共查询到20条相似文献，搜索用时 16 毫秒
1.
Heather King Effrosyni Nomikou Louise Archer Elaine Regan 《International Journal of Science Education》2013,35(18):2987-3014
Across the globe, governments, industry and educationalists are in agreement that more needs to be done to increase and broaden participation in post-16 science. Schools, as well as teachers, are seen as key in this effort. Previous research has found that engagement with science, inclination to study science and understanding of the value of science strongly relates to a student's science capital. This paper reports on findings from the pilot year of a one-year professional development (PD) programme designed to work with secondary-school teachers to build students’ science capital. The PD programme introduced teachers to the nature and importance of science capital and thereafter supported them to develop ways of implementing science capital-building pedagogy in their practice. The data comprise interviews with the participating teachers (n?=?10), observations of classroom practices and analyses of the teachers’ accounts of their practice. Our findings suggest that teachers found the concept of science capital to be compelling and to resonate with their own intuitive understandings and experiences. However, the ways in which the concept was operationalised in terms of the implementation of pedagogical practices varied. The difficulties inherent in the operationalisation are examined and recommendations for future work with teachers around the concept of science capital are developed. 相似文献
2.
Keith Skamp 《Environmental Education Research》2009,15(1):93-110
All eight teachers and their principal, at an Australian regional primary school in New South Wales (NSW) accredited for its ongoing ‘learnscape’ developments, were interviewed. This was to ascertain their perceptions about the role of learnscapes and their self‐reported use of such outdoor areas to assist in the achievement of their State’s syllabus and environmental education learning outcomes. Teachers at the school (6) and their principal were (re)interviewed a year later to determine if changes in perceptions and practice had occurred and why. This paper interprets narratives derived from the combined interviews of these latter teachers and their principal from an educational change perspective in order to gain insight into their level of use of learnscapes. Teachers’ learnscape and environmental education content and pedagogical knowledge, their focus on the consequences of learnscape use for student learning, and awareness of multiple learning outcomes, including social learning, when using learnscapes, were among interdependent change factors identified which may assist in understanding why teachers embraced learnscapes to different degrees. Consequent avenues for increasing the future use of learnscapes for syllabus and environmental purposes are suggested. 相似文献
3.
This paper takes as its starting point, one of the explicit aims of religious education in England, namely, the development of students’ religious understanding. It shows how curriculum documentation, whilst stating that religious understanding is an aim of religious education fails to clearly outline what is meant by it. This paper draws upon long-standing and ongoing debates in the field and suggests that religious understanding may be best conceived as a spectrum of understanding. Approached in this way, religious understanding becomes not an all or nothing affair, but a lens through which the student of religion may regard the beliefs and practices before them. Finally, the paper proposes an interpretation of religious understanding, which focuses on the soteriological dimension of religion, thus providing the student with a particularly religious lens to understand religious traditions in religious education and concludes by outlining what such an approach might look like in practice. 相似文献
4.
Empirical studies persistently indicate that the usual explanatory strategies used in quantum mechanics (QM) instruction fail,
in general, to yield understanding. In this study, we propose an instructional intervention, which: (a) incorporates into
its subject matter a critical comparison of QM scientific content with the fundamental epistemological and ontological commitments
of the prominent philosophical theories of explanation, a weak form of which we meet in QM teaching; (b) illuminates the reasons
of their failure in the quantum domain; and (c) implements an explanatory strategy highly inspired by the epistemological
pathways through which, during the birth-process of QM, science has gradually reached understanding. This strategy, an inherent
element of which is the meta-cognitive and meta-scientific thinking, aims at leading learners not only to an essential understanding of QM worldview, but to a deep insight into the
‘Nature of Science’ as well. 相似文献
5.
The present paper describes a study in which 13 children aged 9–11 years, of diverse ethnic, linguistic, and socio‐economic backgrounds, were asked to use a digital camera and small notebook to document the range of things they consider to be healthy and unhealthy. Using open‐ended interview questions, the children were then asked to explain each item, including what it was, why they chose it, and why they thought it was either healthy or unhealthy. The range of definitions of ‘healthy’ and ‘unhealthy’ invoked by the children was surprisingly broad, encompassing not only illness and proper nutrition, but also environmental health, mental health, cleanliness, and other meanings. Findings across all 13 children are displayed, and a case study of one child serves as a detailed example of the types of meanings children ascribe to the words ‘healthy’ and ‘unhealthy’, as well as the kinds of analyses being employed on these data. The theoretical implications of these results for research on children’s ideas about health, as well as implications for the design of health interventions, are discussed. 相似文献
6.
7.
Professionalism is a core element of curricula in many disciplines but can be difficult to teach and learn. This study used audio-diary methodology to identify professionalism threshold concepts in a small group learning setting in undergraduate medicine and to understand factors that might facilitate students to ‘get’ such concepts. Fifteen students and seven tutors kept audio-diaries over two terms. Data were analysed qualitatively for content. The key themes were then cross referenced to threshold concept criteria (e.g. where language indicated that learning was troublesome, integrative or transformative). Seven potential threshold concepts were identified which centred on students’ developing professional identities including working with uncertainty, considering the bigger picture, not needing to know everything and professional culture. Reflection on workplace experiences within a small group helped students ‘get’ these concepts. The study concludes that threshold concepts and audio-diaries are useful tools for understanding lived experiences of professionalism learning. 相似文献
8.
Kym Macfarlane 《International Journal of Inclusive Education》2013,17(6):609-629
This paper seeks to examine current policy reforms that situate education as a means of addressing social inclusion. Borrowing from the work of Popkewitz and Lindblad, the paper takes the form of a cross‐disciplinary literature review that informs understanding of the relationship between educational governance and social inclusion/exclusion in policy research in Australia. To do so, the author examines the assumptions, omissions and contradictions in policy direction via two problematics – the engagement problematic and the early intervention and prevention problematic – to emphasise how policy discourse produces ways of thinking about inclusion/exclusion. The author argues that discourses of engagement and intervention and prevention reinscribe each other, acting as a palimpsest which produces notions of the ‘proper’ family and ‘proper’ participation. These notions of propriety ironically exclude particular types of individuals and families by situating them outside of possibilities for ‘success’ in social and systemic participation. Therefore, the author seeks to examine the ‘systems of reason’ that enable these discursively produced notions of propriety to become normalised. 相似文献
9.
Tuğçe Günter Nalan Akkuzu Şenol Alpat 《Research in Science & Technological Education》2017,35(4):500-520
Background: This study uses problem-based learning (PBL) to ensure that students comprehend the significance of green chemistry better by experiencing the stages of identifying the problem, developing hypotheses, and providing solutions within the problem-solving process.
Purpose: The aim of this study is to research the effect of PBL implemented in cation analysis experiments in an analytical chemistry laboratory course on students’ level of understanding of the subject of ‘Green Chemistry and Sustainability’.
The study group: The study group consists of second-grade students who participated in an Analytical Chemistry Laboratory within the General Chemistry III course in the Department of Science Education of the Faculty of Education of a state university in Turkey (N = 63).
Design and methods: Quasi-experimental design was used in this research. Students were randomly divided into two groups, an experimental group (N = 31) and a control group (N = 32). Laboratory experiments in which qualitative and quantitative cation group analyses were conducted were carried out in the experimental group with PBL that involved five different scenarios inspired by daily life. In the control group, experiments were performed as closed-ended experiments. The ‘Green Chemistry and Sustainability Test’ (GCST) and semi-structured interviews were used as data collection tools. The independent sample t-test was used in determining whether there was a significant difference between groups by GCST, reviewing pre-test–post-test scores for the control and experimental groups, and semi-structured interviews were analyzed by content analysis.
Results: The results showed that there was a significant difference in favor of the experimental group in GCST post-test scores (t = 10.554, p < 0.05). Considering students’ opinions, there were positive statements, such as that they had taken an active role and had their interest aroused interest since problems in the experiments were related to daily life.
Conclusion: PBL enhanced students’ level of understanding of green chemistry and sustainability subjects and helped them obtain a different perspective in terms of environmental awareness. 相似文献
10.
《Educational Philosophy and Theory》2013,45(4):567-583
This essay serves as a guide for scholars, especially those in education, who want to gain a better understanding of Heidegger's essay, ‘The Question Concerning Technology’. The paper has three sections: an interpretive summary, a critical commentary, and some remarks on Heidegger scholarship in education. Since Heidegger's writing style is rather opaque, the interpretive summary serves as a map with which to navigate the essay. The critical commentary offers a careful analysis of some of the central concepts in the essay. These concepts, which include bringing‐forth, challenging‐forth, and gestell, are intriguing but problematic. The problems and possibilities of these ideas are analyzed, and an overall assessment of Heidegger's ideas on technology is offered. In the final section, the work of several scholars in education is examined. Some of this work is excellent, but there is also a significant amount of confused and confusing scholarship. 相似文献
11.
Edward was one of 58 children studied by workers and parents as part of a study on Well‐being and Resilience at the Pen Green Nursery. Within the larger study, eight children were studied in greater depth in order to explore connections between cognitive and emotional development. Schematic theory and attachment theory were used as frameworks for analysing the observations. Video observations were made over a period of 18 months. These were viewed and analysed by a researcher, Edward’s mother and Edward’s Key Person in the nursery. Edward found separating from his mother extremely painful and repeatedly used his play with objects to explore ‘separation’ and ‘connection’. It is argued that children’s repeated actions may be prompted by current emotional needs and that links can be made between children’s schemata (repeated patterns of action) and emotional development by drawing on psychoanalytic theory. The author also acknowledges the novelty of this approach for her, as a teacher, although these kinds of interpretation are common within the fields of play therapy and psychotherapy and are used increasingly in education. 相似文献
12.
13.
14.
所谓德育 ,就是按照特定时代、特定社会的道德规范来培养塑造个体的道德意识、信念和行为习惯。它具有三层意义 :第一 ,首先必须使受教育者知晓和理解社会的行为规范 ,并发展其道德认识能力 ,道德判断能力和道德选择能力 ,这便是德育中的“知”。第二 ,要使受教育者相信“知”的内容 ,把其道德认识内化 ,升华为道德信念和道德理想 ,这就是德育中的“信”。第三 ,德育的最终目标就是使教育者将道德认识与道德信念转化为道德行为 ,并培养良好的习惯 ,这是德育的“行”。因此 ,由未知到知、由知到信、由信到行是德育工作有机的三个环节 ,构成了… 相似文献
15.
J. R. Lakshmana Rao 《Resonance》1998,3(12):55-61
Some commonly held erroneous notions about the terms laws, hypotheses and theories are pointed out with specific examples from different branches of science. 相似文献
16.
讲《廉颇蔺相如列传》,我说:“臣所以去亲戚而事君者,徒慕君之高义也”一句中的“亲戚”,其义如同“父母”。有人跟我指出:“你讲错了,‘亲戚’并非 相似文献
17.
戴开银 《中学语文(读写新空间)》1985,(1)
去年本刊发表了天门县大面积提高语文教学质量的经验,转载了秦牧同志赞扬该县成为一九八三年“全国高考状元”的文章,各地闻讯到天门取经者络绎不绝。此后,我们听到反映说:“天门能上去,主要经验是教师拼命地灌,学生死命地背,把课本记得滚瓜烂熟,所以能对付高考。如果考能力,肯定赶不上城市学生。”一九八四去年高考试题测重于考能力,天门县高考的录取人数,北一九八三年还要多,又居全省各县之首,高达一千馀人。由此可见,他们在培养能力上也是成绩显著的。本期我们编发了一组文章,介他绍们如何更新教学思想、改革教学方法、开辟第二教学渠道、不断开拓学生知识面和培养能力(包括培养创造能力)的经验,请大家看看,择其善者而从之。此外,我们还编发了一组沔阳县的文章。沔阳与天门是邻县,与天门不相上下,他们的语文教学成绩也很显著。现在这两县正在总结经验,以期进一步改进各科教学,为大面积提高教学质量作出贡献。 相似文献
18.
This paper provides insights into non-Indigenous teachers’ efforts to engage proactively and productively with students to enhance their learning in a predominantly Indigenous community in northern Queensland, Australia. Drawing upon notions of ‘funds of knowledge’, forms of capital as part of community cultural wealth, Critical Race Theory, and ‘whiteness’ studies, the research explores and challenges how white teachers draw upon community as a form of ‘capital’ to enable them to foster their students’ learning. These efforts to ‘capitalise’ on community reveal the school as a site of struggle for genuinely inclusive educational practices. These struggles were evident in: teachers' and school administrators’ ostensive care about their students but struggles to translate this into robust expectations as part of a genuinely inclusive curriculum; the cultivation of social and cultural capital to learn about the nature of the communities in which teachers worked but a tendency to deploy such knowledges for more instrumentalist reasons as part of their engagement with both the ‘official’ curriculum and Indigenous students; and, a desire and capacity to develop connections between community cultural capital and more dominant forms of capital but in ways which do not adequately foreground Indigenous epistemologies as curriculum. The research reveals teachers’ efforts to develop understandings of community cultural wealth and the funds of knowledge within communities, but also how their understandings were partial and proximal, and how subsequent social and teaching practices tended to instrumentalise Indigenous perspectives and insights. 相似文献
19.
ABSTRACTResearchers have concluded that policy implementation is a process of mutual adaptation between policies and implementers. Our study draws attention to that relationship, especially with respect to policies that challenge assumptions about sex, gender, and sexuality. We focus on how six administrators in one United States school district understood ‘the work’ of bringing the district’s Guidelines for Supporting Transgender and Gender Nonconforming Students into practice. Our analysis of interview data focused these questions: How do administrators describe their motivation and commitment to engage in the work? What puzzles of practice do participants name? How do they talk about the work of implementation? What does that work mean/involve in everyday practice? What were their roles? We found that implementation was locally defined and enacted; participants’ sense-making, their roles in enacting the Guidelines, and the puzzles they negotiated were influenced by their unique contexts. We share examples of diverse cases in an effort to create policy knowledge. 相似文献
20.
William Wordsworth was the representative of the British "Lake poets" In his poems he aimed at simplicity and purity of the language,fighting against the conventional forms of the 18th century poetry.He transformed his observation of the landscape into the revelation of the beauty of nature in poetry,and thus expressed his nature philosophy.In this article the author briefly analyses the organization of his poem: "Ode: Intimation of Immortality" and mainly elaborates her understanding of the poet’s na-ture-philosophy in four points:(a) Man is sensitive to all natural influences in childhood.(b) Nature has a moral and spiritual sig-nificance and helps the poet understand the mystery of human life.(c) Life is but a stage.(d) All good poetry is the spontaneous overflow of powerful feelings;it takes its origin from emotion recollected in tranquility. 相似文献