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1.
Yannis Hadzigeorgiou Stephen Klassen Cathrine Froese Klassen 《Science & Education》2012,21(8):1111-1138
The purpose of this paper is to discuss and apply the notion of romantic understanding by outlining its features and its potential role in science education, to identify its features in the story of Nikola Tesla, and to describe an empirical study conducted to determine the effect of telling such a story to Grade 9 students. Elaborated features of the story are the humanization of meaning, an association with heroes and heroic qualities, the limits of reality and extremes of experience, a sense of wonder, and a contesting of conventions and conventional ideas. The study demonstrates the learning benefits of encouraging a romantic understanding through a story that is structured explicitly around the identified features, in this instance in the context of the production and transmission of alternating current electricity. Quantitative and qualitative analyses of journal entries showed that the group of students who were encouraged to understand the concept of alternating current romantically (the experimental group) became more involved with both the content and the context of the story than a comparison group of students who were taught the concept explicitly, without a context (the control group). The students in the experimental group also performed statistically better on a science-content test taken 1?week and again 8?weeks after the indicated teaching intervention. This finding, along with the content analyses of students?? journals, provided evidence of romantic understanding of the science content for those students who listened to the Tesla story. 相似文献
2.
Teachers' learning to facilitate high‐level student thinking: Impact of a video‐based professional development 
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下载免费PDF全文 Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms. 相似文献
3.
It is considered important for students to participate in scientific practices to develop a deeper understanding of scientific ideas. Supporting students, however, in knowing and understanding the natural world in connection with generating and evaluating scientific evidence and explanations is not easy. In addition, writing in science can help students to understand such connections as they communicate what they know and how they know it. Although tools such as vee-maps can scaffold students?? efforts to design investigations, we know less about how these tools support students in connecting scientific ideas with the evidence they are generating, how these connections develop over time, or how writing can be used to encourage such connections. In this study, we explored students?? developing ability to reason scientifically by examining the relationship between students?? understanding of scientific phenomena and their understanding of how to generate and evaluate evidence for their ideas in writing. Three high school classes completed three investigations. One class used vee-mapping each time, one used vee-mapping once, and one did not use vee-mapping. Students?? maps and written reports were rated for understanding of relevant science procedural and conceptual ideas. Comparisons between groups and over time indicate a positive relationship between improved procedural and conceptual understanding. Findings also indicate that improved procedural understanding preceded improved conceptual understanding, and thus, multiple experiences were needed for students to connect evidence and explanation for science phenomena. 相似文献
4.
Brad Hampson 《Research in Science Education》2000,30(3):269-287
The benefits for a teacher in researching their own classroom have been well documented, but few reports have focused on how
teachers make sense of what they see and hear during open-ended technology construction projects. This interpretive study
has such a focus. It traces aspects of my learning trajectory as a teacher researcher in my Year Six classrooms, and aspects
of improved classroom outcomes. In narrative voice I describe how my initial thinking about the building of acceptable scientific
knowledge is modified through exploring the research literature and the strength of my students' ideas. My interpretation
of videotape data of the collaboration process within group learning identifies the social dynamics which can influence the
evolving nature of student's ideas in designing engineering structures. I describe how this research experience has influenced
my planning and interaction with my students in the process of helping them to construct viable scientific knowledge. 相似文献
5.
This article explores a small group of students' observations on their learning as they come to the end of an A-level Politics course. It draws on the insights of Vygotsky and other theorists influenced by him, such as Lave, Wenger, Rogoff and Engestro¨m, who have made important contributions to study of the social and participatory nature of learning, particularly, but not exclusively, in contexts outside the school environment. These ideas illuminate the 'communities of practice' found within educational institutions. The students' perspectives reveal perceptions about the learning process and provide a sense of what they have valued during this phase of their studies. Whilst education in formal environments may be criticised for the constraints on learning, classrooms may promote activity that encourages learners to identify their problems with existing knowledge, to question and speculate in ways that transform understanding. Collaborative practices have enabled students to enhance understanding of subject knowledge and to develop skills. 相似文献
6.
Christopher J. Harris Rachel S. Phillips William R. Penuel 《Journal of Science Teacher Education》2012,23(7):769-788
Prior research has shown that orchestrating scientific discourse in classrooms is difficult and takes a great deal of effort on the part of teachers. In this study, we examined teachers?? instructional moves to elicit and develop students?? ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The unit materials included features meant to support teachers in eliciting and working with students?? ideas and questions as a source for student-led investigations. We present three contrasting cases of teachers to highlight evidence that shows teachers?? differing strategies for eliciting students?? ideas and questions, and for developing their ideas, questions and questioning skills. Results from our cross case analysis provide insight into the ways in which teachers?? enactments enabled them to work with students?? ideas and questions to help advance learning. Consistent with other studies, we found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them. Findings suggest a need for more specified supports, such as specific discourse strategies, to help teachers attend to student thinking. We explore implications for curricular tools and discuss a need for more examples of effective discourse moves for use by teachers in orchestrating scientific discourse. 相似文献
7.
Noeline Wright 《Teachers and Teaching》2013,19(4):459-471
In New Zealand schools, the adoption and persistent use of digital tools to aid learning is a growing but uneven, trend, often linked to the practices of early adopters and/or robust wifi infrastructure. The Technology Adoption Model is used internationally to gauge levels of uptake of technological tools, particularly in commerce and also in education. However, this model is inadequate when it is used to attribute reasons for teachers adopting technologies for learning. This article offers an alternative view to understanding why teachers continue using digital technologies for learning. It focuses on the role of student voice and teachers’ pedagogical purposes as motivators, even when teachers have technological hurdles to overcome. The article engages with continuance theory as a lens for understanding these motivations via a qualitative thematic analysis of Moodle postings made by a 2012 cohort of initial teacher education students. The intention is to signpost ideas that might better explain teachers’ continued use of digital technologies in classrooms even if conditions for use are not optimal. 相似文献
8.
Mei-Yee WONG 《Frontiers of Education in China》2015,10(2):251-273
This article explores the dynamics of power-sharing between teacher and students in learning and teaching situations, and describes the theoretical bases, implementation, and results of an empirical study in three elementary schools in Hong Kong Special Administrative Region of the People’s Republic of China. Findings from 58 class observations and interviews with 50 students, 25 teachers, and three school principals suggest that teachers can empower students by acknowledging their right to and responsibility for learning and by sharing power with students. Power-sharing classroom practice requires the dual efforts of teachers and students, and can be facilitated by the teachers’ interactive teaching mode, students’ cooperation and willingness to engage in learning, and school policy and culture, etc. In the power-sharing classrooms, teachers played the role of facilitators and students played as collaborators. In this article, theoretical implications for understanding power-sharing and critical pedagogy are discussed. The empirical evidence from this Hong Kong study contributes to an understanding of teacher-initiated power-sharing in the Chinese context, and the practice of critical pedagogy in classrooms. 相似文献
9.
Egeberg Helen McConney Andrew Price Anne 《Educational Research for Policy and Practice》2021,20(2):107-124
Teachers’ views about teaching, learning and school experiences are important considerations in education. As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively. With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to the detriment of teaching and teacher education, we focused on hearing and understanding teachers’ voices about teaching, learning and classroom management. Our aim was to further clarify teachers’ perspectives on how educators create quality learning environments as well as gathering their views of various disciplinary interventions, their perceptions of challenging students and their sense of efficacy for classroom management in order to inform both policy and practice in teacher education. A survey was conducted with 50 secondary school teachers to capture their views on their classroom experiences. Follow up interviews with teachers identified by students as effective in their classroom management provided consistent reports that effective classroom managers build positive relationships with their students, manage their classrooms by establishing clear boundaries and high expectations, and engage students in their learning.
相似文献10.
This study explores the process of teacher scaffolding student engagement in epistemic tools from the critical sensemaking perspective. Epistemic tools are contextual artifacts manipulated to investigate and evaluate ideas to construct knowledge within the constraints of a disciplines' representational means. The main sources of our data are ~50 min-long semistructured, responsive interviews with the 14 secondary school science teachers who participated in our professional learning environment (PLE) and implemented the activities from the PLE in their classrooms. We utilized the tools of discourse analysis to explore teacher sensemaking while they learned to teach science with epistemic tools. We then looked at intertextualities of meaning across multiple sets of data such as students' artifacts, pre/postsurveys, audio and video recordings of the workshops, and teachers' written implementation feedback forms. As a result, we recognized a pattern across different classrooms. Teachers would begin with a contextualized goal, and use a pedagogical strategy to scaffold their students as they worked to achieve that goal. Then, all teachers reported they faced some sort of ambiguity (such as grappling with failure, different levels of students). When faced with an ambiguity, teachers would then revise either their contextualized goal or their initial pedagogical strategy to help their students to reach their goals. Finally, we utilized constant-comparative analysis to identify themes for teachers' contextualized goals. Four major themes emerged, including communicating connections to core ideas of science, making sense of how science works, assessing students' learning process outcomes, and fostering students' epistemic agency. The findings of the study have implications for future research and professional development activities on the use of epistemic practices and tools in classrooms with unique contextual characteristics. 相似文献
11.
Internationally there is concern in relation to the traditional learning environments evident in many science classrooms and
the levels of understanding of science developed by students in such environments. Further, students have generally been found
to be poor in relation to thinking in terms of models or theories and in terms of evidence to support their theories. The
majority of research on classroom environments has focused on characterising the learning environment in classrooms rather
than monitoring changes to a class's or an individual's perceptions to their learning environments as a consequence of interventions.
This study reports an attempt to change the learning environment in a classroom and documents changes in participants' perceptions
of their learning environments and the corresponding changes in a teacher's and her students' perceptions of their reasoning
and understanding that such changes facilitated. A community of learners in which students and teachers began to understand
the processes and the value of reasoning in terms of theories and evidence was developed as a result of the involvement of
the researchers with the teacher and her class of students.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
12.
Helen M. Doerr 《Educational Studies in Mathematics》2006,62(1):3-24
Recent research suggests that the examination of students' work may lead to changes in teaching practice that are more effective in terms of students' mathematical learning. However, the link between the examination of students' work and the teachers' actions in the classroom is largely unexamined, particularly at the secondary level. In this paper, I present the results of a study in which teachers had extensive opportunities to examine the development of students' conceptual models of exponential growth in the context of their own classrooms. I describe two related aspects of the practice of one teacher: (a) how she listened to students' alternative solution strategies and (b) how she responded to these strategies in her practice. The results of the analysis suggest that as the teacher listened to her students, she developed a sophisticated schema for understanding the diversity of student thinking. The actions of the teacher supported extensive student engagement with the task and led the students to revise and refine their own mathematical thinking. This latter action reflects a significant shift in classroom practice from the role of the teacher as evaluator of student ideas to the role of students as self-evaluators of their emerging ideas. 相似文献
13.
Meg White Corine Meredith Brown Laurel L. Byrne Lorraine C. Ricchezza 《The Educational forum》2017,81(1):18-34
To be an effective urban educator requires teachers to understand the contextual factors of students, the school, and the community, and their cumulative effects on learning. Urban teacher academies support a better understanding of urban classrooms and challenge stereotypes of the urban context. The focus of this study was to compare participants' perceptions of urban settings before and after 2 weeks spent at an urban teacher academy for high school students. 相似文献
14.
Writing-to-learn activities in science classrooms can have an impact on student learning. This study sought to examine if the audience for which students write explanations of biology concepts affects their understanding of these concepts. One hundred eighteen Year 9/10 biology students from four classes participated in the study. There were four different audiences: teacher, younger students, peers, and parents. Students' writing for peers or younger students performed significantly better on conceptual questions than students writing for the teacher or the parents. 相似文献
15.
We investigated how 2 different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these 2 types of support influenced students' learning of science content and their ability to write scientific arguments to explain phenomena. The context-specific scaffolds provided students with hints about the task and what content knowledge to use in or incorporate into their writing. The generic scaffolds supported students in understanding a general framework (i.e., claim, evidence, and reasoning) regardless of the content area or task. This study focused on an 8-week middle school chemistry curriculum that was enacted by 6 teachers with 578 students during the 2004–2005 school year. Analyses of identical pre- and posttests as well as videotapes of teacher enactments revealed that the curricular scaffolds and teacher instructional practices were synergistic in that the effect of the written curricular scaffolds depended on the teacher's enactment of the curriculum. The context-specific curricular scaffolds were more successful in supporting students in writing scientific arguments to explain phenomena, but only when teachers' enactments provided explicit domain-general support for the claim, evidence, and reasoning framework, suggesting the importance of both types of support in successful learning environments. 相似文献
16.
Margaret Heritage 《The Australian Educational Researcher》2018,45(1):51-63
Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students’ agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students as metacognitively, motivationally, and behaviorally active agents in their own learning. Through an analysis of an extended sequence of classroom interaction for the purpose of obtaining evidence of learning, this paper demonstrates that self-regulation is supported through a temporary process of co-regulation between teacher and student in the context of AfL. Co-regulation is a construct derived from Vygotsky’s concept of socially mediated learning, and the neo-Vygotskian perspective on human learning as a culturally based communicative process, through which knowledge is shared and constructed. Specific features of co-regulation illustrated through the analyses presented in the paper are (i) goal orientation, a focus on the learning to be achieved; (ii) scaffolding, the assistance the teacher provides to achieve a goal that is currently beyond students’ unassisted efforts; (iii) intersubjectivity, a shared understanding based on a common focus of attention; (iv) the active construction of knowledge by students, rather than transference of knowledge from the teacher to the student; and (v) temporary support, provided through scaffolding and other external supports that students can ultimately appropriate as their own. 相似文献
17.
William A. Sandoval Kenneth Daniszewski 《Journal of Science Education and Technology》2004,13(2):161-178
This paper explores how two teachers concurrently enacting the same technology-based inquiry unit on evolution structured activity and discourse in their classrooms to connect students' computer-based investigations to formal domain theories. Our analyses show that the teachers' interactions with their students during inquiry were quite similar, and each teacher used whole-class discussions as a major vehicle for connecting students' understanding to formal domain theories. Each teacher, however, structured the discourse in these discussions quite differently. We interpret these differences as each teacher navigating a set of trade-offs to balance, on the one hand, opportunities for students to actively develop their own ideas, and on the other, their concerns that students develop normative understandings. We identify several dimensions of trade-offs that emerge from our data, and suggest how teachers' choices on these dimensions shape students' opportunities for learning. 相似文献
18.
The purposes of this study were to examine how well middle school programs support the attainment of key scientific ideas specified in national science standards, and to identify typical strengths and weaknesses of these programs using research‐based criteria. Nine widely used programs were examined by teams of teachers and specialists in research on teaching and learning. Reviewers found that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas. Programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations, or scaffolded student efforts to make meaning of key phenomena and ideas presented in the programs. New middle school science programs that reflect findings from learning research are needed to support teachers better in helping students learn key ideas in science. The criteria and findings from this study on the inadequacies in existing programs could serve as guidelines in new curriculum development. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 522–549, 2002 相似文献
19.
This study examines Hong Kong students’ motivational beliefs, strategy use and their relations with two relational factors in classrooms – student learning community and teacher support and involvement. A total of 2206 Grade Four to Grade Nine students responded to a questionnaire that comprised three instruments, including two scales measuring student learning community and teacher support and involvement in classroom, respectively, and the Chinese version of the Motivated Strategy for Learning Questionnaire. Our findings suggest that the two relational factors could play an important role in facilitating students’ intrinsic value, self‐efficacy, and strategy use, reflecting some culture‐specific features of students’ self‐regulated learning in Hong Kong classrooms. The implications of these findings for understanding Hong Kong students’ motivational beliefs and strategy use are discussed. Finally, suggestions for future research are put forward. 相似文献
20.
Research has shown that video games can be good for learning, particularly for STEM topics. However, in order for games to be scalable and sustainable, associated research must move beyond considerations of efficacy towards theories that account for classroom ecologies of students and teachers. This study asks how a digital game called Citizen Science, built using tropes and conventions from modern games, might help learners develop identities as citizen scientists within the domain of lake ecology. We conducted an expert-novice study, revealing that games literacy was a mediating variable for content understanding. In a follow-up classroom implementation, games literacy also operated as a variable, although students drove the activity, which mediated this concern. The teacher devised a number of novel pedagogies, such as a field trip, in response to the unit. We found evidence for the most powerful learning occurring through these activities that were reinforced via the curriculum. Students were most engaged by Citizen Science??s most ??gamelike?? features, and learners took up the core ideas of the game. Users also reported the experience was short of commercial gaming experiences, suggesting a tension between game cultures for learning and schools. 相似文献