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Haim?EshachEmail author Michael?N.?Fried 《Journal of Science Education and Technology》2005,14(3):315-336
This essay considers the question of why we should teach science to K-2. After initial consideration of two traditional reasons for studying science, six assertions supporting the idea that even small children should be exposed to science are given. These are, in order: (1) Children naturally enjoy observing and thinking about nature. (2) Exposing students to science develops positive attitudes towards science. (3) Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way. (4) The use of scientifically informed language at an early age influences the eventual development of scientific concepts. (5) Children can understand scientific concepts and reason scientifically. (6) Science is an efficient means for developing scientific thinking. Concrete illustrations of some of the ideas discussed in this essay, particularly, how language and prior knowledge may influence the development of scientific concepts, are then provided. The essay concludes by emphasizing that there is a window of opportunity that educators should exploit by presenting science as part of the curriculum in both kindergarten and the first years of primary school. 相似文献
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Gabriel Haim 《Research in higher education》1981,15(4):291-304
This article focuses on the extent to which styles of research could account for academic ideologies, concerning both faculty and student affairs, among academic researchers in sociology, psychology, political science, and education. The hypothesis maintains that researchers in all four fields who favor styles of research which compete successfully are likely to take a conservative attitude toward student and faculty affairs. In contrast, researchers who favor styles of research which compete less successfully are likely to take an attitude favoring changes. The results confirm the hypothesis mainly among faculty in psychology and very little among faculty in other fields. The data are based on a secondary analysis of data collected by Ladd and Lipset in their 1975 Survey of the American Professoriate. 相似文献
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Gaziel Haim 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(5):475-486
The purpose of the present study is to identify how school principals perceive their world and how their perceptions influence their effectiveness as managers and leaders. The principals' views of their world were categorised into four different metaphorical ways of describing the workings of organisations: (1) the structural model (organisations as machines); (2) the human-resource model (organisations as organisms); (3) the political model (organisations as political systems); (4) the symbolic model (organisations as cultural patterns and clusters of myths and symbols). The results reveal that the best predictors of school principals' effectiveness as managers, according to their own assessments and teachers' reports, are the structural and human resource models, while the best predictors of effective leadership are the political and human-resource models. 相似文献
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Haim Shaked Chen Schechter Tova Michalsky 《International Journal of Leadership in Education》2018,21(4):479-490
Existing preparation programmes for school principals have been widely criticized for failing to prepare their students adequately for their future roles. This study investigated a workshop at a principal preparation programme which focused on collaborative learning from personal real-life cases, exploring its potential contribution to the professional development of aspiring principals. Using qualitative methodology, we investigated 99 journal entries written by 12 aspiring principals who had participated in such a workshop. Data analysis revealed three benefits of this way of learning: (1) developing a multidimensional view; (2) acquiring applicable knowledge; and (3); nurturing the ability to doubt. Analysis suggests that collaborative learning from personal cases may be an appropriate pedagogical approach for principal preparation programmes; however, there are some concerns worthy of attention. 相似文献
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The current qualitative study sought to examine how male and female principals enact their instructional leadership. Data were collected through 59 semi-structured interviews with 36 female principals and 23 male principals from Israel, and analysed in a four-stage process – condensing, coding, categorising, and theorising. Findings presented two main differences between male and female principals’ instructional leadership: (a) the source of authority nurturing their instructional leadership; and (b) the integration of instructional leadership with principal-teacher relationships. Gender theories were employed to explain these findings and further research possibilities in this realm are discussed. 相似文献
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Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education 总被引：1，自引：0，他引：1
Haim Eshach 《Journal of Science Education and Technology》2007,16(2):171-190
The present paper thoroughly examines how one can effectively bridge in-school and out-of-school learning. The first part
discusses the difficulty in defining out-of-school learning. It proposes to distinguish three types of learning: formal, informal,
and non-formal. The second part raises the question of whether out-of-school learning should be dealt with in the in-school system, in view of the fact that we experience informal learning anyway as well as considering the disadvantages and difficulties
teachers are confronted with when planning and carrying out scientific fieldtrips. The voices of the teachers, the students,
and the non-formal institution staff are heard to provide insights into the problem. The third part discusses the cognitive
and affective aspects of non-formal learning. The fourth part presents some models explaining scientific fieldtrip learning
and based on those models, suggests a novel explanation. The fifth part offers some recommendations of how to bridge in and
out-of-school learning. The paper closes with some practical ideas as to how one can bring the theory described in the paper
into practice. It is hoped that this paper will provide educators with an insight so that they will be able to fully exploit
the great potential that scientific field trips may offer.
This paper appears as a chapter in: Eshach, H. (2006). Science Literacy in Primary Schools and Pre-Schools, Netherlands: Springer. 相似文献
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Haim Shaked Chen Schechter 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(6):771-791
Systems thinking (ST) is an approach advocating thinking about any given issue as a whole, emphasising the interrelationships between its components rather than the components themselves. This article aims to link ST and school leadership, claiming that ST may enable school principals to develop highly performing schools that can cope successfully with current challenges, which are more complex than ever before in today’s era of accountability and high expectations. The article presents the concept of ST – its definition, components, history and applications. Thereafter, its connection to education and its contribution to school management are described. The article concludes by discussing practical processes including screening for ST-skilled principal candidates and developing ST skills among prospective and currently performing school principals, pinpointing three opportunities for skills acquisition: during preparatory programmes; during their first years on the job, supported by veteran school principals as mentors; and throughout their entire career. Such opportunities may not only provide school principals with ST skills but also improve their functioning throughout the aforementioned stages of professional development. 相似文献
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Haim Eshach 《Research in Science Education》2010,40(4):589-603
The starting point of the present research is the following question: since we live in an age that makes increasing use of
visual representations of all sorts, is not the visual representation a learner constructs a window into his/her understanding
of what is or is not being learned? Following this direction of inquiry, the present preliminary study introduces and evaluates
a novel technique for pinpointing learners’ misconceptions, namely, one that has learners create and interpret their own photographs
(CIP). 27 high-school students and 26 pre-service teacher trainees were asked to assume the role of textbook designers and
create a display—photograph plus attached verbal explanation—which, in their opinion, best depicted Newton’s 3rd law. Subsequent
analysis of the participants’ photographs yielded the following six misconception categories: 3rd law not depicted; 3rd law
depicts a sequence of events; tendency to introduce irrelevant entities in explanations; the word ‘reaction’ used colloquially;
tendency to restrict the application of the third law to dynamic situations; and informal explanations in which the word “force”
is absent. The findings indicate that, indeed, the CIP method can be effectively employed to elicit, detect, and investigate
learners’ misconceptions. The CIP method joins the growing efforts to utilize the yet relatively untapped potential of visual
tools for science education purposes. 相似文献