Informal learning: Student achievement and motivation in science through museum-based learning     

Julie A. Holmes 《Learning Environments Research》2011,14(3):263-277

This study examined changes in student motivation and achievement in science during a visit to a university children’s science museum. The study was based on the pretest–posttest control comparison group design with four treatment groups: control, exhibit, lesson and exhibit/lesson. The sample consisted of 228 sixth-grade students from a Louisiana public school who were randomly assigned to one of the four experimental groups. Pretest, posttest and delayed posttest measures of intrinsic motivation and achievement in science were obtained using the Children’s Academic Intrinsic Motivation Inventory and an achievement test written to measure areas of science incorporated in the museum exhibits. The data were analysed using a one-way ANOVA, dependent t tests and Pearson r. Significant differences were found within groups for (1) the lesson group in motivation and (2) the exhibit group in achievement from pretest to posttest and from posttest to delayed posttest. A significant relationship between level of motivation and science achievement was revealed for the exhibit group on the delayed posttest. There were no other significant findings to support that the treatment led to any long-term effects on motivation or achievement within any of the four experimental groups.  相似文献   

Development of a competency mapping tool for undergraduate professional degree programmes,using mechanical engineering as a case study     

David W. Holmes  Madoc Sheehan  Melanie Birks  John Smithson 《European Journal of Engineering Education》2018,43(1):126-143

Mapping the curriculum of a professional degree to the associated competency standard ensures graduates have the competence to perform as professionals. Existing approaches to competence mapping vary greatly in depth, complexity, and effectiveness, and a standardised approach remains elusive. This paper describes a new mapping software tool that streamlines and standardises the competency mapping process. The available analytics facilitate ongoing programme review, management, and accreditation. The complete mapping and analysis of an Australian mechanical engineering degree programme is described as a case study. Each subject is mapped by evaluating the amount and depth of competence development present. Combining subject results then enables highly detailed programme level analysis. The mapping process is designed to be administratively light, with aspects of professional development embedded in the software. The effective competence mapping described in this paper enables quantification of learning within a professional degree programme, and provides a mechanism for holistic programme improvement.  相似文献   

The reading–science learning–writing connection: Breakthroughs,barriers, and promises     

William G. Holliday  Larry D. Yore  Donna E. Alvermann 《科学教学研究杂志》1994,31(9):877-893

This article establishes a broad framework from which to interpret and evaluate the reading–science learning–writing connection. The presentation of breakthroughs, barriers, and promises is intended to outline the established links between, to identify current bottlenecks in thinking about, and to highlight productive inquiries into, print-based languages and scientific understanding. The ideas presented come from various disciplines connected to science education. The ideas are meant to be informative, provocative, integrative, supportive, and without hidden agenda.  相似文献   

Comparing Science Efficacy Beliefs of Elementary Education Majors in Integrated and Non-Integrated Teacher Education Coursework     

Kenneth P. King  Donna L. Wiseman 《Journal of Science Teacher Education》2001,12(2):143-153

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The recursive practice of research and teaching: reframing teacher education     

Rebecca Miles  Narelle Lemon  Donna Mathewson Mitchell  Jo-Anne Reid 《Asia-Pacific Journal of Teacher Education》2016,44(4):401-414

As a field, Teacher Education has lived with continued criticism from governmental and research bodies on the quality of professional preparation and the lack of a strong research base. We respond to such criticisms by considering possibilities for further exploration of the research of practice and the practice of research in both initial and continuing teacher education. As both a theoretical and methodological challenge, this is tied recursively with research and practice in teacher education, for teacher educators, about teacher education. We draw on the theoretical resources of practice theories, to argue that teacher education practice must be informed by the study of the practice of teaching as well as research addressing the teaching of practice. In conclusion, we make a methodological case for reframing the roles of teacher and researcher within a “thirdspace” to consider the practice of researching teaching as recursive and always regenerative.  相似文献   

Ethics, Critical Thinking, and Professional Communication Pedagogy     

Donna Kienzler 《Technical Communication Quarterly》2001,10(3):319-339

Critical thinking pedagogy offers a supportive environment for teaching ethics in the professional communication classroom. Four important aspects of critical thinking which particularly encourage ethical thought and behavior are identifying and questioning assumptions, seeking a multiplicity of voices and alternatives on a subject, making connections, and fostering active involvement. Focusing on these behaviors allows an ongoing incorporation of ethics into many different aspects of the classroom.  相似文献   

Correlation: From Picture to Formula     

Peter Holmes 《Teaching Statistics》2001,23(3):67-71

Correlation is introduced intuitively early in the school curriculum by considering patterns in scatter diagrams. Later on, various formulae are used for calculating correlation coefficients. This article suggests ways in which the formulae can be related to the scatter diagrams.  相似文献   

Pre-service physical education teachers’ Indigenous knowledge,cultural competency and pedagogy: a service learning intervention     

Louisa R. Peralta  Donna O’Connor  Wayne G. Cotton  Andrew Bennie 《Teaching Education》2016,27(3):248-266

In this paper, we investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Informed by the theoretical tenets of Indigenous research methodologies, experiential learning and critical reflection, we examine 55 final-year pre-service physical education teachers’ (age: 21.9 [8.3]; 10.7% low SES; 68% females) cultural learning and competency in a core unit of study with a six-week SLE. Measures of their experiences included reflective journals, multicultural teaching competency scales and focus group interviews. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency (p < 0.001). Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies. Attention is drawn to the design of this SLE and demonstrates the importance of using Indigenous community members and teachers as mentors, which has not been explored in previous SLE studies.  相似文献   

Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers     

Jacqueline Specht  Donna McGhie-Richmond  Tim Loreman  Pat Mirenda  Sheila Bennett  Tiffany Gallagher 《International Journal of Inclusive Education》2016,20(1):1-15

This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed.  相似文献   

Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs   总被引：10，自引：0，他引：10  

Early DM  Maxwell KL  Burchinal M  Alva S  Bender RH  Bryant D  Cai K  Clifford RM  Ebanks C  Griffin JA  Henry GT  Howes C  Iriondo-Perez J  Jeon HJ  Mashburn AJ  Peisner-Feinberg E  Pianta RC  Vandergrift N  Zill N 《Child development》2007,78(2):558-580

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.  相似文献