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Science Teachers’ Perceptions: Similarities and Differences in the U.S., England,Singapore and Japan
The prospect of using internationally generated comparative data, augmented with practice patterns, to provide useful information from which countries can learn from each other, is gaining acceptance from the increasing popularity of such an approach (Stigler and Hiebert, 1999). Using the survey data from TIMSS we examine the beliefs of teachers in the U.S., England, Singapore and Japan, and find little national variation in many teachers’ perceptions of core practices in science teaching, indicating that science teachers the world over share the same common core practices. However, there is one key difference among their practices, which signals a departure in the way teachers in Japan and Singapore operate vis‐à‐vis those in the U.S. and England. This key difference is attributed to cultural differences in the U.S. and England, when compared to Japan and Singapore. 相似文献
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Yin‐Kum Law 《Journal of Research in Reading》2011,34(4):402-425
Research indicates that cooperative learning with teacher‐guided instruction is more effective in helping young children to learn than cooperative learning with minimal guidance. In the present study, two different cooperative learning activities (jigsaw and drama) and a control condition (a traditional teacher‐led approach) were compared. The participants were 279 Grade 5 Hong Kong students located in nine classrooms. The two experimental conditions emphasised teachers' cognitive support in helping students to understand a text through both teacher‐led and student‐led activities. Post‐test data included a reading comprehension test and three questionnaires that investigated students' goal orientations, initial level of relative autonomy and perceptions of instructional practices. Findings indicate that students in the jigsaw group outperformed students in both the drama group and the control group in the reading comprehension test. The implications of conducting cooperative learning activities with well‐planned teacher guidance are discussed. 相似文献
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The business sector has already recognized the importance of information flow for good management, with many businesses adopting new technology in data mining and data warehousing for intelligent operation based on free flow of information. Free flow of information in government agencies is just as important. For example, in child welfare, entities that fund social services programs have increasingly demanded improved outcomes for clients in return for continued financial support. To this end, most child welfare agencies are paying more attention to the outcomes of children in their care. In North Carolina, many county departments of social services have successfully adopted the self-evaluation model to monitor the effects of their programs on the outcomes of children. Such efforts in self-evaluation require good information flow from state division of social services to county departments of social services. In this paper, we propose a comprehensive KDD (Knowledge Discovery and Data mining) information system that could upgrade information flow in government agencies. We present the key elements of the information system and demonstrate how such a system could be successfully implemented via a case study in North Carolina. The next generation infrastructure in digital government must incorporate such information system to enable effective information flow in government agencies without compromising individual privacy. 相似文献
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Yin‐Kum Law 《Journal of Research in Reading》2008,31(4):379-403
This study investigated how constructive activities are involved when Chinese students are performing reading tasks that require deeper levels of understanding. Forty students from Grade 5 (19 boys and 21 girls), and 42 students from Grade 6 (20 boys and 22 girls) participated in this study. To reveal the children's constructive processes in reading, they were asked to think aloud while responding to a text. Analyses of the children's protocols identified five levels of constructive activity. Analyses further indicated that the Grade 6 children performed better than the Grade 5 children, and skilled readers outperformed less skilled readers in higher levels of constructivist activity and text understanding tasks. Implications of the important roles of constructivist activity in children's learning from texts were discussed. 相似文献
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The study investigated the effectiveness of causal words embedded in Chinese texts to explicitly indicate causal links between the described events. Primary school students with different levels of reading expertise participated in the experiment that compared an embedded casual-words format with the original no-causal-words format. An interaction (expertise reversal) effect was obtained with the causal-words format benefiting novices but not more experienced readers. In contrast to previous studies of the expertise reversal effect that have related the effect to the variations in extraneous cognitive load caused by experts processing redundant for them information, this instance of the effect is likely to be due to differential levels of intrinsic cognitive load. The results of the reported experiment imply the use of different text formats for individuals with different levels of reading expertise. 相似文献
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The study examined the differences in cognitive styles between two comparable groups of students at the Grade 9 (Secondary 3) level, namely the LSS (Lower Secondary Science) group who had been exposed to the practical-based, inquiry-oriented type of science and the non-LSS group of students who had studied the more traditional type of science in the “old” science curriculum. Their differences in science achievement are measured by the common IEA Science Paper-Pencil, Multiple Choice Criterion Test and also, by the Science Process or Practical Test (which measured three levels of process skills, such as the observation/manipulation, reasoning and investigation skills). Variance in science achievement thus measured is examined against the 4 cognitive preference styles of the students, (measured by the Combined Cognitive Preference Inventory) namely the “recall”, “principles”, “applications” and “questioning” modes of thinking. The findings indicated that (a) the attainment of the science process or practical skills was characterised by the type of science curriculum (LSS or non-LSS) and it was significantly associated with the achievement level of students, (b) the cognitive preference pattern covaried according to the students' level of science achievement and the type of curriculum and (c) the weak but significant relationship between performance in the science practical skills and the students' modes of cognitive style have important implications for teachers who are concerned about the intended effects of changes in the science curriculum on the consequent learning behaviour or cognitive outcome of their students. 相似文献
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