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1.
陆欢 《绵阳师范学院学报》2007,26(5):68-73
通过对生物科学专业课程教学目标和信息技术在生物科学教育中应用现状的分析,发现了目前生物科学教育中信息技术教学存在的若干问题。结合信息技术教育与生物科学专业教学目标,对生物科学专业课程安排、教学内容、课时结构、教学方法等提出了建议。 相似文献
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随着科学技术的发展,传统物理实验的教学手段也不断得到改进.本文简要介绍了CCD的工作原理,将CCD技术引入普通物理实验的教学中,使传统实验方式与现代科学技术相结合,提高了实验效率;使改造后的实验更加适合当今大学的实验教学要求. 相似文献
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Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on inquiry-based teaching in undergraduate biology laboratory courses, we reviewed the recent published literature on inquiry-based exercises. The majority of studies in our data set were in the subdisciplines of biochemistry, cell biology, developmental biology, genetics, and molecular biology. In addition, most exercises were guided inquiry, rather than open ended or research based. Almost 75% of the studies included assessment data, with two-thirds of these studies including multiple types of assessment data. However, few exercises were assessed in multiple courses or at multiple institutions. Furthermore, assessments were rarely based on published instruments. Although the results of the studies in our data set show a positive effect of inquiry-based teaching in biology laboratory courses on student learning gains, research that uses the same instrument across a range of courses and institutions is needed to determine whether these results can be generalized. 相似文献
4.
严英宏 《天津师范大学学报(基础教育版)》2004,5(3):40-42
通过对天津市部分中学实施双语教学情况的调查及分析,提出有四个需要注意的问题。双语教学应在数学、物理、化学、生物、技术、计算机等学科进行;要注意保护学生的积极性;选择适当的教材;合格师资的培养是双语教学实施的关键。 相似文献
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In this paper we present a schematic overview of the central concepts in evolutionary theory, setting them off against the background of widespread misconceptions about them. Our aim is to provide high school teachers with (1) an overview of those particular concepts that they can expect students to have difficulties with, (2) a comparison of students’ alternative conceptions with the corresponding accepted scientific concepts and (3) some recommendations for teaching these concepts. We aim to improve the learning and teaching of evolution by making the relevant conceptual debates within the fields of history and philosophy of science more accessible to science teachers. We intended this conceptual analysis to be of use as a teaching tool for in-service teachers, as well as biology teachers in training. 相似文献
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Gender,complexity, and science for all: Systemizing and its impact on motivation to learn science for different science subjects 
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下载免费PDF全文 Albert Zeyer 《科学教学研究杂志》2018,55(2):147-171
The present study is based on a large cross‐cultural study, which showed that a systemizing cognition type has a high impact on motivation to learn science, while the impact of gender is only indirect thorough systemizing. The present study uses the same structural equation model as in the cross‐cultural study and separately tests it for physics, chemistry, and biology. The model was confirmed for physics and chemistry, but not for biology. This is interpreted as empirical evidence for a cognitive difference between the learning of hard sciences (like physics and chemistry) and life sciences (like biology) that reflects an epistemological difference between ordered (linear) and complex (non‐linear) systems. It is concluded that a more prominent inclusion of complex issues into science teaching could motivate low and average systemizers, independent of their gender, for science learning, that is, could be a key to science for all. Thus, there is a mutual benefit between important 21st century's issues of science teaching and the need to foster students’ motivation to learn science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 147–171, 2018 相似文献
8.
Aaron J. Sickel Stephen B. Witzig Binaben H. Vanmali Sandra K. Abell 《Research in Science Education》2013,43(2):637-665
Large enrolment science courses play a significant role in educating undergraduate students. The discourse in these classes usually involves an instructor lecturing with little or no student participation, despite calls from current science education reform documents to elicit and utilize students’ ideas in teaching. In this study, we used the 5E instructional model to develop and implement four lessons in a large enrolment introductory biology course with multiple opportunities for teacher-student and student-student interaction. Data consisted of video and audio recordings of whole-class and small-group discussions that took place throughout the study. We then used a science classroom discourse framework developed by Mortimer and Scott (2003) to characterize the discursive interactions in each 5E lesson phase. Analysis of the data resulted in two assertions. First, the purpose, communicative approach, patterns of discourse, and teaching interventions were unique to each 5E lesson phase. Second, the type of lesson topic influenced the content of the discourse. We discuss how the findings help characterize the discourse of each phase in a 5E college science lesson and propose a model to understand internalization through discursive interaction using this reform-based approach. We conclude with implications for facilitating discourse in college science lessons and future research. This study provides support for using the discourse framework to characterize discursive interaction in college science courses. 相似文献
9.
Ozgul Yilmaz-Tuzun 《Journal of Science Teacher Education》2008,19(2):183-204
In this study, a Beliefs About Teaching (BAT) scale was created to examine preservice elementary science teachers’ self-reported
comfort level with both traditional and reform-based teaching methods, assessment techniques, classroom management techniques,
and science content. Participants included 166 preservice teachers from three different US universities. Analyses revealed
significant correlations among participants’ confidence level with assessment techniques, classroom management, teaching methods,
and science content and number of science methods and science content courses taken. A significant difference was observed
among the students enrolled at each university. Overall, study participants felt more comfortable teaching biology concepts
than teaching chemistry concepts, physics concepts, or both. 相似文献
10.
戚玉婕 《扬州职业大学学报》2011,15(4):23-26
智能车设计综合了光学传感器、硬件电路和软件算法等多方面跨领域的知识技巧。本文针对黑白赛道智能车的赛道光学识别模块,系统地介绍了红外反射式光电传感器、激光传感器和可见光摄像头的实现原理及硬件电路;同时结合实际比较了其优缺点。 相似文献
11.
This paper reports results obtained in pedagogical interventions in a Brazilian public high school which aimed at promoting a dialogue between scientific and traditional knowledge in the context of biology teaching. The interventions were based on the use of a didactic material and teaching sequence elaborated on the grounds of school knowledge about botany, as presented in biology textbooks, and interviews with students who were also farmers, so as to gather data about their ethnobiological knowledge. Our goal was to develop and test resources that can offer support for teachers who wish to build a dialogue between different ways of knowing in multicultural settings. Our results indicate that the use of the didactic material and teaching sequence indeed created possibilities for a dialogue between the students’ ethnobiological knowledge and biology school knowledge. We observed some shortcomings in classroom practice, partly reflecting our very choice of subject matter to develop the teaching sequence. But the interventions also revealed important limitations that we regard as representative of problems that may generally make multicultural science teaching a hard goal to achieve. It was clear that important shortcomings were related to teachers’ difficulties to conduct a dialogue between ways of knowing in a science classroom, and, thus, called attention to the importance of introducing a multicultural dimension into teacher education. We also observed that the fact that students did not show much sensitivity towards dealing with cultural diversity was a factor constraining the success of the interventions. These results highlight the importance of proposing and testing teacher education initiatives aiming at preparing them to teach science in a culturally sensitive manner, and also managing classroom tensions and conflicts so as to make it possible an effective dialogue between different ways of knowing in a multicultural setting. 相似文献
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Thomas A. C. Reydon 《Science & Education》2013,22(2):189-220
Classification is a central endeavor in every scientific field of work. Classification in biology, however, is distinct from classification in other fields of science in a number of ways. Thus, understanding how biological classification works is an important element in understanding the nature of biological science. In the present paper, I discuss a number of philosophical issues that are characteristic for classification in biological science, paying special attention to questions related to science education. My aims are (1) to provide science educators and others concerned with the teaching of biology with an accessible overview of the philosophy of biological classification and (2) to show how knowledge of the philosophy of classification can play an important role in science teaching. 相似文献
14.
This study explores through a naturalistic inquiry the tensions between a science professor’s two enacted identities. More
specifically, this study looks at how a biology professor’s identity-in-practice shifts and evolves over time through collaborations
with a science education professor. These shifts were marked by an emphasis on teaching, rather than solely a focus on science.
Data were collected through formal interviews and notes taken during planning sessions that took place between the biology
professor and the science educator. Findings reveal that although the biology professor is able to reconcile both his science
and teacher identity, structural elements of his workplace do not encourage him to enact his teacher identity. Recommendations
for college science teaching are discussed. 相似文献
15.
生物科学专业创新型人才培养方案探讨 总被引：1，自引：0，他引：1
加强对生物科学专业实践教学的改革,是高等院校提高教学质量、完善质量保障体系的需要.本文以商丘师范学院生物科学实验班教学改革为例,从教与学两方面入手,探讨了构建多层面、多角度、多主体的实践教学改革体系的一些经验. 相似文献
16.
The F-Sort of Biology Concepts was used to assess understanding of the relationships among 37 biology concepts by five groups: Preservice secondary science teachers, in-service biology teachers with 1–3 years of teaching experience, in-service biology teachers with 5 or more years of experience, scientists in any biological science field, and college seniors majoring in biology. Data collected from the F-sort were analyzed using latent partition analysis and alpha factor analysis with additional interpretation from multidimensional scaling. The subjects were asked to think aloud as they performed the F-sort and each session was audiotaped for later analysis. These analyses indicated that the biology major and experienced secondary science teachers were separated from the scientists by a dimension based on a deep-versus-surface structure understanding of the concepts. A second axis shows that scientists are separated from other groups by a fluid-versus-fixed cognitive structure dimension. That is, both experienced teachers and scientists were found to have well-constructed and ordered cognitive structures, but scientists were much more likely to see an item having a place in two or more categories, whereas experienced teachers tended to focus on only one aspect of an item, and therefore understanding that it rightfully belonged in only one category. It appears that teachers restructure their science knowledge as they become more experienced. There is an apparent transition from poorly organized to highly organized cognitive structures for biology concepts when comparing preservice, novice, and experienced teachers, respectively. The transition does not seem to be one achieving a deeper understanding of the biology concepts or to a greater degree of integration of the concepts, but rather a transition from a fairly large, loosely organized pool of biology concepts to one which is highly structured but limited to the expectations of the established curriculum. The results have implications for the well-known conjecture that teaching helps one better understand the content being taught. 相似文献
17.
Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning. 相似文献
18.
Pratchayapong Yasri Shagufta Arthur Mike U. Smith Rebecca Mancy 《Science & Education》2013,22(10):2679-2707
Understanding how individuals view the relationship between science and religion shows promise for explaining a range of aspects of teaching and learning in science. Several taxonomies, consisting of different views by which people relate science and religion, can be found in the philosophical literature. However, most of the science education literature uses these taxonomies selectively and with limited justification, hindering comparison between existing and future studies. The first aim of this paper is therefore to provide a comprehensive review of the different taxonomies described in the literature and to organise the different views according to their similarities and differences. The second aim of the paper is to present a new research tool developed on the basis of the findings of the literature review. This tool consists of a short questionnaire allowing educational researchers to identify the different viewpoints held by pre-service teachers, undergraduates majoring in biology and school learners. We present the tool itself and demonstrate its usefulness and versatility for future science education research based on three empirical studies covering a range of geographical areas, religious backgrounds, educational levels, age groups and genders. 相似文献
19.
基于认知心理学理论,结合建构主义的优势,对传统的分子生物学的教学模式进行改革和探索。由于分子生物学课程体系庞大,知识点繁多且抽象,易使学生对其产生厌倦感,影响学习兴趣。我们通过在教学改革实践中依据课程内容特点,随机选择试点班级进行构建主义教学模式探索,教师采用引导学生进入课程主体,培养学生的主动参与自我构建,增强学生的综合素质的教学模式,使得实验班与对照班相比,在分子生物学的期末考试成绩上有显著提高(P<0.05)。因此,科学、合理的分子生物学教学体系,对培养适应现代生命科学技术发展需求、适应市场发展需要的生物技术创新人才具有重要意义,值得应用和大力推广。 相似文献
20.
Kola Soyibo 《Asia Pacific Journal of Education》1995,15(2):1-11
It is now widely acknowledged that students' misconceptions in science impede their meaningful understanding of and good performance in the subject. A search in the literature reveals that textbooks, reference books, teachers, language, cultural beliefs and practices are some principal sources of high school students' misconceptions of many science concepts in biology. In this paper, some misconceptions students hold in biology, which originate from each of these sources, are reviewed using cognate studies and published documents. The implications of the conclusions from the review for biology education are addressed. 相似文献