Turning Crisis into Opportunity: Enhancing student‐teachers’ understanding of nature of science and scientific inquiry through a case study of the scientific research in severe acute respiratory syndrome     

Siu Ling Wong  Derek Hodson  Jenny Kwan  Benny Hin Wai Yung 《International Journal of Science Education》2013,35(11):1417-1439

Interviews with key scientists involved in research on severe acute respiratory syndrome (SARS), together with analysis of media reports and documentaries produced during and after the SARS epidemic, revealed many interesting aspects of nature of science (NOS) and authentic scientific inquiry. This novel insight into practice in the rapidly growing field of molecular biology was used in the development of instructional materials for use in the pre‐service and in‐service teacher education programme at The University of Hong Kong. The elements of NOS and scientific inquiry identified in the scientific research on SARS were explicitly emphasized in our instructional materials. The contemporary real‐life context of SARS was found to be effective in promoting student‐teachers’ understanding of NOS and scientific inquiry, particularly in terms of: the realization of inseparable links between science and the social, cultural, and political environment; deeper understanding of how science and technology impact on each other; and a richer appreciation of the processes of authentic scientific inquiry and the humanistic character of scientists. The effectiveness is attributed to immediacy, relevance, and familiarity, making the abstract tangible, personal experience of science history, and the powerful affective impact of the interviews with scientists.  相似文献   

Are Comprehensive Aims Being Realized?     

Louis Cohen  Derek Fisher 《课程研究杂志》2013,45(2):166-175

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Measuring Teachers' Meta-Orientations to Curriculum: Application of Hierarchical Confirmatory Factor Analysis     

Derek Cheung 《Journal of Experimental Education》2013,81(2):149-165

Although curriculum scholars generally agree that teachers' meta-orientations to curriculum are hidden forces guiding their selection of curriculum goals, curriculum content, teaching methods, and assessment strategies, the existence of such a meta-orientation construct has not been empirically confirmed. The author used McNeil's (1996) 4 curriculum orientations to demonstrate how hierarchical confirmatory factor analysis can be applied to measure the meta-orientation construct. A hierarchical model was hypothesized that consisted of 4 1st-order factors and 1 2nd-order factor. The 1st-order factors represented McNeil's 4 separate curriculum orientations: academic, social reconstructionist, humanistic, and technological. The 2nd-order factor denoted the meta-orientation construct. Hierarchical confirmatory factor analysis of teacher data collected by a curriculum orientation inventory provided clear support for the hypothesized model.  相似文献   

An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches     

Xiaoyan Wang  Yelin Su  Stephen Cheung  Eva Wong  Theresa Kwong 《Assessment & Evaluation in Higher Education》2013,38(4):477-491

This paper investigates whether instructors’ adoption of constructive alignment has any impact on university students’ learning approaches, which are highly correlated with students’ achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more ‘constructively aligned courses’ were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course.  相似文献   

How science teachers' concerns about school‐based assessment of practical work vary with time: the Hong Kong experience     

Derek Cheung 《Research in Science & Technological Education》2013,31(2):153-169

School‐based assessment of science students' practical skills has two important roles—as a complement to written papers in public examinations and as a catalyst for enriching the science curriculum in schools. This article describes a quantitative study of the concerns chemistry and biology teachers experience as they engage in the process of implementation of a school‐based assessment scheme for practical work. A 23‐item questionnaire was developed to measure five categories of teacher concern: evaluation, information, management, consequence and refocusing. The nature of each category of teacher concern is discussed in relation to innovation adoption and implementation. Data were collected from 400 chemistry and 412 biology teachers in Hong Kong. Teachers' information and management concerns lessened in intensity when they became experienced users of a school‐based assessment scheme. However, teaching experience alone could not motivate teachers to think more about the impact of school‐based assessment on student learning, their professional development in student assessment and the possible refinements in their school‐based assessment scheme. Concerns‐based interventions are suggested to help teachers grow professionally.  相似文献   

What leads students to adopt information from Wikipedia? An empirical investigation into the role of trust and information usefulness     

Xiao‐Liang Shen  Christy M. K. Cheung  Matthew K. O. Lee 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):502-517

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Bullying in 25 secondary schools: incidence,impact and intervention     

Derek Glover  Gerry Gough  Michael Johnson  Netta Cartwright 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):141-156

This paper outlines an investigation of the incidence and impact of physical, verbal and property-violation bullying in 25 secondary schools within a partnership operating with Keele University. The investigation also considers the impact of antisocial behaviour on pupils and the effectiveness of intervention to secure improved behaviour patterns. Evidence shows that in any year 75 per cent of pupils are bullied but that severe and repeated bullying is likely to be perpetrated and suffered by about seven per cent of pupils. Four behaviour patterns can be identified: bullies, bullies who are also victims, victims and non-participants, and the link between behaviour and factors in developing self-esteem is explored. Successful intervention requires a change of attitude on the part of both pupils and the community, a willingness to report events, and an understanding of respect for personal space.  相似文献   

Knowledge development in adult learning groups     

Neil Mercer  Derek Edwards 《Open Learning》2013,28(2):22-28

Adult learning groups have often been studied in terms of the inter‐personal relations and problems which they generate. But how do adults develop, and build on, a shared understanding in such groups ‐ which is, after all, their main purpose ‐ and how can tutors best facilitate these processes? Neil Mercer, of the Open University's School of Education, and Derek Edwards, of Loughborough University's Social Sciences Department, address these questions here by applying research methods developed in schools. A tutor group at a recent Open University summer school is analysed as an example, but the implications of the study are more general.  相似文献   

A Structural Equation Modeling of the Factors Affecting an Age-friendly Workplace     

Allan B. de Guzman  Hazel N. Amrad  Roren Charisse G. Araullo  Hershey Betricia O. Cheung 《Educational gerontology》2013,39(6):387-400

There has been a growing trend recently to examine the various factors affecting an age-friendly workplace. Through structural equation modelling (SEM), this study purports to test a model that shows the interaction between and among declining memories, wisdom, age discrimination, and an age-friendly workplace in Filipino elderly in a government setting. Two hundred elderly from a large government bank in the Philippines participated in this study. Data were obtained through a self-completion questionnaire and a one-on-one interview. Surprisingly, results revealed that declining memory has no significant effect on wisdom. However, wisdom has a positive impact on age discrimination as does age-discrimination on an age-friendly workplace. The authors discuss the implications of these results and highlight directions for future research.  相似文献   

Contemporary Clinical Practice with Asian Immigrants: A Relational Framework with Culturally Responsive Approaches,by Irene W. Chung and Tazuko Shibusawa     

Monit Cheung  Carol A. Leung 《Journal of Teaching in Social Work》2013,33(2):231-233

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