Science Activities That Work: Perceptions of Primary School Teachers   总被引：2，自引：0，他引：2  

Ken Appleton 《Research in Science Education》2002,32(3):393-410

Many primary school teachers in Australia tend to be reluctant to teach science, partly because they are not confident in science and have limited science background knowledge. However, quite a number of primary school teachers still manage to teach some science. When they plan to teach science, many of them use the term science activities that work. Such activities seem to be related to science pedagogical content knowledge for some primary teachers. In order to better understand what the term activities that work means, twenty teachers from several schools were interviewed and asked what they understood by this expression. Themes that emerged suggest that activities that work are hands on, are interesting and motivating for the children, have a clear outcome or result, are manageable in the classroom, use equipment that is readily available, and are preferably used in a context where science is integrated into themes. Implications for curriculum and for preservice teacher education are considered.  相似文献   

A review of observational instruments to assess the motivational environment in sport and physical education settings     

Nathan Smith  Eleanor Quested  Paul R. Appleton  Joan L. Duda 《International review of sport and exercise psychology》2016,9(1):134-159

To date, the majority of research grounded in achievement goal frameworks (AGT) and self-determination theory (SDT), which has examined the coach-created motivational environment and its correlates, has relied exclusively on athletes’ self-reported perceptions. This limits progress in the field as objective data on real-life events could be used to further identify what coaches and teachers do and say to ‘motivate’ their athletes and students to influence their skill development, performance and well-being. Such information may help inform how coaches and teachers should be trained to create more motivationally adaptive environments and could help extend results derived from self-report measures. This review outlines the observational systems that are currently available and the research related to AGT and/or SDT-based objective assessments of motivational dimensions of the coaching and physical education (PE) environment. Future research could utilise information in this review to employ and/or amend one of the available observation systems to address important questions related to the observed motivational environment in sport and PE.  相似文献   

Some effects of practice teaching on students' attitudes to teaching science     

Ken Appleton 《Research in Science Education》1981,11(1):17-25

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An Investigation of the Alignment Method With Polytomous Indicators Under Conditions of Partial Measurement Invariance     

Jessica K. Flake  D. Betsy McCoach 《Structural equation modeling》2018,25(1):56-70

The alignment method (Asparouhov & Muthén, 2014) is an alternative to multiple-group factor analysis for estimating measurement models and testing for measurement invariance across groups. Simulation studies evaluating the performance of the alignment for estimating measurement models across groups show promising results for continuous indicators. This simulation study builds on previous research by investigating the performance of the alignment method’s measurement models estimates with polytomous indicators under conditions of systematically increasing, partial measurement invariance. We also present an evaluation of the testing procedure, which has not been the focus of previous simulation studies. Results indicate that the alignment adequately recovers parameter estimates under small and moderate amounts of noninvariance, with issues only arising in extreme conditions. In addition, the statistical tests of invariance were fairly conservative, and had less power for items with more extreme skew. We include recommendations for using the alignment method based on these results.  相似文献   

Developing Science Pedagogical Content Knowledge Through Mentoring Elementary Teachers   总被引：1，自引：0，他引：1  

Ken Appleton 《Journal of Science Teacher Education》2008,19(6):523-545

Elementary teachers are typically hesitant to teach science. While a limited knowledge of science content is a reason for this, limited science pedagogical content knowledge (PCK) has emerged as another reason in recent research. This study constitutes two case studies of a professional development program for elementary teachers involving mentoring by a university professor. The mentor took the role of a critical friend in joint planning and teaching of science. The study examines the nature of the mentoring relationship and reports the type of teacher learning that occurred, with a particular focus on the teachers’ development of science PCK.

Ken AppletonEmail:

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Students' learning in science lessons: towards understanding the learning process     

DR Ken Appleton  DR Warren Beasley 《Research in Science Education》1994,24(1):11-20

Constructivist views of learning have been applied to science education largely as a response to attempts to understand the origins of students' misconceptions in science, and therefore the learning process. As part of this effort to understand learning in science lessons, Appleton (1989) proposed a learning model drawn mainly from Piagetian (1978) ideas and generative learning theory (Osborne & Wittrock, 1983). This paper explores the development and evolution of the learning model as other constructivist view were applied, and as the model was tested against students' responses in science lessons. The revised model finally arrived at is then examined. It was found to be a useful means of describing student's learning processes during a science lesson. Specializations: primary teacher education, teaching strategies in science, cognitive change and learning theories. Specializations: secondary science teacher education, chemical education.  相似文献   

Using Learning Theory to Guide Reflection during School Experience     

Ken Appleton 《Asia-Pacific Journal of Teacher Education》1996,24(2):147-157

Reflection has been considered a key aspect that should be included in teacher‐education programmes. There have also been recent calls to base teacher education on constructivist principles of learning. In this study, a reflective‐school‐experience component was integrated into a curriculum subject, using constructivist learning theory as a guide. It shows how these two constructs may be brought together in practice. The learning theory used is explained, and relationships to teaching are explored. Teacher interventions derived from the learning theory provided guidelines for the placement and operation of the school experience, and for encouraging reflection about both the school experience and classwork. An evaluation of the subject was conducted using a variety of data. Selected findings are discussed, and the success of the subject in influencing cognitive and affective outcomes are explored. The role of the school experience and indications of the occurrence of reflection by students are also examined.  相似文献   

A center moves toward multiage grouping: What have we learned?     

Deborah Schrier  Betsy Mercado 《Early Childhood Education Journal》1994,21(3):9-12

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A cross‐cultural study testing the universality of basic psychological needs theory across different academic subjects          下载免费PDF全文

Gökçe Erturan‐İlker  Eleanor Quested  Paul Appleton  Joan L. Duda 《Psychology in the schools》2018,55(4):350-365

Basic Psychological Needs Theory (BPNT) suggests that autonomy‐supportive teachers can promote the satisfaction of students’ three basic psychological needs (i.e., the need for autonomy, competence, and relatedness) and this is essential for optimal functioning and personal well‐being. The role of need satisfaction as a determinant of well‐being is understood to be invariant across contexts and cultures. The aim of this study is to test the invariance in the relationships between students’ perceptions of their teachers’ autonomy support and their psychological need satisfaction, enjoyment, concentration, and boredom across different school subjects (math, English, and physical education lessons) and across different cultures (England and Turkey). Questionnaires tapping the targeted variables in the three different lesson types were completed by students in schools in England and Turkey. Results from multilevel modeling analyses showed some support for the tenets of BPNT, albeit there were inconsistences among the strengths of the hypothesized relationships based on country and/or lesson type.  相似文献   

What makes lessons different? a comparison of a student's behaviour in two science lessons     

Mr Ken Appleton 《Research in Science Education》1993,23(1):1-9

A fascinating aspect of teaching is that no two days are ever the same. Such variety makes teaching an exciting and interesting profession, but can also generate problems. Apparently small changes in the way two lessons, supposedly similar, are conducted can result in very different lessons. How this occurred for one Year Seven student during two science lessons using discrepant events is explored in this paper. Her responses to each of the lessons were similar in some respects, but quite different in others. Differences between the lessons are examined, and possible reasons for the differences in the student's responses are explored. Specializations: primary teacher education, teaching strategies in science, cognitive change.  相似文献