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Professor Kenneth Tobin Wolff-Michael Roth Sabitra Brush 《Research in Science Education》1995,25(3):267-281
The education of prospective Elementary and Early Childhood (E&EC) teachers to teach science has been an on-going challenge
for science teacher educators. Accordingly, a course in physical science was planned and implemented especially for prospective
E&EC teachers. The purpose of this study was to understand the nature of the enacted curriculum and about the forces which
constrained its evolution. Miller, the teacher of the course, had no prior experience in teaching prospective E&EC teachers
and many of his experiences as a university level teacher were based on his teaching of physics majors. These experiences
shaped his approach to teaching the course as did his years as a basketball coach. Miller was an expert in physics and constructed
his role as teaching students significant scientific truths. Miller saw the purpose of the course as being to educate the
students in science, not to prepare them to teach science. He was unwilling to address the goals of students that were oriented
strongly toward becoming better teachers. The beliefs of the teacher constrained the enacted curriculum to an extent that
gaps between the needs of students and the enacted curriculum were wider at the end of the course than they were at the beginning.
Armstrong College
In my opinion I think I failed completely, but I am quite happy with what I am trying to do. I just don't think I executed
it well. So I was pretty unhappy with the whole experience in terms of the results, but I was not unhappy with the experience
in terms of whether it was worth doing. I think it is important in science to develop free-thinking and being able to come
to conclusions. Science is being able to reflect on the human condition, and being able to think about things you don't know
about. (Miller) 相似文献
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Conclusion In order to make PIHnet forum more usable and useful, we recently redesigned the forum tool based on findings from a survey,
interviews and observations of user posting patterns. We also developed a journal tool to assist teachers with their personal
reflection.
Interviews with four users showed that the new forum was easy to use and effectively helped them communicate with other members.
We are still developing the journal tool, so user experiences with the new journal tool have not been investigated yet. We
will continue to improve the tools based on critical feedback from actual users. 相似文献
5.
John W. Saye Thomas Brush 《Educational technology research and development : ETR & D》2002,50(3):77-96
This article advances a continuing line of research that investigates the potential of hypermedia resources and scaffolding
for supporting problem-based social studies and developing critical reasoning. Our line of inquiry consists of a series of
generative design experiments that informs problem-based curriculum development. Our findings suggest that expert guidance
may be embedded into the learning environment to give students conceptual and strategic road maps that assist them in understanding
the process of disciplined inquiry. However, our results also emphasize the difficulties in managing the cognitive challenges
posed by ill-structured social problems and suggest limits to the embedded support that can be provided for complex thinking.
Complex conceptual tasks may require spontaneous support that can only be provided by a skilled teacher. We suggest that embedded
scaffolds may be used to support teachers by reducing the amount of spontaneous scaffolding they must do in an ill-structured
environment and discuss other steps that might be taken to encourage problem-based inquiry.
Support for this research has been provided by the Corporation for Public Broadcasting, Auburn University College of Education,
and Auburn City Schools. 相似文献
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Lorelei R. Brush 《科学教学研究杂志》1979,16(3):237-241
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Thomas Kuhn as a Historian of Science 总被引：1，自引：0，他引：1
Science &; Education - Thomas S. Kuhn (1922–1996) exerted a strong force on intellectual discourse in the last third of the 20th century, by the publication of a book only 200 pages long.... 相似文献
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Scaffolding is one of the critical features in a problem-based learning environment to address challenges associated with problem solving. While transfer of responsibility is considered as an ultimate goal in scaffolding that is adaptive and contingent, it is rarely studied and practiced. Thus, the purpose of this study was to inform a deeper understanding of one middle school teacher’s manner of soft scaffolding, which refers to just-in-time and contingent support, through teacher-student interaction to examine how transfer of responsibility was achieved. We investigated one middle school teacher’s forms of scaffolding during a problem of food systems and supply chains related multiple aspects of sustainability and social justice issues. Using conversation analysis, three discursive patterns in scaffolding emerged: (1) shifting patterns of turn-taking organization; (2) leaving room for the students to take responsibility by giving extended wait time; and (3) extending the discussion with different examples. The paper concludes with implications for PBL teachers and researchers.
相似文献10.
The effects on student achievement and attitudes when using integrated learning systems with cooperative pairs 总被引：3，自引：0，他引：3
The purpose of this study was to determine whether combining cooperative learning strategies with instruction delivered using
an Integrated Learning System (ILS) produced academic and attitudinal gains in students. Sixty-five fifth-grade students were
randomly divided into two groups, cooperative and individual. Students in the cooperative group worked on ILS math activities
with a partner. Students in the individual group worked on the same activities by themselves. Achievement and attitudinal
data were collected for the students prior to the experimental treatment and at the end of the treatment period. Results revealed
that students using an ILS for mathematics instruction performed better on standardized tests and were more positive toward
math and the computer math activities when they worked in cooperative groups than when they worked on the same activities
individually. 相似文献