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1.
张运红 《教学研究(河北)》2009,32(3):37-40
德国青少年科学教育主要分为学校科学教育和学校之外的科普教育。学校科学教育在目标上侧重培养学生的科学素养,内容上课程趋于综合,方法上注重学生的动手能力,培养学生的科学兴趣。同时,德国在全社会举办丰富多彩的科普教育活动,让科技教育延伸到学生的生活之中。 相似文献
2.
Richard Ruopp 《Journal of Science Education and Technology》1993,2(1):305-319
It is common currency that science education in America isn't working well enough. We are failing to excite the curiosity of young minds in the great questions of the physical universe. LabNet—a prototype teacher-support project developed by TERC, and funded by the National Science Foundation, is dedicated to addressing this issue. The first three year phase of LabNet began in January 1989 and ended in mid-1992. During that time, some 562 high school teachers of physics in 37 states were involved. Three interconnected threads are woven through the fabric of LabNet. The first, and most vivid, is the use of projects to enhance students' science learning. LabNet's second thread is building a community of practice among LabNet teachers. The third thread woven into LabNet is promoting the use of new technologies in science teaching and learning. The most notable use of new technology in the LabNet project is telecommunications—computer-to-computer communication via telephone lines. A dedicated network has been created and made available to all participants. As the first national network designed for high school teachers of physical science, the LabNetwork is a dynamic medium for building and sustaining a community of practice for physics teachers separated by many thousands of miles. In recommendations directed at teachers, scientists, and particularly the National Science Foundation, steps are outlined that can be taken to strengthen the community and the teaching of science in both the secondary and elementary grades.This article, printed with the permission of the publisher, is drawn from the bookLabNet: Toward a Community of Practice, edited by Richard Ruopp, Shahaf Gal, Brian Drayton, and Meghan Pfister—all LabNet staff from TERC. The book was published in November 1992 by Lawrence Erlbaum Associates.LabNet Project Director until October 1992. 相似文献
3.
Inquiry-Events as a Tool for Changing Science Teaching Efficacy Belief of Kindergarten and Elementary School Teachers 总被引：1，自引：1，他引：1
Researchers agree that science education should begin at childhood, due to its contribution to later cognitive skill development. However, in most cases only a small portion of kindergarten and elementary school activities is related to science. Given the tremendous impact teachers have on children and on the success or failure of their curriculum, teachers' efficacy belief toward science teaching (TEBTST) should be of significant concern. It is suggested herein that in order to improve TEBTST, the science curriculum should be developed not only from the perspective of the child's needs, but will explicitly consider the teachers' needs as well. Such an approach is described in this study, and is labeled as the Inquiry Events (IE) teaching method. This method involves relating to an open-ended problem situated in real life, that encourages investigation of a variety of issues—ethical, economic, scientific, etc.—which both kindergarten and elementary school teachers are accustomed to considering. The method encourages teachers to relate to these daily situations by introducing scientific questions, which they would ordinarily ignore or omit. Using the STEBI (Science Teaching Efficacy Beliefs Instrument) questionnaire before and after a 4-day workshop introducing the IE method, it was found that IE improved TEBTST and increased their confidence in teaching science. 相似文献
4.
David Sade Richard K. Coll 《International Journal of Science and Mathematics Education》2003,1(1):87-114
The implementation of technology as a formal subject – either separate or integrated – in school curricula is a relatively recent phenomenon with most studies confined to Western or developed countries and little known about non-Western contexts. In this study we sought to gain an understanding of primary teachers' and curriculum development officers' perceptions of technology and technology education for a small island nation in the South Pacific. Participants' views were ascertained by means of semi-structured interviews including the use of picture card prompts used by Rennie and Jarvis (1995). The study reveals that the participants hold a rather limited view of technology and technology education. The participants see technology as consisting of a variety of artifacts and skills (including in some cases indigenous artifacts and cultural practices), but the predominant view was technology consists of modern, new, foreign, artifacts especially those associated with information and communication technologies. The participants view technology education as learning about how to use technological artifacts. Personal experiences including pre- and in-service teacher training and encounters with technological artifacts were the main influences on their views of technology and technology education. These findings suggest that primary science teachers will need pre-service training in order to implement a curriculum that provides a comprehensive understanding of technology. 相似文献
5.
Ellen Sjoer 《欧洲师范教育杂志》2016,39(1):110-125
In this study, we examine a professional learning community of primary school teachers developing a joint school-based curriculum for science and technology (S&T) education. Team meetings were observed over the course of one school year and the participating teachers and school head were interviewed. An essential factor in the team’s collaboration was its ability to achieve synthesis, that is, the extent to which the teachers were able to abstract from concrete experiences in S&T education in order to formulate and develop a shared vision and curriculum. They exchanged many examples and were able to create a shared idea highlighting critical elements in their approach to teaching this school subject. However, the teachers experienced difficulties in determining the level at which a school-based curriculum should be defined. The outcomes of this team’s collaboration are discussed in terms of leadership and the aims of the S&T innovation. 相似文献
6.
The article presents an analytical overview of the science and technology curriculum from the viewpoint of the inclusive approach adopted toward gifted education in Slovenian basic education. The main research question concerns how the current curriculum fits the learning needs of gifted students. For the purposes of the study, 16 compulsory and elective syllabi of science and technology school subjects were identified and qualitatively analyzed, and the role of activity days was examined within the target framework. The results show a rather weak operationalization of recommendations for gifted education in defined learning objectives and standards in the syllabi. Moreover, it was found that elective school subjects in science and technology are poorly represented in students’ overall selection of elective school subjects. In addition, activity days offer numerous possibilities for the implementation of the general recommendations for teaching the gifted. 相似文献
7.
Kristine Hays Lynning 《Science & Education》2007,16(3-5):479-510
In the late 1950s, when a new curriculum for the Danish upper secondary school was under construction, the reform debates
on science were strongly concerned with the scarcity of technologically and scientifically educated labour, and thus relations
between science, technology and welfare were stressed. Simultaneously however, the relationship between science and humanism
was likewise emphasised and discussed. It is this latter issue that is the subject of analysis here. I argue that describing
science as a form of humanism served a number of different purposes both within and without a narrow school context. It was
far from clear what the practical consequences of this rhetorical figure was to be, although some attempts were made within
the new curriculum plan to break down the boundaries between the sciences and the humanities. However, picturing science as
humanism also served legitimising functions both with regards to the new science curriculum and with regards to a general
political program of progress and welfare through support of science and education. Thus, the curriculum debates on science
education were part of a much broader cultural and political debate in which the image of science was negotiated and transformed.
Such curriculum debates can, I argue, be understood as cultural boundary work in Thomas Gieryn’s sense. 相似文献
8.
Content Evaluation of an Environmental Science Field Trip 总被引：1，自引：0，他引：1
Two important content areas associated with informal environmental science programs are ecology/natural science topics and awareness of environmental problems/issues. This study attempted to evaluate which of these content areas may provide a more optimum learning experience. A quantitative analysis was conducted on two field trips to a science center that represented an ecological oriented program and an environmental issue presentation. Two variables that were chosen as indicators of program success—knowledge retention and attitude change—are outcomes that have been found prevalent in informal, environmental science education. These programs were administered and evaluated during the 1996/1997 school year at the Paul H. Douglas Environmental Science Center at Indiana Dunes National Lakeshore. The results of this study showed significant gains in science related knowledge following both the ecology and issue oriented treatments. The data indicate that the focus of the program (ecology or issues) did not significantly alter the way students responded to the knowledge section of the evaluation instrument. Results showed little impact on students' affect toward park site or related subject matter following either presentation type. Authors recommend multiple research methods to better evaluate affect changes following an informal environmental science experience. 相似文献
9.
Joyce Nyhof-Young 《Journal of Science Education and Technology》1996,5(1):69-75
The Ontario Science Centre is a popular alternative learning environment for science and technology. Using semi-structured interviews, the research underpinning this paper investigates the experiences and effects of working as a Host or exhibit interpreter at the Science Centre. It examines how the Hosts benefit from the program in terms of their knowledge about and attitudes toward science and technology. What is distinctive about learning in this context, and its implications for science and technology education in schools, are discussed. The dominant aspects of learning for the respondents tended to be inspirational and attitudinal, as well as cognitive. The comments of the respondents indicate that in order to encourage learning in science and technology, science education needs to focus on more than a narrow concern with curriculum content. 相似文献
10.
冯清高 《广东技术师范学院学报》2002,(2):6-11
科学课程是青少年素质教育的重要渠道。本文在回顾加拿大科学教育发展的基础上 ,对该国科学课程的目标、课程内容与重点、科技教育评价体系的发展与改革做了全面的综述 ,并就我国中小学课程改革中新整合的科学课教学的若干问题进行了讨论 相似文献
11.
This paper discusses influences and concerns of the application of information technology (IT) in the Arab World. The paper argues that IT can influence the four elements of curriculum. Goals that are related to higher order thinking and problem solving abilities will gain much significance, while goals that are related to lower order thinking will gain much less significance. Science education goals will have to contain a goal that indicates the importance of preparing scientifically and technologically literate citizens. Content will have to match changes in goals. Rather than enforcing heavy content, more emphasis will be given to IT skills as well as to integrating technology in the science laboratory. Pedagogy will be more student-centered. Students will be held responsible for their own learning. Assessment will be facilitated by technology, where both process and content will be equally important. This paper discusses several concerns that are related to the application of IT in science education in the Arab World. Some of these concerns are: ignorance of incorporating the positive aspects of the Arab culture; Arab World view; language difficulties; high cost of IT hardware and software; and the use of IT to find information rather than make meaning (education). This paper recommends that successful implementation of IT in science education is a major professional challenge to Arab science educators. To meet this challenge effectively in science education, both of its promises and our concerns should be taken into consideration. 相似文献
12.
13.
吴旭君 《南阳师范学院学报》2010,9(12):121-124
学校是青少年科技教育的主阵地,但青少年科技素质发展现状还不理想,学校科技教育资源的局限性是重要影响因素之一,因此要注重社会科技教育资源对青少年科技素质的促进作用.作者提出一些对策和建议,以更具成效地利用社会科技教育资源,进一步促进科技教育目标的实现. 相似文献
14.
通过对四川部分小学的走访,发现当前小学科学教育教学存在的问题主要有：小学科学教师素养不高,科学师资缺乏;教学设备不足,科学课程资源匮乏;现行小学科学教材无法满足城乡不同需求;大班教学,难以保证教学质量;小学科学教师对新课程的理解与执行不相适应。针对存在的问题提出相应的对策,主要是：加大对科学教育经费的投入力度,提高科学教育教学质量;加大科学教师培训力度,尽快适应新课程改革;小学科学教师应着力提高自身科学素养,以适应新课程需要;编写适宜的地方小学科学教材,以满足城乡不同需求;营造良好的社会环境,齐抓共管,提高小学科学教育教学质量。 相似文献
15.
A stream of debate (including a previous special issue of this journal (25(1) 2014)) has made claims not just for ‘bringing knowledge back in’ as the framing underpinning of the school curriculum, but that subjects associated with disciplinary and disciplined knowledge forms have a particular power and that these characteristics are important to preserve in curriculum frameworks. This paper draws on a major Australian research project studying school and university physics in the context of these arguments to revisit the issue of the ‘discipline’ of physics and the curriculum logics for physics. Given that disciplines are social in origin and changing and expanding over time, can school curriculum be logically derived from the discipline to which they relate? Are questions about student engagement only questions about pedagogy and not curriculum? Does a focus on disciplinary knowledge mean that the role of school in forming identities and values is avoidable as a significant feature of what the curriculum does? The findings from the project are used both to illustrate and test these questions, and to challenge some over-simple assumptions about the verticality of this form of knowledge for education purposes. 相似文献
16.
张菁 《首都师范大学学报(社会科学版)》1996,(6)
在我国，不论是农村学校还是城镇学校，初中开设综合性的理科课程，有利于培养学生的科学素养，有利于适应学生毕业后的实际需要。探讨初中理科课程综合化的必要性，可从以下五方面考虑：现代生产所引起的劳动力状况的变化及其对教育的新要求；科学技术的发展及其对现代教育内容的影响；义务教育科学教育目标的要求；初中学生思惟发展的基本特点；初中学生毕业后的大致走向。 相似文献
17.
近代中国科技教育体制的建立是一个艰难的探索过程，无论是科技教育机构的设置，还是科技教育课程、教学模式以及教育方法的确立，都与一批致力于科技教育的思想家和教育家的积极倡导和实践有关，是他们共同努力并为制度化的科学教育奠定了坚实的基础。 相似文献
18.
Environmental education and the issue of nature 总被引：1，自引：0，他引：1
Michael Bonnett 《课程研究杂志》2013,45(6):707-721
Much official environmental education policy in the UK and elsewhere makes scant reference to nature as such, and the issue of our underlying attitude towards it is rarely addressed. For the most part such policy is pre‐occupied with the issue of meeting ‘sustainably’ what are taken to be present and future human needs. This paper considers several issues posed by this anthropocentric approach and explores the view that environmental education—indeed any education—worthy of the name needs to bring a range of searching questions concerning nature to the attention of learners, and to encourage them to develop their own on‐going responses to those questions. It is argued that our present environmental predicament not only provides an exciting opportunity to re‐focus education on the issue of human relationship to nature, but also requires the exploration of this issue for its long‐term resolution. Extensive implications for the curriculum and the culture of the school are raised. 相似文献
19.
现代科学和技术的不可分割性质决定了科学教育已发展成为科技教育。科学教育与技术教育相互促进,技术教育对科学教育的作用表现在技术教育是培养学生的科学探究能力,发展科学精神,形成科学素养、科学态度,掌握科学方法的载体;技术教育使科学课程更加综合化。根据国际上科技教育的经验以及我国基础教育的现状,我国在科学教育过程中加强技术教育的途径应为(1)强化劳动技术课对培养学生设计与技术能力的作用。(2)对科学课程中的各学科课程内容进行改革,将科学知识与技术手段教育相结合,将技术因素渗透在理科教材中,重视实验教学。(3)提高技术教育师资的素质。 相似文献
20.
Jian-Xin Yao 《International Journal of Science Education》2013,35(15):1913-1933
ABSTRACTChina initiated a new round of science curriculum reform in 2017. Using the tripartite curriculum framework (including policy, programmatic, and classroom curriculum), we introduce and analyse China’s policy curriculum and programmatic curriculum for science in primary school and senior high school, and describe the potential problems hindering the translation of these curricula into the classroom curriculum. We first identify the multiple aims of different stakeholders in science education, some of which influence the science policy curriculum. Then, we present the major changes in how the programmatic curriculum meets the policy curriculum. However, due to extracurricular factors, the current science curriculum reform may not unfold as expected. We end with a discussion of the three major characteristics of the revision process of science curriculum standards in China, some of which might inform the global community of science education. 相似文献