Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals   总被引：2，自引：0，他引：2  

Soonhye Park  J. Steve Oliver 《Research in Science Education》2008,38(3):261-284

  相似文献   

People and practice: defining education as an academic discipline     

Dominic Wyse  Chris Brown  Sandy Oliver  Ximena Pobleté 《British Educational Research Journal》2021,47(6):1512-1521

  相似文献   

The development of assistive dementia technology that accounts for the values of those affected by its use     

Oliver K. Burmeister 《Ethics and Information Technology》2016,18(3):185-198

Developing technology that accounts for values has been achieved in many areas, including security, gaming, finance, engineering, and many more. The main methodological approach has been that of value sensitive design. But most of the work to date has been on the first of its three stages. The focus of this article is on advances related to its second stage, empirical investigation, and in particular the impact of contextual understanding in that stage. Although lessons can be learnt from other domains, the specific context of dementia means that there are nuances to understanding values, including justice and autonomy, that differ from other areas. The integration of value considerations in the development of assistive technology in dementia is explored in two broad categories: the traditional and ongoing need for fixed decision support, and adaptable decision support technologies. For fixed decision support the A&D Benchmark is particularly useful in design. But for adaptable technologies, that benchmark requires further development, including consideration of the values of additional stakeholders, such as the general public.  相似文献   

Commerce Students’ Preferences in Teaching and Learning     

Pam Oliver  Tony Morrison 《高等教育研究与发展》1991,10(2):151-164

The introduction of a large (950 students) new first year class was an opportunity to design and implement a programme on student‐centred learning, where lectures, tutorials, and other teaching activities emphasised student participation and were integrated to promote a good learning environment The programme is described here, together with the results of an evaluation by students at the end of the second trimester. Students responses indicate that a well structured course which integrates content and process results in high student participation and satisfaction. The findings also show that Socratic teaching methods are entirely feasible with very large classes, and result in high student participation.  相似文献   

LONG-TERM INHIBITION OF Na~ /H~ EXCHANGE ATTENUATES CARDIAC REMODELING AFTER MYOCARDIAL INFARCTION IN RATS     

XIA Qin-gui  *L  Oliver Chung  Heidi Spitznagel  Thomas Unger 《Journal of Zhejiang University. Science. B》2001,(4)

ＩＮＴＲＯＤＵＣＴＩＯＮＴｈｅＮａ /Ｈ ｅｘｃｈａｎｇｅｒ (ＮＨＥ)ｉｓａｐＨ ｒｅｇｕｌａｔｏｒｙｐｒｏｔｅｉｎｐｒｅｓｅｎｔｉｎｔｈｅｐｌａｓｍａｍｅｍ ｂｒａｎｃｅｏｆｃａｒｄｉｏｍｙｏｃｙｔｅｓａｎｄｏｔｈｅｒｃｅｌｌｔｙｐｅｓ.ＡｌｔｈｏｕｇｈｓｅｖｅｒａｌｉｓｏｆｏｒｍｓｏｆＮＨＥｈａｖｅｂｅｅｎｄｅ ｃｒｉｂｅｄ,ｔｈｅｐｒｅｄｏｍｉｎａｎｔｉｓｏｆｏｒｍｉｎｔｈｅｈｅａｒｔｉｓｔｈｅｕｂｉｑｕｉｔｏｕｓＮＨＥ 1 ,ｗｈｉｃｈｕｎｄｅｒｃｅｎｔａｉｎｐｈｙｓｉｏｌｏｇｉｃａｌｃｏｎｄｉｔｉ…  相似文献   

A Framework for Designing and Evaluating Virtual Seminars     

Helmut Felix Friedrich  Aemilian Hron  & Friedrich Wilhelm Hesse 《European Journal of Education》2001,36(2):157-174

  相似文献   

Before,During, and After Examination: Development of Prospective Preschool Teachers’ Mathematics-Related Enjoyment and Self-Efficacy     

Sigrid Blömeke  Oliver Thiel  Lars Jenßen 《Scandinavian Journal of Educational Research》2019,63(4):506-519

This article examines the stability of Norwegian prospective preschool teachers’ enjoyment of mathematics and their mathematics-related self-efficacy before, during, and after a teacher-education examination. In addition, the stability of the two constructs across countries was examined through a comparison with Germany. The data revealed partial stability (technically speaking, metric invariance) of enjoyment but not of self-efficacy. Self-efficacy increased significantly before and after the examination without decreasing enjoyment, which may be a result of increased learning time. Prior mathematical knowledge predicted the level and development of enjoyment and self-efficacy in both countries. Many Norwegian students reported low mathematics-related enjoyment and self-efficacy, including negative developments. It may be important to provide positive experiences of mathematical activities during preschool teacher education.  相似文献   

Using organized distractions in microteaching with pre-service science teachers     

J. Steve Oliver 《Journal of Science Teacher Education》1993,4(3):77-78

  相似文献   

Learning and engagement through natural history museums*     

Tamjid Mujtaba  Martin Lawrence  Mary Oliver  Michael J. Reiss 《Studies in Science Education》2018,54(1):41-67

This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potential for NHMs to teach about challenging issues such as evolution and climate change and to use digital technologies to augment more traditional artefacts. We conclude that NHMs can provide students with new knowledge and perspectives, with impacts that can last for years. Through visits and their on-line presence, NHMs can help students see science in ways that the school classroom rarely can, with opportunities to meet scientists, explore whole topic exhibitions, engage with interactive displays and employ digital technologies both in situ and to support learning in the school science classroom. Although these interactions have the potential to foster positive cognitive, affective and social outcomes for students, there is a lack of reliable measures of the impact of NHM experiences for students. Opportunities to foster relationships between NHM staff and teachers through professional development can help articulate shared goals to support students’ learning and engagement.  相似文献   

Editorial preface     

Wilhelm F. Kempf  Manfred Lehrke 《Studies in Educational Evaluation》1975,1(2):63

  相似文献