivan Palincsar 《International Journal of Science Education》2016,38(9):1504-1526
New reform documents underscore the importance of integrating science practices into the learning of science. This integration requires sophisticated teaching that does not often happen. Educative curriculum materials – materials explicitly designed to support teacher and student learning – have been posited as a way to support teachers to achieve these ambitious goals, yet little is known about how elementary teachers actually use educative curriculum materials to support student engagement in science practices. To address this gap, this study investigated how five upper elementary teachers supported students to engage in science practices during an enactment of two curriculum units. Three of the teachers had units enhanced with educative features, informed by current research and reforms, while two of the teachers had units without these features. The teachers varied in how they supported students in the science practices of justifying predictions, constructing evidence-based claims, recording observations, and planning investigations. For example, some of the teachers with the educative features supported students in constructing evidence-based claims and justifying predictions in ways called for by the educative features. Implications for curriculum developers and teacher educators are discussed based on the patterns found in the teachers’ use of the educative curriculum materials. 相似文献
14.
Doris R. Kimbrough 《科学教学研究杂志》1995,32(2):157-175
Throughout the United States, various summer science programs for precollege students are conducted with an aim toward increasing the involvement of young people in science. Most of these programs are perceived as successful by teachers and scientists because they involve students in hands-on science activities, improve their scientific skills and confidence, and allow them the opportunity to use science to answer questions and solve problems. The work described here involves a detailed assessment of a summer National Science Foundation (NSF) Young Scholars Program, which was carried out over 2 summers. Student participants were entering 9th and 10th grade. The data used for this assessment included journals kept by teaching assistants, questionnaires administered to the participants and parents, and interviews with the participants. Analysis revealed that students perceived program success differently from teachers and program organizers. Their perception of the success of a program is directly related to whether or not their individual research project met its goals, regardless of other project activities. Designing projects that have a high likelihood of success from this perspective can be complex, but this work identified six variables that must be incorporated appropriately into the design of a project to ensure its success: (1) extent of project structure and who structures the project, faculty or student; (2) project relevance; (3) project flexibility; (4) project background research; (5) tangible results; and (6) project introduction. 相似文献
15.
Alister Jones Cathy Buntting Rose Hipkins Anne McKim Lindsey Conner Kathy Saunders 《Research in Science Education》2012,42(4):687-708
Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students?? values discourse, fostering students?? analytical and critical thinking skills, and empowering individuals and communities to envisage, value, and work towards alternative futures. This paper develops a conceptual framework to support teachers?? planning and students?? futures thinking in the context of socio-scientific issues. The key components of the framework include understanding the current situation, analysing relevant trends, identifying drivers, exploring possible and probable futures, and selecting preferable futures. Each component is explored at a personal, local, national, and global level. The framework was implemented and evaluated in three classrooms across Years 4?C12 (8 to 16-year olds) and findings suggest it has the potential to support teachers in designing engaging science programmes in which futures thinking skills can be developed. 相似文献
16.
Developing students’ skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students’ discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students’ questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum. 相似文献
17.
The purpose of the study was to examine the effectiveness of the Chautauqua Professional Development Program in terms of the
mastery of basic science concepts, understanding major science processes, use of creativity skills, improvement of student
attitudes toward science, and the ability to apply science concepts and processes in new situations. Participants included
twelve teachers who agreed to participate in an experimental study where Science, Technology, and Society (STS) strategies
were utilized with two class sections where in one class the teacher determined the course structure and the form of instruction
that was typically used. Conversely, the experimental class was almost exclusively student-centered. A total of twenty-four
sections of students were in STS sections (365 students) and a similar number in control sections (359 students).The data
collected were analyzed using quantitative methods. The results were tabulated and contrasted for students enrolled in the
two sections for all the teachers. The results indicate that students in the student-centered STS sections achieved significantly
better than students in the teacher-directed STS sections in terms of understanding and use of process skills, use of creativity
skills, development of more positive attitudes; and the ability to apply science concepts in new contexts. However, there
were no significant differences noted with respect to mastery of basic science concepts. Apparently student-centered STS approaches
result in students with conceptual understandings but it is no better than the situation where teachers guide and direct inquiry
STS approaches which focus much more exclusively on specific concepts and their definitions. 相似文献
18.
The aim of this study is to investigate and compare level of understanding of eighth‐grade students and student teachers in their final year in the science education department related to concepts of solution, gas, and chemical change. A qualitative and quantitative methodology was used for this investigation. Open‐ended questions and group discussion methods were used for data collection. Moreover, to examine how students visualize these concepts, students were asked to make drawings. The questions were administered to 50 students in Grade 8 and 50 student teachers in the science education department. Group discussions were conducted with 6 students and 6 student teachers. There were surprisingly similar alternative conceptions by both the students and the student teachers despite more instruction on these topics in the education of the student teachers. Based on the results, some suggestions are presented. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 相似文献
19.
Vaille Dawson Patricia Forster Doug Reid 《International Journal of Science and Mathematics Education》2006,4(2):345-363
There is an expectation that new science teachers will be able to effectively use a range of information communication technology (ICT) related resources inthe science classroom in order to enhance student learning. All school systems in Australia are in the process of providing teachers with ICT professional development and infrastructure. This paper outlines a range of initiatives designed to integrate ICT in a compulsory science education unit for students enrolled in a Graduate Diploma in Secondary Education. An action research model based on constructivist principles was used to evaluate the effectiveness of modelling, open-ended co-operative group activities and authentic assessment in enabling students to enhance their ICT skills, knowledge and pedagogical content knowledge in a science education context. Multiple sources of data were generated including a pre and post unit questionnaire that was analysed using Rasch modelling. The questionnaire determined students' perceptions of their preparedness to teach using ICT. The findings of this research suggest that some skills warranted greater attention in the unit, but students' pedagogical knowledge and knowledge and critique of ICT resources were enhanced over the duration of the unit. 相似文献
20.
Gail Jones Laura Robertson Grant E. Gardner Sharon Dotger Margaret R. Blanchard 《International Journal of Science Education》2013,35(15):2371-2391
The use of kits in elementary science classes is a growing trend in some countries. Kits provide materials and inquiry lessons in a ready-to-teach format for teachers to use in their science instruction. This study examined elementary teachers' instructional strategies, classroom practices, and assessment types in relation to the frequency of science kit use. A total of 503 elementary teachers from an urban school district received professional development, implemented kits in their classrooms for a year, and then completed a survey about science kit use and teaching practices. Despite similarities in demographic characteristics (gender, ethnicity, certification/educational level), there were significant differences in teachers' use of inquiry-based teaching and assessment practices by kit use. Teachers who reported using kits the most often were significantly more likely to report that their students designed and implemented laboratory investigations as well recorded, represented, and analyzed data. In addition, the high kit users indicated that they were more likely to use student groups, require students to use evidence to support claims, and use alternative assessments of student work including portfolios, notebooks, and long-term projects than those teachers who used kits less frequently. Those teachers who reported using kits the least often were significantly more likely to report having students practice for standardized tests. The role of kits in promoting reform-based teaching practices is discussed. 相似文献