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1.
The 2015 Programme for International Student Assessment (PISA) has drawn a substantial amount of attention from science educators and educational policymakers because it marked the first time that PISA assessed students' ability to evaluate and design scientific inquiry using computer-based simulations. We undertook a secondary analysis of the PISA 2015 Taiwan dataset of 7,973 students from 214 schools to identify critical issues of student learning and potentially reshape our educational system and policies. Thus, this study sought to identify potential latent clusters of students' scientific literacy performance according to a set of focus variables selected from the PISA student questionnaires. In addition, significant determinants of students' scientific literacy and resiliency were analyzed. Cluster analysis results demonstrated the presence of four clusters of high, medium, low, and inferior scientific literacy/epistemology/affective dispositions. Specifically, students in cluster 1 compared with other clusters showed that the higher the scientific literacy scores are, the more positive epistemic beliefs about science, achievement motivation, enjoyment of science, interests in broad science, science self-efficacy, information and communications technology (ICT) interest, ICT autonomy, more learning time, more teacher supports and teacher-directed instructions are. Regression results indicated that the most robust predictor of students' scientific literacy performance is epistemic beliefs about science, followed by learning time, interest in broad science topics, achievement motivation, inquiry-based science teaching and learning practice, and science self-efficacy. Decision tree model results showed that the descending order of the variables in terms of their importance in differentiating students as high- versus low-performing were epistemic beliefs about science, learning time, self-efficacy, interest in broad science, and scientific inquiry, respectively. A similar decision tree model to determine students as resilient versus non-resilient also was found. Various interpretations of these results are discussed, as are their implications for science education research, science teaching, and science education policy. 相似文献
2.
19世纪后期至20世纪初期,欧美出现的教育科学研究运动是教育研究领域一次具有深远意义的运动它的出现与这个时期欧美社会新的发展和教育的深刻变革,以及人们对科学、科学与教育关系的认识有密切的联系。根据欧美教育科学研究运动中一些突出的事件加以划分,其发展可以分为四个阶段,且每个阶段都有其显著的特点。19世纪末至20世纪初期,欧美出现的教育科学研究运动是现代科学研究思想和方法在教育研究领域里的初次运用和实践,其所关注的领域和所争论的问题值得今天反思与借鉴。 相似文献
3.
Dr J. R. Baird Associate Professor R. F. Gunstone Mr C. Penna Professor P. J. Fensham Professor R. T. White 《Research in Science Education》1990,20(1):11-20
This paper is based on findings from a three year collaborative action research project on classroom teaching and learning.
The research, which involved 33 teachers, over two thousand students from six schools, and the authors, centred on exploring
how various features of the classroom context influence teaching and learning processes. We interpret project findings as
indicating the importance of balance between cognition and affect for effective teaching and learning. We advance the notion
of challenge as a way of conceptualising this balance. Challenge comprises a cognitive/metacognitivedemand component and an affectiveinterest component. Nine major features of a teaching/learning event were found to interact to influence these cognitive and affective
components of challenge.
Specializations: Collaborative research on science teaching and learning; staff development and school improvement; quality of science education.
Specializations: Learning and teaching science; pre-service teacher education.
Specializations: teacher development in science education; technology education.
Specializations: Science and teachnology curriculum, environmental education, educational disadvantage.
Specializations: learning theory, probing of understanding, conceptual change. 相似文献
4.
This article adds to the existing literature on nonformal learning in education in general and the role played by written feedback in providing the space for such learning in particular. The study was conducted in an English as a Foreign Language context in which the participating students received written feedback on their English writings. Employing qualitative interviews and stimulated recall methodology, we explored interstudent interactions, cross-cultural understanding, and initiation into communities of practice, and categorized these as reactive and deliberative types of nonformal learning. Drawing upon Eraut's typology of nonformal learning, we would argue that formative written feedback provided on students' writings could lead to nonformal learning because it encourages them to act upon it. 相似文献
5.
Abstract The responses of 544 10th grade students to a questionnaire indicated that informal/nonformal science activities (discussions, watching TV, listening to the radio, reading, and other activities, such as visits to museums and field trips) were positively correlated with the following: the extent to which school science is conceived to be related to everyday life, attitudes toward science and science learning, parents' occupation, school environment, intentions for further study, and career aspirations. After-school discussion of what was learned in school was rated the most popular science activity, followed by watching TV, reading, engaging in science-related activities, and listening to the radio, respectively. Informal/nonformal science activities were found to be associated with a strong commitment to science and science learning. 相似文献
6.
John Ainley 《International Journal of Science Education》2013,35(2):127-138
Summaries English It is generally assumed that better facilities will affect the quality of education in schools, but evidence concerning this assumption is often not considered or even known. In this article, the author reviews some important studies examining the influence of facilities on science teaching. He concludes that, while the provision of good facilities may not change educational practices dramatically, they help to foster science teaching activities which involve students in a variety of stimulating activities. In general terms, the evidence reviewed in relation to science teaching is consistent with the notion that the students’ physical environment affects their study behaviour. It may be argued, therefore, that attention must be paid to the provision of good teaching facilities if active forms of learning are to be encouraged. 相似文献
7.
Yusuf Kassam 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(2):263-267
Conclusion This short report has reflected upon and illustrated the different ways and means by which formal, nonformal and informal modes of learning have been made to interact with each other in Tanzania. Integration to such an extent has been made possible both through structural changes in the educational system as well as through the operation of some specific learning programmes. The rationale for using such an integrative approach has also been outlined.The interaction between formal, nonformal and informal structures and modes of learning is certainly not comprehensive nor completely integrated, as is evident from the report. Rather, a rational start has been made in that direction within the overall framework of Tanzania's development goals and aspirations. 相似文献
8.
The purpose of this study was to construct an interpretation of lower track science students' notions of expertise in science teaching. Data were collected and transcribed from focus groups, teacher journals, classrooms events, and student artifacts. Students responded to focus group prompts over the course of a years regarding how and why they chose to learn science from their teachers based on affective attributes, advocacy/impedance, and identity. Results showed that lower track science students closely associate affective teacher attributes with effective teaching strategies. In addition, students identified advocacy or impedance in academic success based on personal experience rather than other more overt characteristics such as race or gender as a major determinant for their successful science learning. Implications for research and teacher education in diverse settings are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 13–36, 2011 相似文献
9.
Roger Boshier 《开放教育研究》2005,11(4):56-64
Lifelong education was developed in Europe in the 1970's. A learning society arises when principles of adult education are properly deployed. Vertical integration concerns learning throughout the lifespan. Horizontal integration requires education to occur in informal and nonformal as well as familiar formal settings. Democratization demands the dismantling of barriers that impede access to education and involvement of learners in the design and management of their own education. Chinese citizens have always learned from a broad array (of not just educational settings). The initiative to build 61 "learning cities"demonstrates a genius for adapting western ideas. China has already transcended some limitations of European ideas about lifelong education. However, because of ageism, the obsession with formal education and need to navigate within the contours of the party-state, building a learning society faces special challenges. In China, as elsewhere, universities are not leading these initiatives. They need to become more flexible and open. 相似文献
10.
Research suggests that information and communication technologies (ICT) used in the form of computer assisted instruction (CAI) may benefit student learning. There is, however, limited research about the application of CAI in non-Western educational contexts. Here I describe the use of CAI in the learning of science in India. Evaluation of student learning by quantitative and qualitative means suggests that CAI has led to enhanced learning for a variety of science topics in this educational setting. I also reflect on issues germane to the Indian context and provide guidelines for the use of CAI in science instruction in countries for which ICT facilities in schools are somewhat compromised. 相似文献
11.
Wim Hoppers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,1(3):5-30
This article argues that the present crisis of basic education for young people in Africa reveals problems that are more fundamental than enrollments, inputs and costs. They are related to the very structure and substance of educational provision. Of particular concern is the fact that schools find it difficult to respond to the different needs and circumstances of their pupils and to organize learning experiences that are sensitive to the social, cultural and economic environment. The author maintains that non-conventional approaches to learning, associated with nonformal education and distance education, have important but distinct contributions to make to the reform of mainstream schooling and could help to open up the formal system from within. 相似文献
12.
Charlotte E. Nusberg 《Educational gerontology》2013,39(4):395-409
There has been an increasing interest in providing educational opportunities for the elderly in most industrialized countries over the past decade. This is a reflection in part of more older people actively seeking out learning opportunities, a recognition on the part of educators of the continued ability to learn well into old age and a desire to democratize higher education, and the goal of policy makers to promote active retirement in the hope of warding off pathological processes that can accompany aging. Although accurate statistics remain elusive, there has been widespread expansion in both formal and nonformal adult education opportunities for older learners in other industrialized countries. Striking examples include the success of study circles in Sweden and universities of the third age in Europe, Latin America, and Japan. Evidence collected to date suggests that they are not only tremendously popular with older students but also have salutary effects on individuals’ health and well‐being and enhance their ability to contribute to their communities. Nevertheless, all these educational opportunities still reach only a minority of the elderly; efforts in the future must be directed to expanding nonformal learning opportunities if larger numbers of old people are to be reached. 相似文献
13.
2005年8月23~27日,欧洲第十一届关于学习与教学研究的大会在塞浦路斯首都尼科西亚举行.这次大会探讨了当前教育研究中的两个方面:一方面是我们需要通过多种教学途径来加强学生的知识学习过程;另一方面,当前的教育研究要充分认识到有效教学情境的创设在学习与教学中的重要作用.一些教育专家从社会情感,学习与认知理论,教育评价等几个方面对有效学习环境的构建做了专题报告.作为教育研究的一个重要领域的数学教育在此次大会上是一个很重要的专题,数学教育专家的一些观点和研究成果对于我国的数学课程与教学改革具有深刻的启示. 相似文献
14.
Tsung-Hau Jen Che-Di Lee Chin-Lung Chien Ying-Shao Hsu Kuan-Ming Chen 《International Journal of Science and Mathematics Education》2013,11(3):575-600
Based on the Trends in International Mathematics and Science Study 2007 study and a follow-up national survey, data for 3,901 Taiwanese grade 8 students were analyzed using structural equation modeling to confirm a social-relation-based affection-driven model (SRAM). SRAM hypothesized relationships among students’ perceived social relationships in science class and affective and cognitive learning outcomes to be examined. Furthermore, the path coefficients of SRAM for high- and low-achieving subgroups were compared. Given the 2-stage stratified clustering design for sampling, jackknife replications were conducted to estimate the sampling errors for all coefficients in SRAM. Results suggested that both perceived teacher–student relationships (PTSR) and perceived peer relationships (PPR) exert significant positive effects on students’ self-confidence in learning science (SCS) and on their positive attitude toward science (PATS). These affective learning outcomes (SCS and PATS) were found to play a significant role in mediating the perceived social relationships (PTSR and PPR) and science achievement. Further results regarding the differences in SRAM model fit between high- and low-achieving students are discussed, as are the educational and methodological implications of this study. 相似文献
15.
Hoppers Wim 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(1-2):5-30
This article argues that the present crisis of basic education for young people in Africa reveals problems that are more fundamental than enrollments, inputs and costs. They are related to the very structure and substance of educational provision. Of particular concern is the fact that schools find it difficult to respond to the different needs and circumstances of their pupils and to organize learning experiences that are sensitive to the social, cultural and economic environment. The author maintains that non-conventional approaches to learning, associated with nonformal education and distance education, have important but distinct contributions to make to the reform of mainstream schooling and could help to open up the formal system from within. 相似文献
16.
Rainer H. Lehmann Robert E. Verhine 《International Journal of Educational Development》1982,2(1):29-42
In an attempt to assess the importance of formal and nonformal education for the acquisition of skilled blue-collar jobs in the Brazilian modern industrial sector, 62 job applicants were interviewed in five factories in Salvador, Bahia. Data pertaining to the applicants' residential background, educational activities, industrial work experience, and the specific context of their applications were subjected to path analytic treatment, utilizing a fully recursive causal model. The analysis reveals that extended participation in nonformal education (mainly vocational preparation courses) performs two important functions on the labor market: it directs participants to the technologically and organizationally more complex factories, and it tends to increase the chances of being contracted. The amount of formal education received, on the other hand, fails to appear as an important predictor for the acquisition of employment. It is suggested that the relationships between formal education and the industrial labor market are of a complex non-linear nature: an effect of ‘academic over-qualification’, likely to occur with white-collar aspirations which are valued negatively by employers, seems to militate against the assumption of a simple linear contribution of formal education to obtaining industrial employment. 相似文献
17.
Andrew Cleminson 《科学教学研究杂志》1990,27(5):429-445
The quality of science education is a pervasive concern in educational improvement efforts. This article examines two aspects of science education that have been identified as being of concern: Is the material presented in science classrooms representative of science “as it really is” and, secondly, what is the bearing of notions of “children's science” on curriculum reform? A review of the literature in both areas shows that educational theory has, so far, had little effect on classroom practice. An attempt is made to synthesize contemporary views on the tentative nature of science with a generative model of learning in science in order to establish a common epistemological base which could be used as a template for curriculum reform efforts. 相似文献
18.
Jan Maarschalk 《科学教学研究杂志》1988,25(2):135-146
Two stages in research on scientific literary are identified: a composite saturation stage in which definitions covered all objects of science education and a stage where researchers focused on small manageable portions of scientific literary. Initial and continuous scientific literacy research in which the focus is on cognitive preference for science and informal science teaching is described. Underlying cognitive preference is a value preference for science. Three interdependent but clearly distinguishable forms of science teaching, formal, nonformal and informal, are described. Informal science teaching is identified as a condition for and an outcome of scientific literacy. 相似文献
19.
Tom Billington 《International Journal of Inclusive Education》2017,21(8):866-880
Momentum is continuing to grow in the circulation of neuroscientific discourse, informing aspects of how we live but affecting too how we think about education and learning. Neurologically informed intrusions into education frequently align with psychology which has until now largely adopted a ‘medical model’, supporting policies and practices which ultimately invoke psychopathology and arguably render individual young people more vulnerable to various forms of social and educational exclusion. This paper urges caution in respect of understandings of educational neuroscience that focus on individual deficits and diagnoses. Rather it holds in mind the broader historical context for neuroscience and its implications for our understandings of what it is to be human in the twenty first century and thereafter for education and learning. Theoretical resources from critical and affective neuroscience but also critical educational psychology are brought together specifically to support the principles of inclusionist policies and practices in education. 相似文献
20.
In this paper we explore the philosophy, pedagogy and implementation of the third year course sequence in the M.A. in Educational Technology program at Michigan State University. We discuss how “little-r” revolutions in teaching and learning, i.e., technology facilitated revolutions specific to individual classrooms and contexts, are used to introduce our students to the thinking patterns of designers and innovators. This is accomplished by an overlapping emphasis on learning by design, trans-disciplinary creative cognitive tools, innovative technology, and reflective practice. In this environment, we also transition our students from acting as consumers of educational media to being producers of educational experiences. That is, not only do the students construct new educational media, they consider the aesthetic and affective implications of technology use for teaching and learning. Finally, given the rapid evolution of educational technologies, we support students as they establish a foundational vision for the interplay of education and technology that will serve them into the future, as they, and their learners, adapt tonew and emerging digital environments. 相似文献