Report on the progress and present state of our knowledge of hydraulics as a branch of engineering     

George Rennie 《Journal of The Franklin Institute》1835,19(2):125-135

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Guest editorial     

Elsa Feher  Lonie Rennie 《科学教学研究杂志》2003,40(2):105-107

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Using visits to interactive science and technology centers,museums, aquaria,and zoos to promote learning in science     

Dr. Leonie Rennie  Terence McClafferty 《Journal of Science Teacher Education》1995,6(4):175-185

This article received the “Implications of Research for Educational Practice” award at the 1995 meeting of the Association for the Education of Teachers in Science. The award is made possible by Carolina Biological Supply. An adaptation of this article, entitled “Don’t Compare, Complement: Making Best Use of Science Centres and Museums,” was published in the 1995 Set: Research Information for Teachers, Number 1, Item 1, by the New Zealand and Australian Councils for Education Research.  相似文献   

The influence of gender,ethnicity and rurality upon perceptions of science     

Dr Mairead Dunne  Ms Leonie Rennie 《Research in Science Education》1990,20(1):57-65

This paper reports an investigation into gender, ethnicity and rurality on Fijian students’ perceptions of science. A questionnaire was administered to a large sample of Form 5 classes. All students had completed a four year integrated "Basic Science" course in the junior secondary school and were continuing their studies in the upper secondary school. The responses were analysed to determine the significance of gender, ethnicity and rurality on the students’ perceptions of science, attitudes to science in the world and to science in the school curriculum. Specializations: gender issues and affective aspects of science and technology education. Specializations: Constructivism in science education, development education and gender issues.  相似文献   

Beginning the cycle of equitable teaching: The pivotal role of cooperating teachers     

Dr Kathryn Scantlebury  Ellen Johnson  Scott Lykens  Rennie Clements  Susan Gleason  Robert Lewis 《Research in Science Education》1996,26(3):271-281

Cooperating teachers are prominent people in influencing the next generation of teachers because they interact daily with student teachers. This paper discusses the impact of gender-sensitive cooperating teachers on student teachers' teaching strategies, questioning patterns and interactions during their teaching practicum. Student teachers working with these gender-sensitive cooperating teachers were more equitable in their questioning patterns and more likely to ask students (of both genders) higher-order questions than their peers. Concord High School Caesar Rodney High School Glasgow High School Middletown High School Hanby Middle School  相似文献   

“The very ugly duckling” meets Minecraft: identity work and interpretive competence     

Sue Wilson  Jennifer Rennie 《Literacy》2019,53(4):206-215

Picturebook discussions are commonplace literacy events in contemporary classrooms. The different experiences, backgrounds and ways of being that individual students draw upon during talk around texts prompt a broad range of ways to make, negotiate and share meanings. In addition to developing students' literacy skills such as oral language, vocabulary and comprehension, these discussions have been shown to be instrumental in developing students' interpretive competence which is important for achieving learning outcomes. In this article, we report a study that investigated how four diverse groups of 10‐ and 11‐year‐old students and teachers from two schools experienced such reading events. The study found that making sense of these books was more productive when students were given permission to switch identities and make connections to their out‐of‐school cyber and popular culture worlds. Using discourse analytic techniques, we uncover the identity work during a number of discussions around two different picturebooks and show how this enabled these learners to enter the academic space and demonstrate interpretive competence.  相似文献   

Measuring affective outcomes from a visit to a Science Education Centre     

Dr Léonie J. Rennie 《Research in Science Education》1994,24(1):261-269

One of the problems in measuring affective outcomes from visits to science education centres like the CSIROSEC laboratories, is that different students have quite different experiences. They attend to different sets of activities or exhibits for different lengths of time, they have different amounts of previous knowledge and they may interact in different ways. Measurement of affective outcomes must take account of this diversity and, if it is to be useful for teachers, a measuring instrument must be brief, easy to understand and to score. This paper reports the results of a pilot study which devised a way of measuring affective outcomes from visits to a CSIROSEC. Specifically, students responded in terms of how easy they found various aspects of the activities, their enjoyment of what they did, and how helpful they found the visit in terms of their wider views and understanding about science and scientists. Specializations: gender issues and assessment in science and technology education.  相似文献   

美国特殊教育的基础问题研究     

Ellie  Young  Tina  T．Dyches  Gordon  Gibb  黄天娥 《当代教育论坛》2007,(2):42-46

本文阐述美国特殊教育的一些基本内容,并为有学习障碍和有行为或情绪困扰障碍的学生提供了简单的教学策略,以期能对我国发展完善适应于本国文化和价值观的特殊教育有所助益。  相似文献   

NARST: a lived history     

Paul Joslin  Karen S. Stiles  J. Stanley Marshall  O. Roger Anderson  James J. Gallagher  Jane Butler Kahle  Peter Fensham  Ruben Lazarowitz  Léonie J. Rennie  Barry Fraser  John R. Staver  Alejandro Gallard  María Pilar Jiménez-Aleixandre  Justin Dillon  Hedy Moscovici  Hsiao-Lin Tuan  Christopher Emdin  Kenneth Tobin  Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207

In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living history that both shapes and was shaped by the biographies of its members.

Kenneth TobinEmail:

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Supporting Students with Invisible Disabilities: A Scoping Review of Postsecondary Education for Students with Mental Illness or an Acquired Brain Injury     

Annie Venville  Margaret Mealings  Priscilla Ennals  Jennifer Oates  Ellie Fossey  Jacinta Douglas 《International Journal of Disability, Development & Education》2016,63(6):571-592

Students with invisible disabilities such as mental illness or acquired brain injury (ABI) experience multiple barriers that reduce their likelihood of postsecondary course completion. The present study conducted a systematic search of research reporting interventions for students experiencing mental illness or ABI to participate in postsecondary education. Nine databases were searched and a framework for categorising interventions and outcomes was developed. Forty-two studies revealed that most interventions were focused at the individual student level aiming to support students to build skills, grow confidence, or compensate for challenges through educational adjustments. There was wide diversity in research approaches used and a dearth of rigorous research designs. This review offers a more consistent way to define interventions and outcomes to guide future research and facilitate more meaningful comparisons between studies. The impacts of specific interventions on students’ attainment of qualifications and subsequent workforce participation need further investigation.  相似文献