Primary student teachers' conceptions of the nature of science     

Karen Murcia  Renato Schibeci 《International Journal of Science Education》2013,35(11):1123-1140

An understanding of current views of the nature of science continues to be regarded as an important outcome of school science. Studies of the conceptions of the nature of science held by primary school teacher education students is therefore important. This article reports the conceptions held by 73 preservice primary teachers. There were elements in the conceptions of the nature of science articulated by this group which clearly were not in accord with modern views. For example, one in five, in many instances, chose responses which would be unacceptable to many modern philosophies of science. Further, many chose 'don't know' as a response to a variety of specific propositions about science, ranging from a low of 1.5% to 3.15% of respondents. The responses of school leavers and mature age students did not differ in any substantial way. In addition, the use of newspaper science reports is described as a novel means to probe conceptions of the nature of science.  相似文献   

爱是一个古老的故事,但它却是万古常新     

Karen 《英语沙龙》2013,(2)

经典代表: 说起经典的爱情小说,怎么能不提简·奥斯汀和她的《傲慢与偏见》,这部主要针对一个有着五位性格迥异的女儿的家庭展开,以爱情为主要线索,涉及婚姻、金钱、地位等话题,全书情节富有喜剧性,语言机智幽默,是奥斯汀小说中最受欢迎的一部.  相似文献   

Learning to teach in England and the United States: The evolution of policy and practice     

Karen Peel 《Curriculum Journal》2013,24(4):504-506

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RESEARCH PARTNERS: A NEW LOOK AT COLLABORATION OF FACULTY AND CLASSROOM TEACHERS     

Cleta Booth  Dr. Karen Cachevki Williams 《Journal of Early Childhood Teacher Education》2013,34(3):285-292

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Editorial     

Anna Robinson‐Pant  Karen Evans 《Compare》2008,38(4):381-383

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Introductory statement     

Karen C. Cohen 《Journal of Science Education and Technology》1993,2(1):295-296

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African American Othermothering in the Urban Elementary School   总被引：1，自引：0，他引：1  

Case  Karen I. 《The Urban Review》1997,29(1):25-39

Othermothering and community othermothering can be defined as African American women's maternal assistance offered to the children of blood mothers within the African American community. Originally traced to slavery, othermothering was a survival mechanism that served as a vehicle for educational and cultural transmission. Currently, an othermothering tradition exists within the urban elementary-school context, and African American female educators play an integral role in fulfilling the pyschoeducational needs of the urban child. By employing a qualitative methodology, this article presents two biographical portraits that examine othermothering by a young elementary-school principal and community othermothering by a fifth-grade elementary-school teacher with 25 years of experience in the urban classroom.  相似文献   

Ten years later: Findings from a replication of a study of teacher evaluation practices in our 100 largest school districts     

Karen S. Loup  Joanne S. Garland  Chad D. Ellett  John K. Rugutt 《Journal of Personnel Evaluation in Education》1996,10(3):203-226

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What supports 11- to 13-year-old Pasifika students in mathematics learning in New Zealand classrooms?     

Karen Nicholas 《Education 3-13》2017,45(1):68-82

The steepest decline in achievement in New Zealand primary schools occurs in Years 7 and 8, with the greatest decline in the subject area of mathematics. The cohort that achieves at the lowest level in New Zealand schools is Pasifika. This study considers the views of those stakeholders involved in the teaching of these children. It seeks to uncover the positive steps being taken to advantage this group and the difficulties principals, teachers and parents face to improve achievement. One-to-one interviews were used to elicit advice and information to provide evidence of best teaching practices for Pasifika students  相似文献   

A collaborative autoethnography study to inform the teaching of reflective practice in STEM     

Rachael Hains-Wesson  Karen Young 《高等教育研究与发展》2017,36(2):297-310

The paper explores a collaborative self-study, autoethnography research project, which aided in informing practice for the teaching of reflective practice in Science, Technology, Engineering and Mathematics (STEM) at an Australian university. Self-report methods were used, because it enabled the collection of a variety of self-awareness data generated processes to help produce insights and understandings. This was achieved by undertaking a systematic approach to the exploration of a critical friendship between two academic support staff members alongside reflections from a recorded, focus group interview with nine STEM teachers. Four self-awareness data generated processes were used: (1) self-reflections; (2) collaborative reflections; (3) reflections on pertinent literature findings and (4) reflections from nine STEM teachers. A thematic analysis of the data was undertaken, which resulted in the discovery of three turning points such as moments of understandings that challenge assumptions and/or lead to new insights. The findings indicated that a STEM-centric, scaffolded approach that utilised the scientific method for reflective practice enabled the development of a shared understanding around teaching and assessing reflective practice for STEM teachers. First, because it boosted self-confidence and second, because it reduced scepticism around reflective practice as a non-scientific form of learning.  相似文献