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1.
Learning about energy is recognized as an important objective of science teaching starting from the elementary school. This creates the need for teaching simplifications that compromise the abstract nature of this concept with students?? need for a satisfactory qualitative definition. Conventional teaching approaches have failed to respond to this need in a productive manner. In an attempt to maintain consistency with how energy is understood in physics, they tend to either provide abstract definitions or bypass the question what is energy?, which is vitally important to students. In this paper, we describe the epistemological barriers that are inherent in conventional attempts to introduce energy as a physical quantity and we suggest that shifting the discussion to a philosophically-oriented context could provide a means to address them in a productive manner. We propose a teaching approach, for students in the age range 11?C14, that introduces energy as an entity in a theoretical framework that is invented and gradually elaborated in an attempt to analyze the behavior of diverse physical systems, and especially the various changes they undergo, using a coherent perspective. This theoretical framework provides an epistemologically appropriate context that lends meaning to energy and its various features (i.e. transfer, form conversion, conservation and degradation). We argue that this philosophically informed teaching transformation provides a possible means to overcome the various shortcomings that typically characterize attempts to introduce and elaborate the construct of energy while at the same time it allows integrating, in a meaningful and coherent manner, learning objectives relevant to the understanding of the Nature of Science (NOS), which is recognized as a valuable component of learning in science. In this paper, we outline the rationale underlying this teaching approach and describe a proposed activity sequence that illustrates our proposal. 相似文献
2.
Elena C. Papanastasiou Michalinos Zembylas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(6):599-618
AN EMPIRICAL INVESTIGATION OF DIFFERENCES BETWEEN MATHEMATICS SPECIALISTS AND NON-SPECIALISTS AT THE HIGH-SCHOOL LEVEL in Cyprus – The data obtained from high-school seniors for the Third International Mathematics and Science Study (TIMSS) for the country of Cyprus appear to be contradictory. Although Cypriot students did not perform well in mathematics in elementary school, middle school, and in the non-advanced sectors of high school, students in advanced mathematics courses in high school managed to perform exceptionally well. In seeking to account for this apparent disparity, the present study examines the differences between mathematics specialists and non-specialists at the high-school level and discusses the implications that these have for teaching practice. It shows how students educated in an environment that might not be optimal for producing high-achieving students in mathematics and science in elementary and middle school (according to the TIMSS) might nonetheless manage to excel in these fields at the end of their schooling. In conclusion, the authors address the implications of their study for similar educational systems in other developing countries. 相似文献
3.
Elena C. Papanastasiou Michalinos Zembylas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,34(4):599-618
AN EMPIRICAL INVESTIGATION OF DIFFERENCES BETWEEN MATHEMATICS SPECIALISTS AND NON-SPECIALISTS AT THE HIGH-SCHOOL LEVEL in
Cyprus – The data obtained from high-school seniors for the Third International Mathematics and Science Study (TIMSS) for
the country of Cyprus appear to be contradictory. Although Cypriot students did not perform well in mathematics in elementary
school, middle school, and in the non-advanced sectors of high school, students in advanced mathematics courses in high school
managed to perform exceptionally well. In seeking to account for this apparent disparity, the present study examines the differences
between mathematics specialists and non-specialists at the high-school level and discusses the implications that these have
for teaching practice. It shows how students educated in an environment that might not be optimal for producing high-achieving
students in mathematics and science in elementary and middle school (according to the TIMSS) might nonetheless manage to excel
in these fields at the end of their schooling. In conclusion, the authors address the implications of their study for similar
educational systems in other developing countries. 相似文献
4.
James F. Kisiel 《Journal of Science Teacher Education》2007,18(1):29-43
Preservice and inservice teachers were asked to examine 2 considerably different museum-based worksheets and to choose which,
if any, they might use if they were conducting a science field trip for upper elementary or middle school students. The more
detailed, survey-oriented worksheet was chosen more frequently than the open-ended, concept-oriented worksheet. Although different
rationales were given for these preferences, findings suggest that teaching experience was not strongly related to worksheet
choice. Furthermore, while particular worksheet characteristics were valued by some teachers, others perceived these same
characteristics as a drawback. The study suggests that teacher perspectives toward museum visits are quite complex and that
these viewpoints must be taken into account when looking to improve learning experiences during school field trips. 相似文献
5.
对无机化学实验教学与中学化学教学之间的关系做了初步探讨,认为无机化学实验教学能为学生正确认识物质及其变化规律提供实验事实,化学实验教学是化学教育的一种最有效的教学形式,并从中学教学的培养目标出发,提出把无机化学实验有计划融人中学化学教学的必要性和培养学生能力的一些做法. 相似文献
6.
罗明东 《昆明师范高等专科学校学报》2011,(1):1-4
＂整合连贯型＂师范生培养模式旨在培养师范生通晓整个基础教育原理与方法,在此基础上,根据自身兴趣与就业需求,自主选择基础教育某一阶段（小学、初中或高中）重点研习,努力成为既能承担小学教育教学工作又能胜任中学教育教学工作的新型师资人才。＂整合连贯型＂师范生培养模式具有整体性、重点性、选择性和宽口径四个基本特点。 相似文献
7.
8.
Teachers’ Willingness to Adopt Nature of Science Activities Following a Physical Science Professional Development 总被引：1，自引：0，他引：1
The major science education reform documents emphasize the need for K-12 students to have a robust understanding of nature
of science (NOS), and inservice teachers consequently need to develop their NOS teaching repertoires. This study investigated
the extent to which science teachers were willing to adopt new strategies and activities for teaching NOS in their classrooms.
The participants were 36 elementary, middle, and high school teachers who were completing a year-long physical science professional
development (PD) that included NOS instruction. Data sources consisted of surveys (teachers’ NOS views, teaching practices),
collected work, and responses to post-PD follow-up questions. The professional development course was successful in that teachers
incorporated many of these strategies and activities into their own practice. This study also endeavored to identify factors
that facilitated the adoption of these new approaches to teaching NOS. While personal characteristics such as pre- or post-PD
NOS understandings, NOS gains, and grade level taught were not related to the number of NOS activities incorporated, teachers
from suburban and rural schools were significantly more likely to implement NOS activities. 相似文献
9.
Aurora Lacueva 《Educational Action Research》2013,21(2):196-220
In this action research work, I analyze the theory–practice integration in teacher preparation within the context of a science and technology (S&T) education teaching methodology course aimed at future elementary teachers. The course was designed, developed and evaluated taking into account this relationship as one of its axes. The results reveal that the proposal favors progress in theory–practice integration and stimulates the students’ reflection and research. By means of a written report and an oral presentation, the students communicated their reflections on S&T teaching in the context of their concomitant professional practice. They also collected and presented resources and activities they found useful for teaching, practiced the use of certain educational S&T kits, and looked for and shared S&T pieces of news from different mass media. They additionally conducted a school learning project simulation and reflected on it. Besides, they prepared three written essays about theoretical–practical assigned readings and discussed them. In this paper, I refer to achievements and difficulties that emerged during the process, relating them to other research findings in the area and to theoretical considerations. Finally, I make proposals for further efforts in this field. 相似文献
10.
胡艳玲 《四川教育学院学报》2008,24(2):75-77
中小学生的问题意识培养是时代发展的必然要求。但中小学生对问题意识还存在模糊意识。在培养中小学生的问题意识的时候,我们要关注中小学生受教育的环境,特别要注重中小学生个体对问题意识的自觉性,还要针对中小学生的年龄特点实施科学的策略。 相似文献
11.
Iowa students and parents completed related attitude and belief questionnaires about school subjects. Grade K–3 students received simpler questionnaires than did Grade 4–6 students or parents. Among Grade 4–6 children, girls perceived higher competence in reading than did boys, but boys perceived higher competence in physical science. All children perceived physical science competence lower than reading or math competence. Parents perceived boys as more competent in science. Girls like reading more than boys did; boys and girls did not differ in liking of science. Grade 4–6 children also expected lower grades in and attached lower importance to physical science than to reading. Parents perceived science as more important for boys and expected higher performance of boys. Jobs related to math or science were seen as more male dominated. These results provided a more comprehensive picture of attitudes and beliefs about science in the elementary school than had existed and suggested that attitudinal gender differences related to physical science begin to develop by the earliest elementary school years. Policy implications are that intervention programs designed to promote gender equity should be extended to the early elementary school years and also should address parental attitudes. Additional implications for policy and research are discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 719–747, 1999 相似文献
12.
Judith Lederman Norman Lederman Selina Bartels Juan Jimenez Mark Akubo Shereen Aly Chengcheng Bao Estelle Blanquet Ron Blonder Mariana Bologna Soares de Andrade Catherine Buntting Mustafa Cakir Heba EL-Deghaidy Ahmed ElZorkani Estelle Gaigher Shuchen Guo Arvi Hakanen Soraya Hamed Al-Lal Cigdem Han-Tosunoglu Annemarie Hattingh Anne Hume Serhat Irez Gillian Kay Ozgur Kivilcan Dogan Kerstin Kremer Pi-Chu Kuo Jari Lavonen Shu-Fen Lin Cheng Liu Enshan Liu Shiang-Yao Liu Bin Lv Rachel Mamlok-Naaman Christine McDonald Irene Neumann Yaozhen Pan Eric Picholle Ana Rivero García Carl-Johan Rundgren David Santibáñez-Gómez Kathy Saunders Renee Schwartz Frauke Voitle Jakob von Gyllenpalm Fangbing Wei Jocelyn Wishart Zhifeng Wu Huang Xiao Yalcin Yalaki Qiaoxue Zhou 《科学教学研究杂志》2019,56(4):486-515
Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country. 相似文献
13.
Gordon Johnson Dr. Laura Laughran Ray Tamppari Perry Thomas 《Journal of Science Teacher Education》1991,2(3):79-82
Summary Science teachers naturally rely on their university science experiences as a foundation for teaching middle school science.
This foundation consists of knowledge far too complex for the middle level students to comprehend. In order for middle school
science teachers to utilize their university science training they must search for ways to adapt their college experiences
into appropriate middle school learning experience.
The criteria set forth above provide broad-based guidelines for translating university science laboratory experiences into
middle school activities. These guidelines are used by preservice teachers in our project as they identify, test, and organize
a resource file of hands-on inquiry activities for use in their first year classrooms. It is anticipated that this file will
provide a basis for future curriculum development as the teacher becomes more comfortable and more experienced in teaching
hands-on science.
The presentation of these guidelines is not meant to preclude any other criteria or considerations which a teacher or science
department deems important. This is merely one example of how teachers may proceed to utilize their advanced science training
as a basis for teaching middle school science. 相似文献
14.
15.
This study examines the influence of St. John's University Summer Science Experience and Teacher Mentoring Program on African American and Hispanic high school students' interest in science and science teaching as career goals. In the first phase of the program, high school students from six school districts in Suffolk County, Long Island (a suburb of metropolitan New York City) engaged in investigative science experiences that emphasized environmental science, chemistry, and technology and learned about effective science pedagogy. The second phase of the program functioned as a teaching practicum for the high school students, where they planned for instruction and taught middle school students investigations similar to those that they had engaged in during the summer program. Various surveys were developed to assess high school students' attitudes about science and science teaching, knowledge of effective teaching approaches, knowledge of ways to motivate younger students, and the overall impact of the program on the high students' interest in science and/or science teaching as career goals. Program evaluations reveal that over 75% of the students expressed an interest in considering science or science teaching as career possibilities. Implications for minority teacher recruitment are discussed. 相似文献
16.
在教学中使学生形成、理解物理概念,进而掌握物理规律,并使学生的物理学科能力得到发展,是中学物理教学的核心议题。研究发现,目前我国中学物理概念与规律的教学一直停留在创设物理情境、进行思维加工、理解物理意义和运用概念规律的经验层面,未能真正厘清学生形成物理概念与规律的认知机制,在一定程度上影响了中学物理教学的发展。为此,本文基于爱因斯坦的概念形成与发展理论、物理学知识—能力结构以及皮亚杰的认知理论,进一步深化与发展了物理概念与规律的教学理论,为在中学物理教学中落实物理学科核心素养提供了有益启示。 相似文献
17.
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
18.
Jeffrey Nordine David Fortus Yaron Lehavi Knut Neumann Joe Krajcik 《Studies in Science Education》2013,49(2):177-206
ABSTRACTSchool instruction is critical for helping students use energy as a lens for making sense of phenomena, however, students often struggle to see the usefulness of energy analysis for interpreting the world around them. One reason for this may be an over-reliance on the idea of energy forms in introductory energy instruction, which may unintentionally suppress, rather than prompt, insights into how and why phenomena occur. We argue that an approach to energy instruction that emphasizes energy transfers between systems, and does not require the idea of energy forms, provides students with a more consistent and useful set of tools for interpreting phenomena. Such a perspective requires connecting the energy concept to the notion that fields, which mediate interaction-at-a-distance, are a real physical system that can transfer energy – an idea that is rarely presented in middle school science. We outline an instructional approach in which middle school students learn to interpret phenomena by modelling energy transfers between systems of interacting objects and fields. We argue that this approach presents a more physically accurate picture of energy, helps align energy instruction across disciplines, and supports students in seeing the value of energy as a lens for making sense of phenomena. 相似文献
19.
This article reports an investigation of the intuitive scientific ideas and understandings of 321 preservice elementary teacher education students enrolled in the 2nd year of a 3-year program. The sample completed a physical science concept challenge instrument by responding, in writing, to open-ended questions about the concepts of floating/sinking, the nature of matter, air pressure and its effects, and the balance beam. Subjects' responses and explanations were analyzed, and response categories established. The results reveal that the majority of subjects, with the exception of a high proportion of those who had a successful senior high school background in physics and chemistry, have misunderstandings in these basic concept areas. It is argued that teachers should have a sound conceptual knowledge base in order to implement effective problem-solving strategies in the elementary science classroom. The importance of teaching science in elementary schools is widely acknowledged, therefore, teacher educators must identify and implement more effective strategies for science instruction in preservice teacher education courses that will enable all students to construct scientifically accurate concept knowledge. 相似文献
20.
随着时代的进步与发展,小学科学早已被学校当成培养学生创新能力、创新思维以及动手能力的一门课程。尤其是把信息技术与小学科学整合起来,既能使教学方式更加灵活、多样,内容更加丰富、充实,也能改变传统小学科学教学模式,激发学生兴趣,唤醒学生的创新意识,为新时代小学生全面发展奠定基础。 相似文献