Teacher students’ dilemmas when teaching science through inquiry     

Philipp Krämer  Stefan H. Nessler  Kirsten Schlüter 《Research in Science & Technological Education》2013,31(3):325-343

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage.

Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective?

Design &; method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective.

Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning ‘Supporting pupils’ own investigations’ and ‘Guiding analysis and conclusions.’ The subjectively perceived problems comprise concerns about ‘Teachers’ abilities’ and ‘Pupils’ abilities,’ ‘Differentiated instruction’ and institutional frame ‘Conditions’ while the self-reflectively noticed problems mainly comprise concerns about ‘Allowing inquiry,’ ‘Instructional Aspects,’ and ‘Pupils’ behavior.’

Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these three perspectives.  相似文献   

The Tasks of the Class Teacher: Tradition and Renewal – An Evaluation of Development Projects Carried out in the Danish Folkeskole     

Kirsten Reisby  Niels Kryger  Leif Moos  Niels Reinsholm 《Pastoral Care in Education》2013,31(1):27-33

This paper firstly outlines some of the problems children can experience as a result of transferring from primary to secondary school. It then goes on to describe an initiative by the West Midlands Quaker Peace Education Project, Blessed William Howard Roman Catholic School in Stafford and its feeder schools to coordinate a secondary school preparation project. This involved special training for all primary pupils about to enter the school and a group of sixth formers.  相似文献   

Students as Scholars: Integrating Independent Research into Undergraduate Education     

Shannon Portillo  Danielle S. Rudes  Lincoln B. Sloas  Kirsten Hutzell  Paula Salamoun 《Journal of Criminal Justice Education》2013,24(1):68-96

Undergraduate programs across the country are working to develop students as scholars, integrating independent scholarly experiences into traditional undergraduate classroom environments (see, e.g. George Mason University's Students as Scholars Quality Enhancement Plan; Boston University’s Undergraduate Research Opportunities Program; University of Houston’s Learning through Discovery; University of Michigan’s Undergraduate Research Opportunity Program; etc.). Scholars and universities have touted the benefits of engaging students in research experiences for students as well as faculty. However, there is little empirical work exploring how undergraduate students adapt to their new role as scholars. In this paper, we explore the process of students integrating research into their undergraduate classroom experience. Based on participant observation and pre and postsemester survey data, we discuss the process of students learning as scholars in a capstone Criminology, Law & Society course. We focus on how students gathered and analyzed data and integrated their research experience into their overall learning for the course. We find the process of research reinforces the learning objectives of the course.  相似文献   

Whiteness as futurity and globalization of higher education     

Shahjahan  Riyad A.  Edwards  Kirsten T. 《Higher Education》2022,83(4):747-764

Higher Education - Amid growing debates about globalization of higher education (HE) reproducing inequalities, an analysis of race as the organizing influence underlying this global phenomenon...  相似文献   

I Got a New Puppy! The Impact of Personal,Opinion, and Objective Tweets on a Journalist’s and a News Organization’s Perceived Credibility     

Kirsten A. Johnson 《Journalism Practice》2020,14(1):48-66

ABSTRACT

This experimental study examined the impact of posting different types of tweets on a journalist’s perceived credibility. Three-hundred-and-eighty-seven participants were randomly assigned into one of three groups. One group saw tweets from a journalist that were about the journalist’s personal life, another group saw tweets from the same journalist that were written objectively about news stories, and the third group saw tweets from the same journalist that contained the journalist’s opinion regarding news stories. Participants who read the personal tweets about the journalist’s life rated the journalist highest in perceived credibility. The perceived credibility of the journalist was ranked significantly lower by participants who read the tweets that only contained the journalist’s opinion. Participants were also asked to rate the credibility of the organization for which the journalist worked. The perceived credibility of the organization was rated significantly higher by those who read the objective tweets. Organizational credibility was rated lowest by those who read the tweets that contained the journalist’s opinion. This study has important implications for journalists who use Twitter and wish to improve their personal and organizational perceived credibility.  相似文献   

Dirty Words in Deadwood: Literature and the Postwestern Melody Graulich and Nicolas S. Witschi,Editors. Lincoln,Nebraska: University of Nebraska Press, 2013.     

Kirsten Møllegaard 《Journal of American culture (Malden, Mass. : 2003)》2014,37(2):223-224

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Universities Conducting STEM Outreach: a Conceptual Framework     

Efrat Eilam  Stephen W. Bigger  Kirsten Sadler  Fiachra Barry  Tom Bielik 《Higher Education Quarterly》2016,70(4):419-448

This paper addresses the positioning of science, technology, engineering and mathematics (STEM) outreach programmes within universities’ operations. Though universities in many respects form a rather homogenous international community, there is wide diversity in regard to the provision of STEM outreach by different institutions. To explain this diversity, a conceptual framework was developed by using the Theory of Legitimacy as an organising concept. The framework considers two opposing scenarios that form a continuum between them, namely: ‘top‐down’ initiative by the university governance versus ‘bottom‐up’ grass‐roots initiative. Using the Theory of Legitimacy, internal and external outreach relationships are characterised and explained under the two scenarios. The framework was applied to two settings chosen due to their essential differences in outreach provision, namely, Australia and Israel. The differences that were found in internal and external legitimacy provide a useful lens for examining the low‐performing, fragile system in Australia as compared with the high‐performing, thriving system in Israel.  相似文献   

The role of gene DCDC2 in German dyslexics     

A. Wilcke  J. Weissfuss  H. Kirsten  G. Wolfram  J. Boltze  P. Ahnert 《Annals of dyslexia》2009,59(1):1-11

Dyslexia is a complex reading and writing disorder with a strong genetic component. In a German case-control cohort, we studied the influence of the suspected dyslexia-associated gene DCDC2. For the first time in a German cohort, we describe association of a 2445 basepair deletion, first identified in an American study. Evidence of association for three DCDC2 single nucleotide polymorphisms (rs807724, rs793862, rs807701), previously identified in German or American cohorts, was replicated. A haplotype of these polymorphisms showed evidence for association as well. Thus, our data further corroborate association of DCDC2 with dyslexia. Analysis of functional subgroups suggests association of investigated DCDC2 variants mainly with nondysphonetic, nonsevere, but probably dyseidetic (surface) dyslexia. Based on the presumed function of DCDC2, our findings point to a role of impaired neuronal migration in the etiology of the disease. Electronic supplementary material  The online version of this article (doi:) contains supplementary material, which is available to authorized users.

A. WilckeEmail:

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Placement schools as professional learning communities in teacher education     

Kåre Heggen  Finn Daniel Raaen  Kirsten E. Thorsen 《欧洲师范教育杂志》2018,41(3):398-413

This article investigates how schoolteachers’, school leaders’ and college teachers’ involvement affects placement schools as professional learning communities. Norwegian teacher education is used as a case. The first part builds on a survey among schoolteachers and mentors at 111 placement schools in Norway. It documents great variety in the level of engagement. Interviews with mentors, school leaders and college teachers reveal how cooperation between colleges and placement schools, as well as the school leaders’ commitment, influences the quality of placement. The school leaders’ role proves to be important in developing the schools as professional learning communities, and they seem to have a significant impact on the work of the mentors. The data also show that there is a need for a more substantial cooperation between college teachers and mentors about the student teachers’ professional development as well as a need for a more systematic integration of learning in the two learning contexts.  相似文献   

Dismantling apartheid     

Professor J. M. Kirsten 《Tertiary Education and Management》1995,1(2):189-195

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