Does it help to use mathematically superfluous brackets when teaching the rules for the order of operations?     

Robert Gunnarsson  Wang Wei Sönnerhed  Bernt Hernell 《Educational Studies in Mathematics》2016,92(1):91-105

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Education and assessment in Sweden     

Christina Wikström 《Assessment in Education: Principles, Policy & Practice》2006,13(1):113-128

Education and assessment in Swedish schools have been affected by several reforms during the last two decades. The educational system has moved from centralization to decentralization and a goal‐oriented approach has been introduced on all educational levels. This paper provides an historical overview of the Swedish educational system, educational and assessment policies and principles, to explain why and how the reforms have been carried out. This is followed by a discussion on the effects and consequences of recent reforms, based on findings in recent education and assessment research.  相似文献   

Together I Can! Joint Attention Boosts 3- to 4-Year-Olds’ Performance in a Verbal False-Belief Test     

Elia Psouni  Andreas Falck  Leni Boström  Martin Persson  Lisa Sidén  Maria Wallin 《Child development》2019,90(1):35-50

Effects of joint attention were addressed on 3- to 4-year-olds’ performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding.  相似文献   

Local enactment of the Swedish ‘advanced teacher reform’     

Andreas Bergh  Annica Löfdahl Hultman  Tomas Englund 《课程研究杂志》2019,51(3):326-341

This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.  相似文献   

Investigating the relationship between pre-service physics teachers' professional knowledge,self-concept,and interest     

Stefan Sorge  Melanie M. Keller  Knut Neumann  Jens Möller 《科学教学研究杂志》2019,56(7):937-955

This study investigates the relationships between professional knowledge, self-concept, and interest of pre-service physics teachers. In order to support student learning and interest development alike, teachers need a profound professional knowledge and respective motivational orientations. Developing both professional knowledge and motivational orientations in teachers is therefore a key challenge of teacher education. Prior research has focused on the development of content knowledge (CK) and pedagogical content knowledge (PCK) within teacher education, but the role of motivational orientations such as self-concept and interest have mostly been neglected areas of study. As individuals develop domain-specific motivational orientations, they compare their achievement in an external frame to the achievement of their peers, and they compare their achievements in an internal frame across domains. The effects of these psychological processes on domain-specific motivational orientations are described by the generalized internal/external frame of reference model (GI/E model). We assessed the professional knowledge (CK and PCK) and motivational orientations (self-concept and interest) of N = 200 pre-service physics teachers from 12 teacher education institutes in Germany. To investigate the predictions of the GI/E model, we utilized structural equation modeling. In line with the GI/E model, the analysis revealed that pre-service teachers use social comparisons. Pre-service teachers with a higher CK/PCK also showed a higher CK/PCK self-concept. We also identified instances of internal comparisons as we found that a high level of CK corresponds with a lower PCK self-concept. While we could not identify the same effects from professional knowledge on interest, self-concept mediated the effects from professional knowledge on interest. The results suggest that interdependencies between professional knowledge and motivational orientation should be given more consideration in teacher education research and should also be addressed more explicitly in teacher education.  相似文献   

Bureaucracies in Schools—Approaches to Support Measures in Swedish Schools Seen in the Light of Skrtic’s Theories     

Margareta Sandström  Nina Klang  Gunilla Lindqvist 《Scandinavian Journal of Educational Research》2019,63(1):89-104

In Sweden, policy changes for provision of special support have been introduced, implying that teachers are obliged to provide and evaluate extra adaptations in regular classrooms prior to referring pupils to special support. The policy changes raise questions about school staffs’ views of support measures and of necessary professional competence for provision of the support measures. We conducted focus group interviews with 60 school staff representatives—headmasters, general education teachers, and special educators/school welfare teams—about their understandings of the new policy. The data were analyzed qualitatively, with the objective to explore school staffs’ approaches to the policy changes. Two main “ideal type approaches” were discerned, using Skrtic’s theories, viz. the bureaucracy approach and adhocracy approach. In the light of Skrtic’s theory, professionals’ reasoning about the new policy may reflect difficulties that are encountered in the process of implementing the policy in bureaucracy-steered schools.  相似文献   

Gender differences in mathematics and science competitions: A systematic review     

Anneke M. Steegh  Tim N. Höffler  Melanie M. Keller  Ilka Parchmann 《科学教学研究杂志》2019,56(10):1431-1460

Gendered patterns in mathematics and science interest emerge in early childhood, develop over time, and ultimately reflect advanced course selection in secondary education. During the crucial time adolescents become aware of their strengths and interests and specialize accordingly, they get the opportunity to participate in out-of-school learning programs such as mathematics and science competitions. This raises the question whether mathematics and science competitions contribute to gender equity by equally promoting female and male interests. In this article, we present a systematic review on gender differences and the mechanisms explaining success and failure in mathematics and science competitions. On an international level, we found large gender differences regarding participation in all Olympiads with the exception of the biology Olympiad. In fairs and national Olympiads, overall participation rates were not gendered as such, but females preferred biology topics whereas males preferred physics related topics. Male and female achievement in fairs was comparable, but males clearly outperformed female participants at the Olympiads, with the smallest differences in the biology Olympiad. Variables and theoretical frameworks explaining participation and achievement and the role of gender in mathematics and science competitions are discussed. We suggest that gender stereotypes, through their influence on self-concept and interest, play an important role in the mechanisms resulting in low female participation rates in and beyond mathematics and science competitions (especially in physics and chemistry). The mechanisms we found explaining female representation during a national selection competition might be considered as reflecting those in female mathematics or science careers and could thus serve as food for thought on countering the gender gap in mathematics and science.  相似文献   

Situated decoding of gender in a Swedish preschool practice     

Sara Frödén 《Ethnography and Education》2019,14(2):121-135

This article is based on data generated in an ethnographic study of gender in a Swedish preschool. Drawing on Judith Butler’s understanding of performativity and (un)doing of gender, a new theoretical concept, situated decoding of gender, is further developed by showing how the material and spatial dimension of the educational practice and the teachers’ actions contribute to establishing and maintaining this process in an early childhood educational setting. Instead of normalising the gender binary, a reverse process occurs that turns what is perceived as feminine or masculine into a gender decoded state in which gender is made less relevant, or even irrelevant. It is argued that this continuous reiterative process emerges and is maintained by three main factors: (a) the preschool’s physical environment, (b) the regular and repetitive structure of the educational practice and (c) the consistent actions of the teachers in the everyday practice.  相似文献   

Effects of an Educational Film About Body Donors on Students' Empathy and Anxiety Levels in Gross Anatomy     

Julia Iaconisi  Friederike Hasselblatt  Benjamin Mayer  Michael Schoen  Tobias Maria Böckers  Anja Böckers 《Anatomical sciences education》2019,12(4):386-398

While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students’ empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students’ empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity.  相似文献   

The exclusive language of science? Comparing knowledge gains and motivation in English-bilingual biology lessons between non-selected and preselected classes     

Nina Meyerhöffer  Daniel C. Dreesmann 《International Journal of Science Education》2019,41(1):1-20

The dominant role of English as the global language of science entails a requirement for science teachers to equip their non-native English-speaking students with receptive and productive language skills for communication in scientific contexts. Although science courses with English elements are part of some schools’ bilingual programmes, they are usually not available to a wider student audience, but are restricted to high achieving or highly motivated students. The present study was to test whether a newly developed biology content and language integrated learning (CLIL) unit could also benefit standard ninth grade classes. The learning gains and motivation of bilingually inexperienced students were compared to those of a preselected group and a comparison group that had been taught solely in their native language. All participating classes achieved similar gains in content knowledge, and the standard students rated their motivation for bilingual science lessons as positive, albeit not as high as the preselected group. We thus provide evidence against concerns that teaching non-selected students bilingually might lead to deficits in content knowledge acquisition. Following this, we conclude that scientific English should be a part of standard science lessons regardless of specific school programmes.  相似文献