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Ellen M. Granger Todd H. Bevis Sherry A. Southerland Yavuz Saka Fengfeng Ke 《科学教学研究杂志》2019,56(3):348-370
This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th—5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula. 相似文献
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This study describes the trends in students' explanations of biological change in organisms. A total of 96 student volunteers (8 students from each of 2nd, 5th, 8th, and 12th grades from 3 localities) were interviewed individually and each student was presented a series of graphics depicting natural phenomena. Students' explanations to questions of how something occurred were assigned to one of three categories (responses addressing how something occurred, why something occurred, and 'I don't know'). While the number of responses in each category was roughly equivalent in prominence across grade levels, the majority of students were unable to offer a causal explanation of how a phenomena occurred. An unexpected phenomenon was the students' predilection to redirect the interview question so they could answer them. If asked a how question, as they were in every interview instance, 32% the students answered with a 'why' response. The way biology is taught, the structure of biology or/and how we learn it could shed some light into this phenomenon and has implications for science educators. 相似文献
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Arthur R. Southerland Patricia Kramer Lowry 《Community College Journal of Research & Practice》2013,37(2):101-109
Course drop practices among two‐year colleges were surveyed. Examined were deadlines by which courses were dropped, grades received when classes were dropped, who initiates drop procedures, and the extent to which policies related to the above stated practices have been recently changed. One fourth of the institutions reported a drop deadline of between four and six weeks from the end of the term. Almost that many (21.98 percent) used 10 days prior to the final exam as a deadline. More than two‐thirds of the colleges allowed students to drop prior to the deadline with a non‐punitive “W” grade. In the majority of instances, the official drop procedures may be initiated by either the student or the instructor. Community college administrators need to examine course drop policies in light of institutional statements of mission, philosophy, and objectives. Based upon dialogue among the staff, appropriate policy revisions should be developed in order to coordinate the rhetoric and the regulations of the college. 相似文献
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Gale M. Sinatra Sherry A. Southerland Frances McConaughy James W. Demastes 《科学教学研究杂志》2003,40(5):510-528
We examined the intersection of students' understanding and acceptance of evolution and their epistemological beliefs and cognitive dispositions. Based on previous research, we hypothesized there would be a relation between understanding and acceptance. We also hypothesized that students who viewed knowledge as changing and who have a disposition toward open‐minded thinking would be more likely to accept the scientific explanation of human evolution, and that beliefs and dispositions would not be related to acceptance of a topic that is generally perceived as noncontroversial. Ninety‐three undergraduate students enrolled in a nonmajors biology class completed measures of their (a) content knowledge of evolution and photosynthesis and respiration; (b) acceptance of theories of animal evolution, human evolution, and photosynthesis; and (c) epistemological beliefs and cognitive dispositions. Although our findings did reveal a significant relation between knowledge and reported acceptance for photosynthesis, there was no relation between knowledge and acceptance of animal or human evolution. Epistemological beliefs were related to acceptance, but only to the acceptance of human evolution. There was no relation between students' epistemological beliefs and their general acceptance of animal evolution or photosynthesis. Three subscales, Ambiguous Information, Actively Open‐Minded Thinking, and Belief Identification, were significantly correlated with understanding evolutionary theory. We argue these findings underscore the importance of intentional level constructs, such as epistemological beliefs and cognitive dispositions, in the learning of potentially controversial topics. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 510–528, 2003 相似文献
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In this study, federal court opinions and writings of legal scholars, spanning 63 years of establishment clause jurisprudence in the US federal courts were analysed in an effort to determine dominant trends in judicial philosophy that are of significance to science educators. The study's findings suggest that the dominant legal theory underpinning the adjudication of establishment clause cases on the US Supreme Court has undergone a shift from one that emphasizes separation of church and state to one that favours integration of religion in the public sphere. This development poses significant challenges to science educators who are charged with the task of teaching in accordance with state science standards that emphasize topics that are considered controversial (e.g. evolution and global climate change) by many in the faith-based community. These findings constitute a basis for forecasting future actions in US courts regarding the role of government in establishing religious practices in the public sphere—particularly where such actions intersect with the roles of teachers in the nation's public K-12 science classrooms. Finally, we argue that scientists and science educators must adopt an assertive stance in defining science in curricular frameworks, providing something for the courts to draw upon in future decisions. 相似文献
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Recent instructional reforms in science education aim to change the way students engage in learning in the discipline, as they describe that students are to engage with disciplinary core ideas, crosscutting concepts, and the practices of science to make sense of phenomena (NRC, 2012). For such sensemaking to become a reality, there is a need to understand the ways in which students' thinking can be maintained throughout the trajectory of science lessons. Past research in this area tends to foreground either the curriculum or teachers' practices. We propose a more comprehensive view of science instruction, one that requires attention to teachers' practice, the instructional task, and students' engagement. In this study, by examining the implementation of the same lesson across three different classrooms, our analysis of classroom videos and artifacts of students' work revealed how the interaction of teachers' practices, students' intellectual engagement, and a cognitively demanding task together support rigorous instruction. Our analyses shed light on their interaction that shapes opportunities for students' thinking and sensemaking throughout the trajectory of a science lesson. The findings provide implications for ways to promote rigorous opportunities for students' learning in science classrooms. 相似文献
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If the goals of science education reform are to be realized, science instruction must change across the academic spectrum, including at the collegiate level. This study examines the beliefs and teaching practices of three scientists as they designed and implemented an integrated science course for nonmajors that was designed to emphasize the nature of science. Our results indicated that, like public school teachers, scientists' beliefs about the nature of science are manifested in their enactment of curriculum—although this manifestation is clearly not a straightforward or simplistic one. Personal beliefs about the nature of science can differ from those of the course, thus resulting in an enactment that differs from original conceptions. Even when personal beliefs match those of the course, sophisticated understandings of the nature of science are not enough to ensure the straightforward translation of beliefs into practice. Mitigating factors included limited pedagogical content knowledge, difficulty in achieving integration of the scientific disciplines, and lack of opportunity and scaffolding to forge true consensus between the participating scientists. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 669–691, 2003 相似文献