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1.
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   

2.
Abstract

The present study examines whether academic admission variables and the medical school admission interview are predictive of scores on a measure of ethical reasoning administered during the first year of medical school. Results of a stepwise‐regression analysis suggest that principled ethical thinking, as measured by Rest's (1979) Defining Issues Test, is only negligibly assessed in the admissions process. The results also indicate that the admissions interview neither contributed to the prediction of students’ principled thinking nor was it significantly correlated with principled thinking. Implications of this finding are discussed. Although the frequency and importance of ethical considerations in patient care are generally acknowledged, future work needs to address the philosophical issue of whether ethical thinking should be formally assessed in the admissions process.  相似文献   

3.
Journal of Science Education and Technology - Despite STEM education communities recognizing the importance of integrating computational thinking (CT) into high school curricula, computation still...  相似文献   

4.
Creating equitable opportunities so all students can learn and succeed mathematically has been a key focus of mathematics education across several decades. Central to student achievement are students’ mathematical identity and their feelings of success during instruction. Researchers (e.g., Boaler & Staples, 2008) have shown that teachers can be particularly powerful in shaping students’ beliefs, feelings of success, and achievement, but few studies have investigated how teachers frame what it means to be successful or “smart” in mathematics. Through the social construct of smartness (Hatt, 2012) and the learning perspectives of incremental and entity theories (Blackwell, Trzesnieski, & Dweck, 2007; Yeager & Dweck, 2012), I examine how one teacher, Mrs. Purl, conceptualized what it meant to be smart in mathematics and how this perception changed slowly, over time, through repeated examination and discussion of individual student's thinking. As Mrs. Purl came to know her students at a personal level, she began to see that her perceptions were not always accurate and warranted reexamination.  相似文献   

5.
International Journal of Science and Mathematics Education - This study examined preservice mathematics teachers’ selective attention and knowledge-based reasoning as they viewed a statistics...  相似文献   

6.
This article argues for a case study approach to teaching critical thinking skills to criminal justice students. The article looks at a high-profile case during President Obama’s presidency, the disorderly conduct arrest of Dr. Henry Louis Gates, Jr. by Sgt. James Crowley of the Cambridge police department, to demonstrate how to facilitate guided discussion in the classroom as a way to reveal the complex processes that produce workplace documents and to encourage criminal justice students, as future professionals, to be more thoughtful producers and users of workplace writing. The article draws on multiple primary and secondary documents as well as archival research. Although the article focuses on an event that received national attention, this approach can be applied to the discussion of any workplace document.  相似文献   

7.
肖友兴 《海外英语》2013,(5X):278-279
Based on the background of internationalization of higher education, the article analyzed the forms, size, significance and problems of the international students’exchange launched in Dali University of Yunnan Province; and then provided the sustainable developing strategies for the program.  相似文献   

8.
Engineering design thinking is hard to teach and still harder to learn by novices primarily due to the undetermined nature of engineering problems that often results in multiple solutions. In this paper, we investigate the effect of teaching engineering design thinking to freshmen students by using a computer-aided Design (CAD) simulation software. We present a framework for characterizing different levels of engineering design thinking displayed by students who interacted with the CAD simulation software in the context of a collaborative assignment. This framework describes the presence of four levels of engineering design thinking—beginning designer, adept beginning designer, informed designer, adept informed designer. We present the characteristics associated with each of these four levels as they pertain to four engineering design strategies that students pursued in this study—understanding the design challenge, building knowledge, weighing options and making tradeoffs, and reflecting on the process. Students demonstrated significant improvements in two strategies—understanding the design challenge and building knowledge. We discuss the affordances of the CAD simulation tool along with the learning environment that potentially helped students move towards Adept informed designers while pursuing these design strategies.  相似文献   

9.
A potential method for teaching geospatial thinking and reasoning (GTR) is through geospatially enabled learning technologies. We developed an energy resources geospatial curriculum that included learning activities with geographic information systems and virtual globes. This study investigated how 13 urban middle school teachers implemented and varied the enactment of the curriculum with their students and investigated which teacher- and student-level factors accounted for students’ GTR posttest achievement. Data included biweekly implementation surveys from teachers and energy resources content and GTR pre- and posttest achievement measures from 1,049 students. Students significantly increased both their energy resources content knowledge and their GTR skills related to energy resources at the end of the curriculum enactment. Both multiple regression and hierarchical linear modeling found that students’ initial GTR abilities and gain in energy content knowledge were significantly explanatory variables for their geospatial achievement at the end of curriculum enactment, p < .001. Teacher enactment factors, including adherence to implementing the critical components of the curriculum or the number of years the teachers had taught the curriculum, did not have significant effects on students’ geospatial posttest achievement. The findings from this study provide support that learning with geospatially enabled learning technologies can support GTR with urban middle-level learners.  相似文献   

10.
《Africa Education Review》2013,10(3):460-477
ABSTRACT

This paper presents a report of an analysis of the participants’ stories behind their Setswana names. Questionnaires, made available in Setswana and in English, were used to collect data from the respondents with assistance and permission from their parents and guardians. The results indicate that mothers and grandmothers hold the power insofar as the naming of children is concerned. The results also illustrate the participants’ attitude towards their names. Furthermore, the results indicate that the Batswana's naming traditions, just like those of other African nations, are also affected by the events taking place around the period of birth of their children.  相似文献   

11.
The present study set out to examine students’ preferences for lecturers’ personality as a function of their classroom behaviour, core self-evaluations and self-rated character strengths. Various hypotheses were tested: first, students’ Big Five traits would significantly predict corresponding personality preferences for lecturers (the matching hypothesis); second, students’ core self-evaluation scores would significantly predict preferences for extraverted, agreeable and conscientious lecturers; and third, self-rated character strengths would also significantly predict extraverted, agreeable and conscientious lecturers. We also investigated difference in preferences among two ethnic groups (South East Asian/Chinese versus Caucasian/British). In all, 264 British students completed four questionnaires. Conscientiousness was the most desired trait in lecturers, followed by agreeableness, extraversion and openness; neuroticism was the least desired trait. Preference for agreeable lecturers was best predicted by all individual difference variables. Caucasian students had a stronger dislike for neurotic lecturers, while Asians had higher preferences for extraverted, open and agreeable lecturers. There was some evidence of the student–lecturer personality match. Limitations and further research options were discussed.  相似文献   

12.
While a great deal of research has examined students’ critical thinking skills, less is known about students’ tendencies to use these skills. Specifically, little is known about what factors contribute to students developing a disposition to think critically or what impact this disposition has on college students’ academic achievement. Perceived control, which has been found to be an important factor in college students’ academic success, may be an important factor in developing this disposition. The current longitudinal study examined the reciprocal-effects between critical thinking disposition and perceived academic control, and their comparative influences on academic achievement in 1196 first-year college students. Using a two-wave, two-variable cross-lag structural equation model, a reciprocal-effect was found whereby students’ perceived academic control predicted their subsequent critical thinking disposition, and students’ critical thinking disposition predicted their subsequent perceived academic control. Furthermore, after controlling for high school academic performance, perceived academic control was found to have a stronger impact on students’ GPAs than critical thinking disposition. Implications of fostering a critical thinking disposition and perceived academic control among college students are discussed.
Robert H. StupniskyEmail:
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13.
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14.
A new approach formed with the application of modern teaching facilities makes English teaching and learning more collaborative and individualized through using computers,the Internet,and multimedia.Therefore,students’individual English learning,teaching and learning environment,and conditions that students need in their individual learning are discussed.  相似文献   

15.
Students’ judgments about “what counts” as mathematics in and out of school have important consequences for problem solving and transfer, yet our understanding of the source and nature of these judgments remains incomplete. Thirty-five sixth grade students participated in a study focused on what activities students judge as mathematical, and how they make their judgments. Students completed a photo sorting activity; took, viewed, and captioned their own photos of mathematics; viewed and commented on classmates’ photos; and participated in a small group discussion. Across multiple sources of data, findings showed that students attended to two major features of photos and activities when making judgments: surface cues present in the photos, such as numbers and money, and the possibility for mathematical action. Some students looked for the possibility of mathematics, while others asked if mathematics was necessary. Students also gave higher ratings to activities with which they had personal experience. The article concludes with possible implications for practice.  相似文献   

16.
Students’ Classroom Communication Effectiveness   总被引：1，自引：1，他引：0  
Instructional communication research has frequently examined effective teacher communication, but has ignored effective student communication. This study draws on the transactional model of communication to hypothesize that students who are effective communicators will be more successful in the classroom. Participants reported their level of interaction involvement, socio-communicative orientation, and out-of-class communication in regard to a specific class. Additionally, participants reported recently received grades, their level of state motivation to study, affective learning, performance of learning indicators, and satisfaction with instructor communication. Overall, students’ communication effectiveness was positively associated with positive learning outcomes.  相似文献   

17.
张燕歌 《海外英语》2011,(7):106+108
In schools,many students aren’t interested in English and they don’t like studying English.This is a great problem that needs to be solved by teachers.’Interest is the best teacher’.This paper provides four main teaching methods to develop the students’ interest:situational teaching,games,songs and humor.  相似文献   

18.
In this paper, the authors argue that despite a resurgence of elite studies, the majority of existing scholarship works to reify and legitimize social inequality through its language and method. In particular, the authors utilize Pierre Bourdieu’s concept of relational thinking to review and critique contemporary research on elite education and the ways in which such scholarship relies on a stratificationist approach to class analysis. Ultimately, this paper argues that future research on social class, and elite studies in particular, could benefit from using Bourdieu’s relational approach as a means to better address the challenges of social inequality.  相似文献   

19.
Two important roles of education are to provide students with knowledge for their democratic participation in society and to provide knowledge for a future profession. In science education, students encounter values that may be in conflict with their worldview. Such conflicts may, for example, lead to constructive reflections as well as rejection of scientific knowledge and technology. Students’ ways of reasoning are important starting points for discussing problematic issues and may be crucial for constructive dialogues in the classroom. This study investigates students’ reasoning about conflicting values concerning the human-animal relationship exemplified by the use of genetically modified pigs as organ donors for xenotransplantation. Students’ reasoning is analyzed using Giddens’ concepts of disembedded and embedded practices in parallel with moral philosophical theories in a framework based on human-animal relationships. Thirteen students were interviewed and their stances categorized. Kantian deontological and classical utilitarian ethics were found within the patronage and the partnership models. These students appreciated expert knowledge but those using the partnership model could not accept xenotransplantation if pigs were to be killed. Students using care ethics did not appreciate expert knowledge since it threatened naturalness. The results suggest that stances against the use of scientific knowledge are more problematic than knowledge per se, and that conflicting stances have similarities that present opportunities for understanding and development of students’ argumentation skills for future participation in societal discourse on utilizing expert knowledge. Furthermore it is argued that science education could benefit from a higher awareness of the presence of different morals.  相似文献   

20.
This commentary on Roth, Lee, and Hwang’s paper aims at analysing their theoretical approach in terms of its object of study, and the aspects that are brought to the fore, like the cultural activity of conversation, and those that are overshadowed, like the role of the material world and its perception on learning. This analysis, developed on the basis of a pragmatic approach that combines theoretical frameworks, leads to a debate about the relevant components of teaching–learning situations according to the theoretical approaches, and the extent to which, due to the complexity of the studied phenomena, some theoretical frameworks are complementary or concurrent.
Andrée TiberghienEmail:
Andrée Tiberghien   obtained her Ph.D. in condensed matter physics from the University of Paris 6 in 1972. She started her research in science education with studies on students’ conceptions in several domains (electricity, heat-temperature, light). Currently her research work is focused on classroom practices and the evolution of students’ knowledge during teaching sequences. She is in charge of a database project on video recordings of teaching and training situations (ViSA). She has contributed for more than 10 years to a research-development group of researchers and teachers who are producing new teaching resources. She is a member of the science expert group of PISA 2006 and 2009.  相似文献   

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