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21.
Panagiotis Piliouras Katerina Plakitsi Fanny Seroglou Georgia Papantoniou 《Research in Science Education》2018,48(6):1221-1246
The nature of science (NOS) has become a central goal of science education in many countries. This study refers to a developmental work research program, in which four fifth-grade elementary in-service teachers participated. It aimed to improve their understandings of NOS and their abilities to teach it effectively to their students. The 1-year-long, 2012–2013, program consisted of a series of activities to support teachers to develop their pedagogical content knowledge of NOS. In order to accomplish our goal, we enabled teacher-researchers to analyze their own discourse practices and to trace evidence of effective NOS teaching. Many studies indicate the importance of examining teachers’ discussions about science in the classroom, since it is teachers’ understanding of NOS reflected in these discussions that will have a vital impact on students’ learning. Our proposal is based on the assumption that reflecting on the ways people form meanings enables us to examine and seek alternative ways to communicate aspects of NOS during science lessons. The analysis of discourse data, which has been carried out with the teacher-researchers’ active participation, indicated that initially only a few aspects of NOS were implicitly incorporated in teacher-researchers’ instruction. As the program evolved, all teacher-researchers presented more informed views on targeted NOS aspects. On the whole, our discourse-focused professional development program with its participatory, explicit, and reflective character indicated the importance of involving teacher-researchers in analyzing their own talk. It is this involvement that results in obtaining a valuable awareness of aspects concerning pedagogical content knowledge of NOS teaching. 相似文献
22.
This study focuses on primary students' self‐learning strategies, using a sample of 1253 students from 20 Year 3 and 20 Year 5 classes from 10 primary schools in Hong Kong. Students were asked to name sources from which they could learn. They were then asked to rate 10 self‐learning strategies on perceived usefulness and personal deployment. Students named an average of 2.5 learning sources, with print exposure (reading) being the most commonly nominated source. Multilevel analysis revealed substantial differences (27% of attributable variance) between classes on student ability to name learning sources. In general, the students indicated that all 10 suggested learning strategies were useful. The two most commonly deployed strategies were help‐seeking and locating a quiet study environment. Gender differences were not found on naming learning resources, but girls indicated relatively higher levels of strategy awareness and deployment. 相似文献
23.
Fanny?TamkeEmail author Elisabeth?Aram Stephan?Mücke 《Zeitschrift für Erziehungswissenschaft》2003,6(4):571-589
Der Beitrag thematisiert jugendliche Orientierungsmuster zur Ausgestaltung der Lebensphase Jugend und deren Ver?nderung über
die Zeit. Diese entstehen im komplexen Zusammenhang von wahrgenommenen Ressourcen, Einstellungen und Erwartungen Jugendlicher
im Hinblick auf die Anforderung der Bew?ltigung von Entwicklungsaufgaben. Zur Abbildung dieser Muster wird auf zwei zentrale
Dimensionen zurückgegriffen: auf Entfaltungsorientierung, die den Moratoriumsgedanken, und Entwicklungsorientierung, die den
transitiven Charakter der Jugendphase widerspiegelt. Aus der Kombination der Orientierungen Entwicklung und Entfaltung im
Anschluss an die Verknüpfung des Transitions-und Moratoriumsgedankens lassen sich vier Typen ableiten. Die Zugeh?rigkeit zu
einem Typ ist nicht als statisch zu fassen, sondern ver?ndert sich entsprechend der zunehmenden Bew?ltigung von Entwicklungsaufgaben.
Die Ergebnisse veranschaulichen die weitreichende Bedeutung beruflicher Orientierungen Jugendlicher im Zusammenhang mit dem
bevorstehenden übergang in den Beruf, die gleichsam Auswirkungen für den gesamten Komplex jugendlicher Orientierungsmuster
(Typen) zur Gestaltung der Jugendphase zeitigen. 相似文献
24.
Inneke Berghmans Fanny Neckebroeck Filip Dochy Katrien Struyven 《European Journal of Psychology of Education - EJPE》2013,28(3):703-723
Peer tutors’ behaviour has been stated to have the power to create and increase learning opportunities within peer tutoring programs. However, previous studies have shown that peer tutors struggle to adopt facilitative and constructivist-oriented strategies, as they lean more towards directive and knowledge-telling strategies. This study aims to explore a typology of approaches to peer tutoring by unraveling peer tutors’ behavioural strategies and related approaches. Furthermore, it aims to grasp peer tutors’ behavioural repertoire in-depth by shedding light on the concerns and challenges they experience while tutoring. Results showed that peer tutors used a variety of strategies but were mainly inclined to adopt answering and directive actions. Their questioning behaviour remained relatively low level in terms of quality. Moreover, three types of peer tutors could be discerned, i.e. questioners, informers and motivational organisers. Finally, although all peer tutors reported diverse organisational, social and didactical concerns and challenges, results showed that different types of tutors struggled with different approach-specific issues and experienced tutoring in a slightly different manner. Taking these issues into account seems crucial for peer tutoring to reach its potential. Implications for peer tutoring programs and training of peer tutors are discussed. 相似文献
25.
Nathalie Bonneton-Botté Florence Bara Nathalie Marec-Breton Fanny De La Haye-Nicolas Corentin Gonthier 《Reading and writing》2018,31(4):927-943
The objective of this study was to confirm the existence of knowledge relating to the cursive writing movement for French pupils in 3rd year of kindergarten, 2nd grade and 5th grade of elementary school. 141 pupils were asked to watch a visual presentation of cursive handwriting to determine whether they were able to detect violations of two rules of handwriting: continuity and sequentiality of the cursive handwriting movement. Our results showed progressive development of the understanding of characteristics of the cursive handwriting movement, with different developmental trajectories of knowledge for the different rules. The ability to detect continuity of the cursive writing movement developed earlier than the ability to detect sequentiality. Correct decisions were not always accompanied by correct justifications, which developed more slowly than detection of rule violations. 相似文献