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11.
Garry Henderson 《Research in Science Education》1992,22(1):188-193
This paper describes a study involving second and third year primary Diploma of Teaching students. It considers their discipline
competence, their confidence in teaching particular topic areas and their views of the nature of science teaching in the classes
in which they were placed during teaching rounds. It then describes attempts made within the science curriculum course to
overcome particular problems.
Specializations: Science teacher education, the practicum. 相似文献
12.
This paper describes a 10-year collaboration between a teacher educator and a high-school science teacher as they investigated different ways to gather student feedback to enhance teacher reflection. Four different procedures were developed during this time: (i) interviews by a teacher educator with students; (ii) learning logs written by students; (iii) observation schedules completed by students; and (iv) a survey completed by students and teachers. Of the four procedures, the most meaningful for teacher reflection was the student interviews because they were the most personal. However, other procedures for gathering student feedback may be more useful to initiate teacher reflection because they are less confronting. 相似文献
13.
Garry Falloon 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(1):108-122
This paper explores and discusses arguments for the use of virtual environments and interactive avatars in supporting the achievement of student learning goals within conventional educational contexts. It describes and evaluates arguments promoted by some authors (eg, van den Brekel, 2007 ; Deuchar & Nodder, 2003 ; Dickey, 2003 ; Facer, 2004 ; de Freitas, 2006 ; de Freitas & Oliver, 2006 ; Garris, Ahlers & Driskell, 2002 ; JISC, 2007 ; Martino, 2007 ; Prensky, 2004 ; Prensky, 2007 ) relating to advantages from gaming and avatar use, ranging from enhanced engagement in learning activities, through to more purposeful and focussed communication, and, when used in group situations, better cooperation and collaboration between students. It explores the potential of avatar environments to act as powerful communication mediums for students to display knowledge and understanding, and engage in the development of 'higher order thinking skills, such as interpreting, analysing, evaluating, synthesising and solving complex problems'.
It also introduces and discusses the avatar-based authoring program MARVIN, and identifies potential for its use as a digital storytelling tool to assist students in communicating outcomes from units of learning, and in supporting the development of a range of key learning competencies identified in the New Zealand Curriculum Framework ( Ministry of Education, 2007 ). It profiles a successful example of the classroom-based use of MARVIN within a community project undertaken by groups of year 7 and 8 students at two Hamilton intermediate schools, and identifies how the program supported student thinking and relating to others key competencies ( Ministry of Education, 2007 ). 相似文献
It also introduces and discusses the avatar-based authoring program MARVIN, and identifies potential for its use as a digital storytelling tool to assist students in communicating outcomes from units of learning, and in supporting the development of a range of key learning competencies identified in the New Zealand Curriculum Framework ( Ministry of Education, 2007 ). It profiles a successful example of the classroom-based use of MARVIN within a community project undertaken by groups of year 7 and 8 students at two Hamilton intermediate schools, and identifies how the program supported student thinking and relating to others key competencies ( Ministry of Education, 2007 ). 相似文献
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Research has identified the value of learners using technology to construct their own representations of science concepts. In this study, we investigate how learners, such as preservice elementary teachers, design and make a narrated animation to represent their science knowledge. The type of animation exemplified is called a “Slowmation” (abbreviated from “Slow Animation”), which is a simplified way for preservice teachers to make an animation that integrates features from claymation, object animation, and digital storytelling. Drawing on semiotic theory, a case study of three preservice elementary teachers, who were audio and video recorded as they created a slowmation, illustrates how the construction process enabled them to engage with a science concept in multiple ways. Findings suggest that when preservice teachers create a slowmation, they design and make a sequence of five representations, each being a semiotic system with particular affordances that link as a semiotic progression: (i) research notes; (ii) storyboard; (iii) models; and (iv) digital photographs, which culminate in (v) a narrated animation. In this study, the authors present their theoretical framework, explain how the preservice teachers created a slowmation using a sequence of representations to show their science knowledge and discuss the implications of these findings for learners in universities and schools. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 985–1009, 2011 相似文献
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Because of the borderless feature of the Internet, information security threats could come from anywhere around the globe.
In this research, we propose adding global knowledge components in the information security curriculum using a multi-disciplinary
approach. We argue that a global perspective has been lacking in the current information security curriculum. We then propose
several knowledge components to be added in the curriculum to enhance the global perspective. We also examine how to incorporate
knowledge from various related disciplines, including political science, criminal justice, and business administration. Through
our empirical study on faculty from various disciplines and the industry practitioners with first-hand information security
knowledge, we confirm that the proposed knowledge components are relevant to the information security education and practice.
Analyzing the similarities and differences among responses from various disciplines, we also found that albeit different disciplines
have slightly different emphases on the curriculum components, they all tend to agree on the importance of adding the global
perspectives in information security education. Our research could be of value to the educators in the information security
field when considering incorporating a global perspective into the curriculum. It could also shed some lights when examining
the relevance of global information security to various disciplines. 相似文献
19.
This paper critically considers the growing interest in the use of Cognitive Behaviour Therapies to support children and young people presenting with a wide range of social‐emotional difficulties. This focus has emerged since the prevalence of such difficulties in children and young people has increased over the past four decades, and the application of such approaches is no longer seen as being the sole preserve of specialist Child and Adolescent Mental Health Services (CAMHS), counsellors or therapists. To develop a critical understanding of the principles and core components of Cognitive Behaviour Therapies, two prominent approaches are reviewed. These are Ellis’s Rational‐Emotive Behaviour Therapy (REBT), and Beck’s Cognitive Therapy (CT). The paper concludes with a discussion of some of the ways in which Educational Pychologists can directly and/or indirectly support the delivery of Cognitive Behaviour Therapies in their work. 相似文献
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