Inquiry as a context-based practice – a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching     

Jaana Herranen  Päivi Kousa  Erik Fooladi  Maija Aksela 《International Journal of Science Education》2013,35(14):1977-1998

ABSTRACT

The aim of this study is to provide an understanding of context-based inquiry teaching within a humanistic perspective on science education by studying pre-service teachers’ beliefs about inquiry and their implementations of inquiry in their context-based teaching sequences. Therefore, five pre-service teachers enrolled in a university undergraduate course called ‘Inquiry-based chemistry education II’ (5 ECTS) were involved in an empirical case study. The pre-service teachers’ implementations of inquiry were studied from their reports on self-designed context-based inquiry teaching sequences for students age 13–15, and their beliefs by interviewing them after the course. The results indicate that the most frequent aspects of inquiry, which were implemented, were that inquiry (i) includes a context, (ii) is a way to act, (iii) is a way to think, and (iv) includes source/information evaluation and argumentation. The pre-service teachers’ beliefs about inquiry were shown to reflect manifold aspects of inquiry, such as the difficulty in explaining it. However, this difficulty in encapsulating inquiry into a clear-cut definition is not necessarily an impediment to inquiry-based teaching. Furthermore, inquiry is inherently context-bound, and context-based teaching requires extra-situational knowledge from the context and not only declarative knowledge from science. This should be considered to support effective professional development.  相似文献   

Conferring Resistance to Digital Disinformation: The Inoculating Influence of Procedural News Knowledge     

Michelle A. Amazeen  Erik P. Bucy 《广播与电子媒介杂志》2013,57(3):415-432

Despite the pervasiveness of digital disinformation in society, little is known about the individual characteristics that make some users more susceptible to erroneous information uptake than others, effectively dividing the media audience into prone and resistant groups. This study identifies and tests procedural news knowledge as a consequential civic resource with the capacity to inoculate audiences from disinformation and close this “resistance gap.” Engaging the persuasion knowledge model, the study utilizes data from two national surveys to demonstrate that possessing working knowledge of how the news media operate aids in the identification and effects of fabricated news and native advertising.  相似文献   

The dance of educational innovation     

Erik D.U. De Graaff  Sheella Mierson 《Teaching in Higher Education》2013,18(4):511-514

Educational change often presents a challenge to the leadership. This paper presents an exercise aiming at raising awareness among teachers of the personal factors involved in introducing active learning. Experiences with the exercise in different settings are briefly discussed.  相似文献   

Social pedagogy in schools: student teacher attitudes in England and Norway     

Chris Kyriacou  Elias Avramidis  Paul Stephens  Tobias Werler 《International Journal of Inclusive Education》2013,17(2):192-204

This study explored the views of student teachers in England and Norway regarding the extent to which they felt the school should take the lead role (in comparison to the roles played by parents and other professional agencies) in addressing the needs of pupils identified by the school as experiencing a problem. A questionnaire comprising 30 problem areas was developed and distributed to student teachers at two universities in England and at two universities in Norway. A total of 542 student teachers participated in the study. The findings indicated that the ratings by student teachers in both countries of these problem areas fell broadly into four main groupings (in terms of the strength of feeling that the school should take the lead role): these concerned poor basic core attainment, disaffection, anti-social behaviour, and unhealthy lifestyles, respectively, except for one very important caveat: concerns regarding bullying received a high rating and were located in the first grouping. These findings are interpreted in the context of whether schools might be ready to adopt a social pedagogical approach to offering targeted support to pupils experiencing such problems and the implications this may have for inclusive education and initial teacher education.  相似文献   

Guest Editorial on Metadata     

Erik Duval  Robby Robson 《Interactive Learning Environments》2013,21(3):201-205

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Research Methods     

Klaus Krippendorf  Karl Erik Rosegren  Nick L. Smith  Jerome Johnston  James Ettema 《Communication Booknotes Quarterly》2013,44(9-10):96-97

Klaus Krippendorf, CONTENT ANALYSIS: AN INTRODUCTION TO ITS METHODOLOGY (Beverly Hills, CA: Sage, 1980---$16.00/$7.95)

Karl Erik Rosegren, ADVANCES IN CONTENT ANALYSIS (Beverly Hills, CA: Sage, 1981---$25.00/$12.50)

Nick L. Smith, COMMUNICATION STRATEGIES IN EVALUATION: NEW PERSPECTIVES IN EVAUATION, VOLUME 3 (Beverly Hills, CA: Sage, 1982---$22.50)

Jerome Johnston and James Ettema, POSITIVE IMAGES: BREAKING STEREOTYPES WITH CHILDREN'S TELEVISION (Beverly Hills: Sage Publications, 1982---$22.95/$10.95)  相似文献   

A nordic archival tradition   总被引：1，自引：1，他引：0  

Erik Norberg 《Archival Science》2003,3(2):85-95

This paper reviews the historical roots of the Danish-Norwegian and the Swedish-Finnish archival traditions, which form a basis for the cooperation between the archives in the Nordic countries. Reprinted from F. Daelemans (ed.),Miscellanea in honorem Caroli Kecskeméti (Bruxelles-Brussel 1998) (=Archives et bibliothèques de Belgique, numéro special 54) pp. 357–370.  相似文献   

Bragg reflectors based on alternate RHTL-LHTL structures     

邹勇卓  胡鑫姚军 FORSBERG Erik 《浙江大学学报(A卷英文版)》2006,7(1):81-84

INTRODUCTION Left-handed materials (LHMs) with negative permittivity and negative permeability, first theo- retically investigated by Veselago (1968), have at- tracted much interest in the past few years (Smith et al., 2000; Pendry, 2000). Such materials were first implemented using a structure which combined pe- riodic arrays of metallic lines and split ring resonators (SRRs) (Shelby et al., 2001). Since then much work has been dedicated to fabricating such materials. These new artif…  相似文献   

Musculoskeletal injuries in physical education versus non-physical education teachers: a prospective study     

Lennert Goossens  Sien Vercruysse  Greet Cardon  Leen Haerens  Erik Witvrouw  Dirk De Clercq 《Journal of sports sciences》2016,34(12):1107-1115

Physical education (PE) teachers have a physically demanding job, putting them at a considerable risk for musculoskeletal injuries. To structurally develop tailored injury prevention programmes for PE teachers, a clear understanding of the extent, characteristics and underlying factors of their musculoskeletal injuries compared to referents is necessary. Therefore, the current study prospectively followed 103 PE teachers and 58 non-PE teachers, who registered musculoskeletal injuries and time of exposure to sports participation during one school year. Pearson χ²-tests and independent samples t-tests determined significant differences between PE and non-PE teachers regarding demographics and variables possibly related to injury occurrence. PE teachers had 1.23 and non-PE teachers 0.78 injuries/teacher/school year. This difference was significantly different after adjustment for hours spent weekly on intracurricular teaching during the career and for injury history during the preceding six months (P = 0.009; OR = 0.511; 95% CI = 0.308–0.846). PE teachers’ most affected body parts were the knee and the back. PE teachers had a more extensive injury history (P < 0.001), a higher work- (P < 0.001) and sport index (P < 0.001), practiced more sports (P < 0.002) and taught more extracurricular sports (P = 0.001). Future injury prevention programmes should take account for the great injury history and heavy physical load in PE teachers.  相似文献   

Guest Editorial     

Erik De Vreede 《欧洲师范教育杂志》1990,13(3):111-112

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