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1.
Recently a number of institutions have begun sponsoring nondeficit science and/or technology learning experiences for parents and their middle school-aged children which are intended to be enriching rather than remedial or compensatory in purpose. Very little research documenting the effects of parental involvement in the education of older children has been reported, however. The intent of this article was to present two studies designed to determine whether middle school-aged children's attitudes and content achievement are different when they take a technology course with their parents (parent-child treatment) or with their peers (child-child treatment). The first study focused on learning about communications technology (primarily telegraphs, telephones and radios); the second study focused on microcomputers. Results indicate that parents have little affect in helping their children learn the subject matter of technology courses. Likewise, parents do not affect children's attitudes toward computers. Both results were attenuated by the fact that the students in the studies were high achievers who were interested in and motivated to learn the subject matter, regardless of treatment. Significant differences were noted for computer literacy favoring the parent-child group, however. Parents also seemed to effect children's attitudes toward the subject matter of the courses. Further research needs to be done with less appealing course content or with less motivated students to fully determine the effect of parent-child and child groupings in science and technology courses.  相似文献   

2.
It is well documented that students' exposure to science in the middle school is critical for their later selection of science courses, yet instruction time and course offerings in science during the middle school years are often limited. Out-of-School Science Experiences with funds from the National Science Foundation (DISE No. 07872) produced five short science courses intended for children in middle school grades (6, 7, and 8) and their parents that supplement normal science instruction based on topics that are integral to traditional science teaching. The courses were offered through Community Education programs and through informal science learning centers (e.g., zoos, museums, and planetariums). An added strength of the program is that it employs the family as a motivator and reinforcer in a cooperative learning venture. The study reported here is an attempt to determine participant reaction two to three years after having taken the courses, to the course experience, the influence that the courses had on subsequent learning behavior, and the relationship between parents and children.  相似文献   

3.
This paper is centred on twentieth century philosophers of science. I will examine how they have influenced current physics educational research by others and myself. I will also examine how I have introduced a study of these philosophers in several courses including the calculus-based introductory physics course on optics and modern physics. Students study one philosopher all semester as a group project and report regularly on how their philosopher would view the subject matter of the course. As a consequence of this use of philosophers of science, the students seem to have made a marked improvement in their critical thinking skills and in their grasp of the underlying concepts of the subject matter of the courses.  相似文献   

4.
Parents and children are rapidly adopting mobile technologies, yet designs for mobile devices that serve a communication function to connect parents to children’s out-of-school time activities are limited. As a result, our team designed the Digital Postcard Maker so that children attending summer camps can create digital photographs to send home to their parents. These digital postcards help to connect children’s home life with out-of-school learning experiences and also support 21st Century Skills’ media literacy practices. The research design included two iterations of a design-based research project with 58 children from 55 families. Design implications related to supporting informal science learning with mobile computing relying on digital photography are shared, including (i) the need for additional support to transform an out-of-school recreational activity into an out-of-school learning activity, and (ii) the utility of photographs as a means to connect parents and children to talk about environmental sciences topics.  相似文献   

5.
This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science investigations and teaching inquiry‐oriented science influence prospective elementary teachers' understanding of science and science learning and teaching? Eleven prospective elementary teachers participated in this qualitative, multi‐participant case study. Constant comparative analysis strategies attempted to build abstractions and explanations across participants around the constructs of the study. Findings suggest that engaging in scientific inquiry supported the development more appropriate understandings of science and scientific inquiry, and that prospective teachers became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include careful consideration of learning experiences crafted for prospective elementary teachers to support the development of robust subject matter knowledge.  相似文献   

6.
This article explores the role of personal storytelling about social identity-related experiences in two diversity courses that were informed by social justice education pedagogies with a focus on race/ethnicity and racism. The two courses included racially diverse groups of students in two undergraduate diversity courses at two Northeast universities (a social diversity and oppression course, and a race/ethnicity intergroup dialogue course). Participants describe a variety of learning outcomes after listening to personal stories. Findings also indicate that students across identities value storytelling, describing it as engaging, enjoyable, and integral to their learning. This underscores the value and impact of face-to-face, synchronous learning as a valid, transformative, and critical educational method in diversity courses.  相似文献   

7.
An important task for the preschool teacher is to create meaningful learning situations where children have opportunities to experience science. However, many teachers have both weak subject knowledge and a lack of confidence to teach science. The aim of the project presented in this article was to capture how nine preschool teachers developed their learning of and self-confidence in teaching science during a two-year professional development (PD) project while coplanning, coteaching, and coreflecting on their teaching activities. During the project, the preschool teachers’ self-confidence and attitudes played an important role for the their approach to science activities. Their collaborative learning and reflection became important for their PD and for the way science phenomena were included in the preschool context. As such, the project is based on opportunities for preschool teachers to develop their ideas about science and to reframe their work with the aim to stimulate children’s curiosity for science.  相似文献   

8.
This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject‐specific considerations for teaching and learning. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 443–463, 2002  相似文献   

9.
Matter and Interactions (M&I) has recently been adopted as a novel introductory physics course that focuses on the application of a small number of fundamental physical principles to the atomic and molecular nature of matter. This study investigated how five physics teaching assistants (TAs) developed professional knowledge for teaching from their teaching experiences. Specifically, we explored what experiences influenced their knowledge development for teaching the innovative introductory physics course, M&I. Through a qualitative, multiple case study research design, data was collected from multiple sources: non-participant observations, digitally recorded video, semistructured interviews, TAs’ written reflections, and researchers’ field notes. As TA’s progressed through the semester, two experiences emerged as having a significant role in their development of knowledge for teaching M&I: (1) setting teaching, learning, and curriculum goals for their classes; and (2) encountering dilemmas of teaching and learning. The results of this study will contribute to future preparation of the innovative introductory physics course as well as other college level science courses.  相似文献   

10.
Undergraduate science education curricula are traditionally composed of didactic instruction with a small number of laboratory courses that provide introductory training in research techniques. Research on learning methodologies suggests this model is relatively ineffective, whereas participation in independent research projects promotes enhanced knowledge acquisition and improves retention of students in science. However, availability of faculty mentors and limited departmental budgets prevent the majority of students from participating in research. A need therefore exists for this important component in undergraduate education in both small and large university settings. A course was designed to provide students with the opportunity to engage in a research project in a classroom setting. Importantly, the course collaborates with a sponsor''s laboratory, producing a symbiotic relationship between the classroom and the laboratory and an evolving course curriculum. Students conduct a novel gene expression study, with their collective data being relevant to the ongoing research project in the sponsor''s lab. The success of this course was assessed based on the quality of the data produced by the students, student perception data, student learning gains, and on whether the course promoted interest in and preparation for careers in science. In this paper, we describe the strategies and outcomes of this course, which represents a model for efficiently providing research opportunities to undergraduates.  相似文献   

11.
Which aspects of e-learning courses do students experience as being favorable for learning? When do students prefer online or face-to-face learning components? These questions were the subject of a research study in a sample of 2196 students from 29 Austrian universities. The students completed a questionnaire on their experiences attending an e-learning course, on their perceived achievements, and on their preferences for online or face-to-face learning components. Students appreciated online learning for its potential in providing a clear and coherent structure of the learning material, in supporting self-regulated learning, and in distributing information. They preferred face-to-face learning for communication purposes in which a shared understanding has to be derived or in which interpersonal relations are to be established. An especially important result concerns students' perceptions of their learning achievements: When conceptual knowledge in the subject matter or skills in the application of one's knowledge are to be acquired, students prefer face-to-face learning. However, when skills in self-regulated learning are to be acquired, students advocate online learning.  相似文献   

12.
In this article we problematize the purpose of teaching science in preschool and the competences preschool teachers need in order to conduct science activities in the classroom. The empirical data were collected through an action research project with five preschool and primary school teachers (K-6). In the first section of this paper we use one situation, a floating–sinking experiment, as an illustration of how two different epistemological perspectives generate different foci on which kind of science teaching competences can be fruitful in preschool settings. In the first perspective, the central goal of science teaching is the development of the children’s conceptual understanding. With this perspective, we found that the science activities with children were unsuccessful, because their thoughts about concepts did not develop as expected, the situation even enhanced a “misconception” concerning density. Moreover, the teacher was unsuccessful in supporting the children’s conceptual learning. The second perspective uses a feminist approach that scrutinizes science, where we investigate if the floating–sinking activity contributes to a feeling of participation in a scientific context for the children and if so how the teacher promotes this inclusion. This second perspective showed that the children’s scientific proficiency benefited from the situation; they had a positive experience with density which was reinforced by the teacher. The children discovered that they had power over their own learning by using an experimental approach. On the basis of these findings, we conclude that there are competences other than subject matter knowledge that are also important when preschool teachers engage children in scientific activities. Through process-oriented work with the teacher group, we identified four concrete skills: paying attention to and using children’s previous experiences; capturing unexpected things that happen at the moment they occur; asking questions that challenge the children and that stimulate further investigation; creating a situated presence, that is, “remaining” in the situation and listening to the children and their explanations. We discuss possible ways to move preschool teachers away from their feelings of inadequacy and poor self-confidence in teaching science by reinforcing this kind of pedagogical content knowledge.  相似文献   

13.
This article describes community–university partnership building, course development/management, and evaluation outcomes related to an intensive community-based research project that was integrated in two sections of an undergraduate course on community practice. Pre- and posttest data were collected from 60 BSW students who were enrolled in community practice and who participated in a community-based research project with their state’s fair housing office. The evaluation outcomes focus on changes in professional interest in macro practice, students’ self-efficacy, and differences in students’ learning experiences, based on traditional bricks-and-mortar or distance learning contexts. Results show that students experience increases in self-efficacy related to community assessment and intervention. Qualitative results show that students experienced shifts in their professional goals related to macro practice, increased competence and understanding, and personal transformation. A number of differences emerged between traditional and distance learners. Results are discussed in the context of curriculum development and next steps for institutionalizing CBR in community practice courses.  相似文献   

14.
ABSTRACT: Project-based activities and competition incorporated into freshman-level introductory foods course can stimulate students' interest in producing quality food items and achieve positive learning outcomes. This paper describes one example of how project-based learning, with the element of competition, was integrated into a freshman-level introductory foods course for food and nutrition majors. The students reported that the team approach allowed them to enhance their communication, team-building, and problem-solving skills. Numerous other skills, such as food selection, menu costing, and food presentation were also developed as a result of the project. The project was a productive and enjoyable learning experience for both the students and the teacher.  相似文献   

15.
ABSTRACT: Problem-based learning (PBL) activities incorporated into an introductory food science course can aid in student understanding of basic food science principles while developing students' problem-solving and critical thinking skills. This article describes one example of how problem-based learning was introduced into an introductory food science course designed for food and nutrition majors. Included are the problems that were developed for the course and the observed outcomes of the problem-based learning activities. Integrated problem-based learning aided students in developing communication, problem-solving, self-directed learning, and other desired skills and demonstrates the potential to be an enjoyable and challenging classroom experience for both students and teachers. However, poor problem design, such as introducing numerous problems for one subject area, may generate unanticipated quick answer approaches to solving problems.  相似文献   

16.
Conclusion This study suggests that most students entering science or science education units in preservice primary teacher education courses have a positive attitude to the teaching/learning of primary science and see value in all domains of science for children at this stage. This was an unexpected finding. It was of concern however, that their interest in physical science topics was so low. This may be due to previous specific experiences in secondary science. Science and science education units should build on the positive attitudes of students and could develop physical science ideas through their significance in environmental and social problems. Specializations: science education, teacher education in science. Specializations: science education policy and practice, teacher education, school effectiveness.  相似文献   

17.
Early intervention activities for very young disabled children are frequently linked to developmental targets and goals. A key challenge for parents and practitioners involved in early intervention programmes is to encourage their child to play and develop creatively through enjoyable, everyday childhood experiences. This paper reports on a small-scale ethnographic study involving two young children identified with Down syndrome participating in early intervention programmes and whether and how their creative process was supported through their play and activities with parents and professionals. The ‘in-the-picture’ method used within this ethnographic study was developed from a listening to children paradigm. This article provides examples of the ways in which early intervention that recognises child agency can support children’s play and self-directing ‘little c’ of creativity.  相似文献   

18.
ABSTRACT

Social workers often feel ill-prepared to effectively engage parents in conversations about guilt, shame, and blame related to their children’s mental health or substance use challenges. To address that problem, we suggest that specific content should be integrated into social work courses to teach students how to acknowledge and sensitively manage these issues in their practice with families across cultures and family forms. Content, activities, and assignments are offered, built around three learning strategies (enhanced lecture, case-based learning, and experiential learning) to help students build therapeutic relationships based on a deep appreciation of parents’ emotional experiences.  相似文献   

19.
This study explored the relationships between student background and academic performance in college introductory environmental science (ES) courses at a large U.S. research university with the premise that this analysis may inform teaching practices, curricula, and efforts to increase retention. We surveyed over 700 students across eleven introductory ES courses and used multiple linear mixed-effects regressions to model the data. We found that students who grew up in rural settings or who had frequent childhood interactions with natural environments earned higher grades, on average, than students from urban settings or with fewer childhood interactions with natural environments. Our results indicate that students reporting frequent childhood interactions with forests, for example, were projected to earn grades up to 1.5 letter grades higher in these courses than students with no such interactions. In addition, students with frequent childhood interactions with nature were likelier to report that such interactions helped them in their ES course, suggesting that these students may recognize the value of these experiences. Greater interest in the subject matter also correlated with higher ES course grades, whereas amount of prior ES coursework did not. We discuss the possible implications of these correlations for ES academic performance and educational practice.  相似文献   

20.
读书,是每个人成长过程中文化积淀的永恒主题、读书时光,是儿童生活中永远的快乐记忆。儿童阅读的现状不容乐观,值得引起我们的高度关注,在新课程标准的目标框架下,因地制宜,挖掘儿童阅读资源,开发校本阅读课程,结合各年级段的学习习惯培养目标,分层制定读书计划,引导儿童把读书的体验用喜闻乐见的形式表现出来,提高他们的阅读理解力由“小人书”走进阅读,再由小人书阅读爱上读书,让读书成为儿童成长中的一种时尚,让读书成为儿童生活中永远唱响的主题。  相似文献   

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