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W. Jung 《Science & Education》1993,2(1):31-56
The paper looks for common ground between cognitive science and science education starting from historical roots. Topics critically scrutinized are: representation of knowledge with applications of the schema and frame concept to physics education centering around the hierarchical structure of knowledge, the qualitative-quantitative distinction, the declarative-procedural distinction, and the semantic-episodic distinction; the uses of network versus production system representations, stressing the distinction between outward and inward representation which is often neglected; a short discussion of the likewise often forgotten index and reference issue.The paper has been presented to the ATEE Symposium on Implications of Cognitive Science for the Education of Science Teachers IPN (Kiel) 29.–30.08.1985. 相似文献
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Gordon Johnson Dr. Laura Laughran Ray Tamppari Perry Thomas 《Journal of Science Teacher Education》1991,2(3):79-82
Summary Science teachers naturally rely on their university science experiences as a foundation for teaching middle school science.
This foundation consists of knowledge far too complex for the middle level students to comprehend. In order for middle school
science teachers to utilize their university science training they must search for ways to adapt their college experiences
into appropriate middle school learning experience.
The criteria set forth above provide broad-based guidelines for translating university science laboratory experiences into
middle school activities. These guidelines are used by preservice teachers in our project as they identify, test, and organize
a resource file of hands-on inquiry activities for use in their first year classrooms. It is anticipated that this file will
provide a basis for future curriculum development as the teacher becomes more comfortable and more experienced in teaching
hands-on science.
The presentation of these guidelines is not meant to preclude any other criteria or considerations which a teacher or science
department deems important. This is merely one example of how teachers may proceed to utilize their advanced science training
as a basis for teaching middle school science. 相似文献
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P. L. Gardner 《科学教学研究杂志》1987,24(3):241-247
Ambivalence is a psychological state in which a person holds mixed feelings (positive and negative) towards some psychological object. Standard methods of attitude measurement, such as Likert and semantic differential scales, ignore the possibility of ambivalence; ambivalent responses cannot be distinguished from neutral ones. This neglect arises out of an assumption that positive and negative affects towards a particular psychological object are bipolar, i.e., unidimensional in opposite directions. This assumption is frequently untenable. Conventional item statistics and measures of test internal consistency are ineffective as checks on this assumption; it is possible for a scale to be multidimensional and still display apparent internal consistency. Factor analysis is a more effective procedure. Methods of measuring ambivalence are suggested, and implications for research are discussed. 相似文献
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The F-Sort of Biology Concepts was used to assess understanding of the relationships among 37 biology concepts by five groups: Preservice secondary science teachers, in-service biology teachers with 1–3 years of teaching experience, in-service biology teachers with 5 or more years of experience, scientists in any biological science field, and college seniors majoring in biology. Data collected from the F-sort were analyzed using latent partition analysis and alpha factor analysis with additional interpretation from multidimensional scaling. The subjects were asked to think aloud as they performed the F-sort and each session was audiotaped for later analysis. These analyses indicated that the biology major and experienced secondary science teachers were separated from the scientists by a dimension based on a deep-versus-surface structure understanding of the concepts. A second axis shows that scientists are separated from other groups by a fluid-versus-fixed cognitive structure dimension. That is, both experienced teachers and scientists were found to have well-constructed and ordered cognitive structures, but scientists were much more likely to see an item having a place in two or more categories, whereas experienced teachers tended to focus on only one aspect of an item, and therefore understanding that it rightfully belonged in only one category. It appears that teachers restructure their science knowledge as they become more experienced. There is an apparent transition from poorly organized to highly organized cognitive structures for biology concepts when comparing preservice, novice, and experienced teachers, respectively. The transition does not seem to be one achieving a deeper understanding of the biology concepts or to a greater degree of integration of the concepts, but rather a transition from a fairly large, loosely organized pool of biology concepts to one which is highly structured but limited to the expectations of the established curriculum. The results have implications for the well-known conjecture that teaching helps one better understand the content being taught. 相似文献
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Emily J. Borda 《Science & Education》2007,16(9-10):1027-1041
In this paper, I recall previous arguments for a hermeneutic approach to science and claim that such an approach necessitates attention to the development of dispositions. I undertake an analysis of Hans-Georg Gadamer’s philosophical hermeneutics to identify and describe dispositions relevant to a hermeneutic approach to science. I then apply elements of Gadamer’s theory of education to the problem of fostering appropriate dispositions in science classrooms. In doing so, I offer a few suggestions for the cultivation and assessment of these dispositions in K-12 and college classrooms. 相似文献
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《Africa Education Review》2013,10(1):109-117
Abstract The formal and informal sciences can be integrated for the enhancement of training, research and teaching in the formal school system. The knowledge and methods of informal science, although regarded as crude, local or native, when embedded with formal science, can be subsequently developed and packaged as teaching innovation for the promotion of scientific knowledge, skill and training. This is the focus of this study where selected informal science experiences were used to teach some science concepts in inquiry-centred Nigerian classrooms. In inquiry-based lessons, teachers only act as facilitators and resources, creating the environment for investigations to take place. In the experiment, students' explorations were centred on informal science activities which were guided to be incorporated into the knowledge structure of formal science classroom experiences. Subjects were Senior Secondary School 11 male and female students taught the topic alkanols; types and preparation including concepts such as fermentation and the brewing process. Informal science activities involving the processing of cassava, grains and other local products were explored by subjects in the experimental group and there was a control group whose subjects were not exposed to informal science activities. Differences in the cognitive and affective learning outcomes of students from the two groups upon data analyses were found to be significant with sex playing a major role. Implications of the findings were highlighted and recommendations were made. 相似文献
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《佳木斯教育学院学报》2016,(12)
现代科技发展已经和社会经济发展息息相关,甚至成为社会经济发展的主要动力。可以说,科技发展对于经济的影响是一个漫长的过程,一旦科技政策制定的不够科学,那么在一定程度上很容易造成对当代社会经济发展不利的现象。因此科技政策值得人们关注,也值得人们进行深入的探究。本研究立足于社会发展状况,秉承实事求是的探究原则,脚踏实地的钻研当代科技政策,力求能够在浅谈当代科技政策之后,提出有助于当代科技政策发展的观点,从而推动我国社会科技发展,为社会和人民造福。 相似文献
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Worldviews are not only about whether God exists or whether the world has a purpose. They can contain a lot more, or they can differ in excluding the existence of God and/or a purpose for the world. In this article we define worldviews as answering a variety of worldview questions, which we list. Once this is recognized, it becomes clear that scientific worldviews are also a species of worldviews that should not be dismissed categorically. We then distinguish between the project of constructing a scientific worldview and asking whether science itself has any worldview content. We argue that science, even when it is characterized quite minimally, does have worldview content. This has some important implications for science education, which we draw. 相似文献
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《Teaching and Teacher Education》2001,17(6):741-762
In this article, we propose coteaching as a viable model for teacher preparation. Coteaching, working at the elbows of someone else, allows beginning teachers to experience appropriate action at the right time. Coteaching provides beginning teachers with shared experiences that become the topic of their professional conversations with other coteachers (including peers, cooperating teacher, and university supervisors). We articulate our model within a phenomenological framework and exemplify each concept with vignettes from our ongoing research on coteaching. A teacher preparation program that is situated in two urban schools provides the context for our research. 相似文献
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金有景 《淮南师范学院学报》2007,9(1):132-137
“潜科学”这一概念是1979年11月由中国学者首次提出的。潜科学是指处于研究过程中的科学，它具有不确定性和潜在性，与发展成熟、为社会公认的科学即“显科学”相对。潜科学包括理论潜科学与应用潜科学两个方面．但长期以来学者们偏重于理论潜科学的研究，忽略了应用潜科学的研究。1992年。作者在潜科学界首次提出了开展应用潜科学研究的问题，并且对应用潜科学的内涵、研究方法等学术问题都做了比较详细的阐述。 相似文献
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DR. Paul Gardner 《Research in Science Education》1992,22(1):140-148
The notion that technology is the application of science to the making of artefacts is a widely-held, persistent and influential
view. Considerable scholarly work has been done during the past quarter century to refute it on the grounds that it is historically
and ontologically inaccurate. It is a view which fails to recognise the contribution of non-scientific factors to technological
development,which neglects the reverse contribution of technology to science, and which offers a superficial account of the
process of application. This paper focusses on this last point, and argues that in those cases where science is applied to
technology, the application process is usually exceedingly complex. The process involves the selection of appropriate knowledge,
the adoption of differing criteria and the translation and re-shaping of knowledge to make it amenable to the technologist.
The issue has important implications for the school curriculum.
Specializations: science/technology education, technology teacher education, educational evaluation. 相似文献
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