共查询到20条相似文献，搜索用时 31 毫秒
1.
Suqin Jiang 《零陵学院学报》1999,(2)
IPersonalnamesarePeople'snameal--thenamesthattheyinheritatbirthandothernamesthataregiventothem.NamesofEnglishmenandAmericansareformedbytwoormorewords,suchasJohnSmith,AnnaLewisStrong,WinstonLeonardSPencerChurchill.Generally,givennameisplacedbeforesurlmmeorfamilynameorlastname(Christianname middle'name surname).1GivenNamesGivennamesareusuallychosenforpeoplebytheirparentsorotherrelatives,andinthewestthemostcommonfactors,whichinfluencepeople'schoicesareasfollows:'1).Employthenameinables,myt… 相似文献
2.
Paul A. Schutz 《教育心理学家》2014,49(1):1-12
Teaching, like other caring professions, is emotional. These emotions tend to emerge as teachers’ goals, standards, and beliefs transact with other classroom stakeholders during everyday school activities. As such, for teachers, the classroom context involves both the extreme happiness and joy from a lesson that goes as planned to the intense frustration of working with a challenging student. These academic emotions have garnered the attention of a growing number of researchers, and will be the focus of this article. More specifically, my goal is to summarize and extend our thoughts about the nature of research and our program of research related to teacher emotion. 相似文献
3.
The purpose of this study is to promote more open-ended inquiry activities in junior high school science lessons in the current educational system with fixed textbooks. Researchers adapted existing curriculum-based experimental activities for more open-ended inquiry ones. In addition, the whole class was provided with more opportunities to explore complete activities in limited teaching time. This study used Hazel＇s proposals of levels of inquiry. The method was to carry out the current 8th grade experiments through the step-by-step teaching material modification （from levels of inquiry 0 to 2b） and to combine the experimental teaching method with the 5E （engage, explore, explain, elaborate, and evaluate） learning cycle. After a quasi-experimental study, we compared the traditional teaching method with the step-by-step open-ended inquiry teaching one on 8th graders＇ basic and integrated science process skills and academic achievements. The study result showed that the academic achievement in the experimental group, based on the same instructional time, was not worse than that in the control group. No significant difference was found on the total scores of the basic science process skills between the two groups, but a significant difference was found on the ＂predicting＂ dimension. There was a significant difference on the total scores of the integrated science process skills between the two groups. Significant differences were found on ＂interpreting data＂ as well as ＂experiment designing＂ dimensions. Hence, the study indicated that it could enhance students＇ inquiry ability through step-by-step openly inquiry levels to change the existing curricula, which served as a reference of educational reform. 相似文献
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The purpose of this study is to investigate how sixth graders develop inquiry skills to construct explanations in an inquiry‐based learning environment. We designed a series of inquiry‐based learning activities and identified four inquiry skills that are relevant to students’ construction of explanation. These skills include skills to identify causal relationships, to describe the reasoning process, to use data as evidence, and to evaluate explanations. Multiple sources of data (e.g., video recordings of learning activities, interviews, students’ artifacts, and pre/post tests) were collected from two science classes with 58 sixth graders. The statistical results show that overall the students’ inquiry skills were significantly improved after they participated in the series of the learning activities. Yet the level of competency in these skills varied. While students made significant progress in identifying causal relationships, describing the reasoning process, and using data as evidence, they showed slight improvement in evaluating explanations. Additionally, the analyses suggest that phases of inquiry provide different kinds of learning opportunities and interact with students’ development of inquiry skills. 相似文献
5.
Emma S. Thacker John K. Lee Paul G. Fitchett Wayne Journell 《Clearing house (Menasha, Wis.)》2013,86(4-5):193-200
While the use of inquiry-based instruction has been encouraged for many years, it continues to be the exception rather than the norm. The publication of the College, Career, and Civic Life (C3) Framework, as well as the Inquiry Design Model that provides structure for its implementation, offer support for teachers to use inquiry in their social studies classrooms. This phenomenological study used semi-structured interviews, classroom observations, and document analyses to explore three secondary social studies teachers’ pedagogical content knowledge as they planned and implemented inquiries. Findings indicate that teachers found a structured method of designing inquiries useful and that their approaches to planning and implementing those inquiries varied with individual context and personal pedagogical stances. There is no one-size-fits-all inquiry, even when teachers used the same support tool. 相似文献
6.
Developing students’ skills to pose and respond to questions and actively engage in inquiry behaviours enables students to problem solve and critically engage with learning and society. The aim of this study was to analyse the impact of providing teachers with an intervention in inquiry pedagogy alongside inquiry science curriculum in comparison to an intervention in non-inquiry pedagogy alongside inquiry science curriculum on student questioning and other inquiry behaviours. Teacher participants in the comparison condition received training in four inquiry-based science units and in collaborative strategic reading. The experimental group, the community of inquiry (COI) condition, received training in facilitating a COI in addition to training in the same four inquiry-based science units. This study involved 227 students and 18 teachers in 9 primary schools across Brisbane, Australia. The teachers were randomly allocated by school to one of the two conditions. The study followed the students across years 6 and 7 and students’ discourse during small group activities was recorded, transcribed and coded for verbal inquiry behaviours. In the second year of the study, students in the COI condition demonstrated a significantly higher frequency of procedural and substantive higher-order thinking questions and other inquiry behaviours than those in the comparison condition. Implementing a COI within an inquiry science curriculum develops students’ questioning and science inquiry behaviours and allows teachers to foster inquiry skills predicated by the Australian Science Curriculum. Provision of inquiry science curriculum resources alone is not sufficient to promote the questioning and other verbal inquiry behaviours predicated by the Australian Science Curriculum. 相似文献
7.
FAN Xin-heng 《海外英语》2014,(4):69-70
College English teachers' Self development apparently affects teaching quality, major curriculum development and inquiry development. The scope of inquiry summary indicates the intrinsic factors as awareness of professional competence, professional-knowledge learning awareness, awareness of teaching means, development awareness and the notions alike. And the summary comes to the findings that foreign ones ignore the effect of the external factors, the domestic just focus on the teaching pattern of team, yet ignore the scientific and inquiry group construction. 相似文献
8.
Science & Education - The present study specifically focuses on science teachers’ views about scientific inquiry and their use of scientific inquiry in their lesson plans, which were... 相似文献
9.
Jane Blakely Keat 《Early Childhood Education Journal》2008,36(2):155-160
Teachers report that teaching young children who exhibit defiant and challenging behavior is the most difficult component
of their work. This article explores four decades of textbook and research literature recommendations and 4 years of teacher
reflections. Common themes of control, power, and anger were identified. A significant finding was that systematic teacher
inquiry fostered teacher development of ability to decrease child defiance while fostering children’s emotional self-regulation. 相似文献
10.
Zion Michal Schwartz Renee S. Rimerman-Shmueli Esther Adler Idit 《Research in Science Education》2020,50(4):1281-1304
Research in Science Education - One of today’s challenges in science education involves the development of appropriate conceptions of inquiry teaching and realizing how these experiences can... 相似文献
11.
This article examines a 7th grade teacher’s pedagogical practices to support her students to provide peer feedback to one another using technology during scientific inquiry. This research is part of a larger study in which teachers in California and Washington and their classes engaged in inquiry projects using a Web-based system called Web of Inquiry. Videotapes of classroom lessons and artifacts such as student work were collected as part of the corpus of data. In the case examined, Ms. E supports her students to collectively define “meaningful feedback,” thereby improving the quality of feedback that was provided in the future. This is especially timely, given the attention in Next Generation Science Standards to cross-cutting concepts and practices that require students discuss and debate ideas with each other in order to improve their understanding and their written inquiry reports (NGSS, 2013). 相似文献
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Li Pei-Jung Hong Huang-Yao Chai Ching Sing Tsai Chin-Chung Lin Pei-Yi 《Research in Science Education》2020,50(5):2035-2053
Research in Science Education - The aim of this study was to investigate whether and how engaging with a computer-supported collaborative knowledge-building environment helps students to develop a... 相似文献
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The aim of the present study is to explore the effects of Meta‐strategic Knowledge (MSK) on scientific inquiry learning. MSK is a subcomponent of metacognition defined as general, explicit knowledge about thinking strategies. Following earlier studies that showed considerable effects of explicit instruction of MSK regarding the strategy of variables control, the present study explores whether similar effects are found in two additional scientific thinking strategies: Define Research Questions and Formulate Research Hypotheses. Participants were 119 eighth‐grade students from six classes of a heterogeneous school. Equal numbers of low‐achieving and high‐achieving students were randomly assigned into experimental and control groups. The findings showed dramatic developments in students’ performance following instruction. The effect of the treatment was preserved in a delayed transfer test. Our findings show that explicit teaching of MSK had a stronger effect for low‐achieving students than for high‐achieving students. The implications of the findings for teaching and learning in the context of scientific inquiry are discussed. 相似文献
16.
Huann-shyang Lin Zuway-R Hong Kuay-keng Yang Sung-Tao Lee 《International Journal of Science Education》2013,35(18):3095-3116
This study investigates the impact of collaborative reflections on teachers’ inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through observing colleagues’ teaching practices and discussing with university professors about their own inquiry teaching. The pre- and post-treatment classroom observations and comparisons of their teaching reveal that the three teachers were more focussed on asking inquiry-oriented questions in the post-treatment teaching. With additional qualitative data analysis, this study identified supportive resources of professional development. Workshop training sessions and sample unit served as the initiative agent in the beginning stage. Discussions with peers and reflective observation of peer teaching acted as a facilitative agent. Finally, student responses and researchers’ on-site visit comments worked as a catalytic agent for their professional development. 相似文献
17.
The early childhood profession needs to establish a different discourse to describe what has been referred to as play in early childhood. The authors draw from literature on inquiry theory to provide a theoretical lens for discussion and offer a model for inquiry through the Project Approach for the early childhood setting. The authors posit that early childhood educators need to clarify and extend the definition of play by distinguishing between play that occurs outside of the classroom as opposed to play that occurs as part of classroom curriculum. Further, educators need to develop the language for analyzing acts of inquiry and articulating these processes to parents and the public. An examination of the inquiry process of one preschool learner offers one way to begin articulating classroom inquiry and demonstrates how each instance of inquiry is a complex, reflective, and semiotic act. 相似文献
18.
This study examined the extent to which fifth-grade students participate in online argumentation and the argument patterns they produced about the inquiry-based investigations completed using the Science Writing Heuristic approach in their science classes. One hundred twenty-nine students from five classes of two teachers in a Midwestern public school completed two inquiry-based investigation units, one per semester, followed by asynchronous online discussions using the Moodle forum. Among the 129 students, 107 students produced 739 notes in the plant investigation online discussion and 111 students produced 686 notes in the human health investigation online discussion. Results indicate that students were actively engaged in the online discussions about inquiry investigations with comments being focused on providing more evidence and backing for claims and negotiating evidence in both investigations. The students also engaged in challenging and querying the test procedures and reference sources as the basis for evidence. Implications are discussed for science teaching and learning and further study on argument-based inquiry in online environments. 相似文献
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Julia D. Plummer Valerie M. Zahm Rebecca Rice 《Journal of Science Teacher Education》2010,21(4):471-493
This study investigated the impact of an open inquiry experience on elementary science methods students’ understanding of
celestial motion as well as the methods developed by students to answer their own research questions. Pre/post interviews
and assessments were used to measure change in participants’ understanding (N = 18). A qualitative approach was used to describe the nature of each participant’s investigation through an analysis of
their science journal and poster presentations. A comparison of participants’ inquiry projects with the change in their understanding
revealed that while most participants improved in both their area of inquiry and beyond, elementary science methods students
may need more guidance to reach a full scientific understanding across all aspects of celestial motion. 相似文献