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1.
Students’ learning interests and attitudes toward science have both been studied for decades. However, the connection between them with students’ life experiences about science and technology has not been addressed much. The purpose of this study is to investigate students’ learning interests and life experiences about science and technology, and also their attitudes toward technology. A total of 942 urban ninth graders in Taiwan were invited to participate in this study. A Likert scale questionnaire, which was developed from an international project, ROSE, was adapted to collect students’ ideas. The results indicated that boys showed higher learning interests in sustainability issues and scientific topics than girls. However, girls recalled more life experiences about science and technology in life than boys. The data also presented high values of Pearson correlation about learning interests and life experiences related to science and technology, and in the perspective on attitudes towards technology. Ways to promote girls’ learning interests about science and technology and the implications of teaching and research are discussed as well.  相似文献   

2.
Current data suggest fewer females than males continue to be interested in engineering and that this gender gap is first evidenced during middle school years. One might expect that female engineering role models would encourage adolescent girls to pursue future careers in engineering and thereby increase the girls’ interests in and attitudes towards science and mathematics. This study sought to correlate middle school girls’ overall confidence in science and mathematics with a year-long, afterschool mentoring program led by female engineering students from a local university. The results demonstrated that there was a significant correlation between the quality of the mentoring relationship and the girls’ confidence in mathematics. The relationship between female role models and young girls’ attitudes toward science and mathematics is discussed.  相似文献   

3.
This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since 2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way, the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students.  相似文献   

4.
Reforms are typically criticized for failing to bridge the gap between practitioners and researchers and for the lack of research support provided prior to implementation. Research has indicated that preservice teachers’ understandings of high-quality science teaching are formed by teacher training programs. The purposes of this study are to investigate views about science in preservice teachers in old and new teacher training programs and to determine whether and how these two programs shape teacher trainees’ views of science. A total of 459 students from a 4-year elementary science teacher training program participated in the study. A 41-item instrument was used to collect data. Four factors were extracted from the data, explaining 41.58% of the variance, and the reliability was found to be .86. There were significant differences for both males and females between the old and new programs. However, no difference was found between males’ and females’ total scores. In addition, students from the two programs had significantly different scores on the sub-scales of “Anxiety” and “Uncertainty”. For example, males in the new program had significantly higher scores on the “Anxiety” and “Uncertainty” sub-scales. The overall increase in science course hours and decrease in science method course hours in the new program may account for these findings.  相似文献   

5.
In this study, we attempt to investigate the potential effects of parents’ career interests on young adults’ career interests. Using a sample of 113 freshmen in Hong Kong, results indicated that after controlling for personality, gender, general mental abilities and emotional intelligence, some of the parents’ career interests were still related to the young adults’ respective career interests. For some types of interests, the extent of influences is found to be contingent on the gender of the respondents. Implications are discussed.  相似文献   

6.
One of the requirements of the New Zealand Curriculum Framework (Ministry of Education, 1993a) is that all curricula developed in New Zealand must be gender inclusive. Developers of the recently released science curriculum, and the draft technology curriculum, have responded to this requirement in different ways. In this paper I discuss a theorisation of the term ‘gender inclusive’ within national curriculum development generally, and explore and analyse these different responses within the specific context of the science and technology curriculum developments. Particular emphasis is placed on the historical difference between science education and technology education in New Zealand schools, and on the impact theoretical discourses have on the way in which terms such as ‘gender inclusive curricula’ are conceptualised, and viewed as appropriate, or not, for specific purposes. Specializations: feminist theory, science education, technology education, technology curriculum development.  相似文献   

7.
This study investigated visitors’ and staff’s perceptions about the communication of science in a traditional natural history museum. The research examined the science-related outcomes for adult visitors and explored visitors’ and staff’s ideas of science and how it is portrayed at the museum. Data were collected by questionnaire and interview from 84 staff and 102 visitors. Both groups held positive views about science, its importance and the need for everyone to understand it. Comparison of visitors’ pretest and posttest scores on the questionnaire revealed some significant changes, several suggesting a change to views about science that were less “scientific.” Most visitors thought that their ideas about science had not changed as a result of their visit, but they were positive about the museum as a place for learning science. Staff held more “scientific” views about the nature of science than did visitors; they recognized the potential of the museum to educate people about science, but felt it needed to be presented as more relevant and accessible, particularly in terms of science as a cultural practice. Neither staff nor visitors perceived that the museum stimulated visitors to think critically about science. While acknowledging that interpreting complex scientific knowledge into exhibits readily understood by lay visitors and displaying controversy are difficult, these challenges must be addressed if visitors are to be encouraged to think about science and the social, cultural and political contexts which shape it. Léonie J. Rennie is professor of science and technology education and Dean, Graduate Studies at Curtin University of Technology in Australia. Her research interests include adults' and children's learning in science and technology and the communication of science in a range of out-of-school contexts. Currently, she is working on research projects relating to integrated curriculum in science, mathematics and technology, and a statewide program to enhance scientific literacy in the community. Gina F. Williams currently is a stay-at–home mother of two and pursuing a master’s degree in science communication from the Australian National University. At the time of the research, she was working as a Research Associate with Léonie J. Rennie at Curtin University of Technology in Australia. Gina was involved in a number of projects with a focus on the communication of science, in particular research into the learning experiences of adults in free- choice learning environments. With a background in science, Gina became interested in the issues involved in communicating science whilst working as an explainer at a science center. Her research interests include the wider community’s engagement with science in their everyday lives, and the development of community-based science projects.  相似文献   

8.
SCIENCE TEACHING METHODS PREFERRED BY GRADE 9 STUDENTS IN FINLAND   总被引：1，自引：0，他引：1  
Students find science relevant to society, but they do not find school science interesting. This survey study analyzes Finnish grade 9 students’ actual experiences with science teaching methods and their preferences for how they would like to study science. The survey data were collected from 3,626 grade 9 students (1,772 girls and 1,832 boys) across randomly sampled secondary schools. Students were asked to evaluate how often a particular teaching method is used in science (chemistry and physics) teaching and how often they would like to see the teaching method used. Data were analyzed using nonparametric tests. Boys seemed to be more satisfied with current and traditional science teaching methods like direct teaching, solving basic problems, reading textbooks, and conducting practical work, while girls desired more discussion. Students who are interested in school science or think that school science is relevant in everyday life would like more creative activities such as brainstorming and project work. Results indicated that understanding the connection between student interest and teaching method preferences, especially interpreting interested students’ desire for creative activities, are important aspects for future research.  相似文献   

9.
One of the first places children encounter science and scientists is children’s literature. Children’s books about science and scientists have, however, received limited scholarly attention. By exploring the history of children’s biographies of Marie Curie and Albert Einstein, the two most written about scientist in children’s literature, this paper taps this unutilized resource to cultivate a unique perspective on the history of gender and authority in science and science education. Through analysis of explicit discussions of womanhood and science and implicit gendering of Curie and Einstein’s school experiences within these books, this study demonstrates that while much has changed in how these stories are framed the gender of the scientist is still central to how they are represented in children’s literature.  相似文献   

10.
Solitons emerge as non-perturbative solutions of non-linear wave equations in classical and quantum theories. These are non-dispersive and localised packets of energy — remarkable properties for solutions of non-linear differential equations. In the presence of such objects, the solutions of Dirac equation lead to the curious phenomenon of ‘fractional fermion number’. Under normal conditions the fermion number takes strictly integral values. In this article, we describe this accidental discovery and its manifestation in polyacetylene chains, which has led to the development of organic conductors. (left) Kumar Rao is a Postdoctoral Fellow at PRL, Ahmedabad. He is interested in particle physics phenomenology as probed in particle colliders and formal aspects of quantum field theory. (right) Narendra Sahu is currently a postdoctoral fellow at Lancaster University, UK. His main research area includes Cosmology and Astroparticle physics. Currently he is working on dark matter and matter anti-matter asymmetry of the universe. (center) P K Panigrahi’s research interests are in the area of quantum computation, solitons in Bose Einstein condensates & nonlinear optical media. He is also deeply interested in science education and derives pleasure from long weekend walks.  相似文献   

11.
In the United States today, urban schools serve the majority of high-poverty and high minority populations including large numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future science achievement and science-related careers of their students. This qualitative study explores how three science teachers’ effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives, as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy, as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition to middle school may construct permanence and accomplishment for all in science.  相似文献   

12.
The purpose of the study was to investigate the relationship between vocational interests and work values among 206 adults in Taiwan. The instruments were the Career Interest Inventory developed based on Holland’s RIASEC typology and the Work Value Inventory developed based on Super’s theory. The results of multivariate analysis of variance indicated significant gender differences in overall vocational interests and overall work values. In addition, the gender differences were found in three vocational interests (Realistic, Artistic, and Social) and three types of work value (Achievement, Economic Return, and Way of life). The results of canonical correlation analyses showed similar, but not exactly the same, patterns in correlation of interests and values between men and women. These results were discussed in terms of their implications for research and practice.  相似文献   

13.
The American Association for the Advancement of Science (AAAS) has declared in an advertising campaign that “you can’t start young enough” in science. However, there is no long-term data evaluating the effect of early exposure to original scientific research on producing career scientists. To address this issue, we examined a hands-on summer science research program for high school students that ran from 1958 to 1972. We compared participants in that program with science students that only began their hands-on research experience once in university. Our data indicate that students who are interested in science and have an opportunity to participate in original scientific research while in high school are significantly more likely (p < .005) to both enter and maintain a career in science compared to students whose first research experience didn’t occur until university. Our data suggest that more hands-on high school science research programs could help increase the number of students entering and maintaining scientific careers, relieving the growing concern that North America is losing its leadership status in the international scientific community.  相似文献   

14.
The environmental agenda is gaining momentum as an international policy issue. This is reflected in an increase in environmental education research focussing on children’s awareness and attitudes toward the environment. In this study, we focused on this issue from a school effectiveness perspective and evaluated (a) which student characteristics predict environmental attitudes and awareness, (b) whether schools make a difference in their students’ environmental attitudes and awareness and (c) if school effects are different for students with varying levels of science ability. The cross-sectional Flemish data of the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment 2006 (4,999 students in 156 schools) were re-analysed using a multivariate multilevel model to address these issues. Results show that gender, immigrant status, socioeconomic status and educational track are important in explaining students’ environmental attitudes and awareness. Furthermore, the results show that schools do matter; schools in which science is taught in a more hands-on manner are associated with higher student environmental awareness whilst environmental learning activities are associated with more pro-environmental attitudes amongst students. After controlling for student characteristics, these school effects do not differ between more science-literate children and their less or average science-literate peers.  相似文献   

15.
In this paper we discuss the foundations and process of design of a research-informed instructional unit aimed for pre-service science teacher education. The unit covers some key ideas on the nature of science (around methodology, theory change, scientific inference and explanation, values, gender issues) anchoring them in a well-known episode from the history of science—the ‘discovery’ of radium by the Curies. Such episode is mainly examined as reconstructed in the 1997 French commercial film ‘Les Palmes de Monsieur Schutz’. Pre-service science teachers are required to solve three tasks, individually and in small groups; those tasks are respectively centred around: (1) the distinction between ‘discovering’ and ‘inventing’; (2) scientific modelling via abduction; and (3) the extended hagiographic treatment of the figure of Madame Curie. Plenary debates around the tasks aim at acquainting pre-service science teachers with some powerful concepts of twentieth century philosophy of science.  相似文献   

16.
This paper reports on an attempt to investigate Turkish primary school students’ interest in science by using their self-generated questions. We investigated students’ interest in science by analyzing 1704 self-generated science-related questions. Among them, 826 questions were submitted to a popular science magazine called Science and Children. Such a self-selected sample may represent a group of students who have a higher level of motivation to seek sources of information outside their formal education and have more access to resources than the students of low social classes. To overcome this problem, 739 students were asked to write a question that they wanted to learn from a scientist and as a result 878 questions were gathered. Those students were selected from 13 different schools at 9 cities in Turkey. These schools were selected to represent a mixture of socioeconomic areas and also to cover different students’ profile. Students’ questions were classified into two main categories: the field of interest and the cognitive level of the question. The results point to the popularity of biology, astrophysics, nature of scientific inquiry, technology and physics over other science areas, as well as indicating a difference in interest according to gender, grade level and the setting in which the questions were asked. However, our study suggests that only considering questions submitted to informal learning environments, such as popular science magazines or Ask-A-Scientist Internet sites has limitations and deficiencies. Other methodologies of data collection also need to be considered in designing teaching and school science curriculum to meet students’ needs and interest. The findings from our study tend to challenge existing thinking from other studies. Our results show that self-generated questions asked in an informal and a formal setting have different patterns. Some aspects of students’ self-generated questions and their implications for policy, science curriculum reform and teaching are discussed in this paper.  相似文献   

17.
Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced by teachers’ attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding teaching and learning. The purpose of the study was to document pre-service teachers’ views on science, scientists, and science teaching as well as the relations between these views and the offered courses over several years spent in an elementary science teacher training program. The sample consisted of 145 pre-service elementary science teachers who were being trained to teach general science to students in the 6th through 8th grades. The research design was a cross-sectional study. Three different instruments were used to collect the data, namely, the “Draw a Scientist Test”, “Draw a Science Teacher Test”, and “Students’ Views about Science” tests. The elementary science teacher training program influenced pre-service science teachers’ views about science, scientists and science teaching to different degrees. The most pronounced impact of the program was on views about science teaching. Participants’ impressions of science teaching changed from teacher-centered views to student-centered ones. In contrast, participants’ views about scientists and science did not change much. This result could be interpreted as indicating that science teacher training programs do not change views about science and scientists but do change beliefs regarding teaching science.  相似文献   

18.
Young people in countries considered to be at the forefront of gender equity still tend to choose very traditional science subjects and careers. This is particularly the case in science, technology, engineering and mathematics subjects (STEM), which are largely male dominated. This article uses feminist critiques of science and science education to explore the underlying gendered assumptions of a research project aiming to contribute to improving recruitment, retention and gender equity patterns in STEM educations and careers. Much research has been carried out to understand this gender gap phenomenon as well as to suggest measures to reduce its occurrence. A significant portion of this research has focused on detecting the typical “female” and “male” interest in science and has consequently suggested that adjustments be made to science education to cater for these interests. This article argues that adjusting science subjects to match perceived typical girls’ and boys’ interests risks being ineffective, as it contributes to the imposition of stereotyped gender identity formation thereby also imposing the gender differences that these adjustments were intended to overcome. This article also argues that different ways of addressing gender issues in science education themselves reflects different notions of gender and science. Thus in order to reduce gender inequities in science these implicit notions of gender and science have to be made explicit. The article begins with an overview of the current situation regarding gender equity in some so- called gender equal countries. We then present three perspectives from feminist critiques of science on how gender can be seen to impact on science and science education. Thereafter we analyze recommendations from a contemporary research project to explore which of these perspectives is most prevalent.  相似文献   

19.
This paper focuses on the role of dominant school discourses in structuring how students position themselves and others relative to a community centered on science. The study was conducted in a diverse, eighth grade classroom in an urban magnet school. I argue that dominant discourses portray a limited view of available subject positions, in that the purpose of learning science is associated with a dichotomous view of people as being either college-bound or not. I explore how these limited subject positions can pose contradictions with some students’ interests, constrain students’ visions of possibilities, exacerbate disadvantages based on race and class, and interfere with students acquiring identities as science learners. However, there are also possibilities for resistance, agency and self-definition through students’ talk. Stacy Olitskycurrently works as a researcher for the Math and Science Partnership of Greater Philadelphia and is a lecturer at the University of Pennsylvania. She has a doctoral degree in Education and Sociology from the University of Pennsylvania. She has spent the past several years working on a longitudinal, ethnographic study of science education in an urban magnet school. Her research interests include the relationship of identity and science learning, interaction rituals in classrooms, in-field and out-of-field science teaching, the influence of social capital and cultural capital on science learning, activity theory and classroom change, and students’ experiences with school choice.  相似文献   

20.
This research investigates university students’ determinations of credibility of information on Web sites, confidence in their determinations, and perceptions of Web site authors’ vested interests. In Study 1, university-level computer science and education students selected Web sites determined to be credible and Web sites that exemplified misrepresentations. Categorization of Web site credibility determinations indicated that the most frequently provided reasons associated with high credibility included information focus or relevance, educational focus, and name recognition. Reasons for knowing a Web site’s content is wrong included lack of corroboration with other information, information focus and bias. Vested interests associated with commercial Web sites were regarded with distrust and vested interests of educational Web sites were not. In Study 2, credibility determinations of university students enrolled in computer science courses were examined for 3 provided Web sites dealing with the same computer science topic. Reasons for determining Web site inaccuracy included own expertise, information corroboration, information design and bias. As in Study 1, commercial vested interests were negatively regarded in contrast to educational interests. Instructional implications and suggestions for further research are discussed. Preliminary results from Study 1 were presented as a poster entitled “Users’ Confidence Levels and Strategies for Determining Web Site Veracity” (Iding et al. 2002a) and appeared in associated proceedings for The WWW 2002: The Eleventh International World Wide Web Conference, in Honolulu, Hawaii. Preliminary results from Study 2 were presented as a paper entitled, “Judging the Veracity of Web Sites” (Crosby et al. 2002) and appeared in associated proceedings for the International Conference on Computers in Education (ICCE 2002) in Auckland, New Zealand.  相似文献   

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