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Danielle B. Harlow Lauren H. Swanson Valerie K. Otero 《Journal of Science Teacher Education》2014,25(1):97-117
We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students’ science ideas and restate these ideas in scientific terms. Based on this research, we inferred that analyzing children’s ideas through videos provides a meaningful context for applying conceptual physics knowledge in physics courses. Activities that are embedded within a disciplinary curriculum, such as those studied here, may help prospective teachers learn to use disciplinary knowledge in exactly the type of activity in which their content knowledge will be most useful: listening to and interpreting children’s science ideas. 相似文献
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Andrew Zucker Rachel Kay Carolyn Staudt 《Journal of Science Education and Technology》2014,23(3):441-457
Graphs are commonly used in science, mathematics, and social sciences to convey important concepts; yet students at all ages demonstrate difficulties interpreting graphs. This paper reports on an experimental study of free, Web-based software called SmartGraphs that is specifically designed to help students overcome their misconceptions regarding graphs. SmartGraphs allows students to interact with graphs and provides hints and scaffolding to help students, if they need help. SmartGraphs activities can be authored to be useful in teaching and learning a variety of topics that use graphs (such as slope, velocity, half-life, and global warming). A 2-year experimental study in physical science classrooms was conducted with dozens of teachers and thousands of students. In the first year, teachers were randomly assigned to experimental or control conditions. Data show that students of teachers who use SmartGraphs as a supplement to normal instruction make greater gains understanding graphs than control students studying the same content using the same textbooks, but without SmartGraphs. Additionally, teachers believe that the SmartGraphs activities help students meet learning goals in the physical science course, and a great majority reported they would use the activities with students again. In the second year of the study, several specific variations of SmartGraphs were researched to help determine what makes SmartGraphs effective. 相似文献
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高职院校良好师生关系的构建都是两个主体(辅导员和学生)交互作用的结果。辅导员要关注师生主体间模式,了解学生,肯定学生的主体属性;学会倾听;提升敏锐性和觉察能力,同时学会自我保护和成长。以此建构高职院校的新型师生关系,为高职院校职业教育质量的提升提供助力,更好地为职业教育发展服务。 相似文献
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Although ubiquitous learning is a novel and creative teaching approach, two key issues inhibit its success overall: a lack of appropriate learning strategies regarding learning objectives, and ineffective learning tools for receiving knowledge regarding the chosen subjects. To address these issues, we develops and designs a game-based educational app and an object-linked knowledge environment in order to help learners learn about Taiwan’s Austronesian culture. 70 fifth-grade students are split into experimental and control groups to determine whether there are significant learning differences. For the experimental group, we use a questionnaire survey to assess students’ learning condition and to measure their willingness to continue to use this app. The questionnaire examines mobile learning from the perspectives of service quality, hedonic value,and certain control variables. Service quality reliability is found to be the key factor driving learners’ willingness to use the system. The perception of hedonic value also has significant influence on learners’ willingness. The control variable of subjective norm is found to be beneficial in encouraging learners to use the system, thus affecting and increasing learners’ willingness. We conclude that in an outdoor object-linked knowledge environment, students learn more effectively when the activities involve the use of an educational app. 相似文献
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Pei-Shan Tsai Chin-Chung Tsai 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):614-625
This study explored the relationships among preservice teachers' conceptions of teaching using mobile devices and the quality of technology integration in lesson plans. A total of 47 preservice teachers in Taiwan who had experienced designing their own lesson plans and teaching materials (ie, eBooks and applications) for teaching using mobile devices (ie, smart phones and tablet PCs) participated in this study. The results showed that four qualitatively different conceptions of teaching using mobile devices were identified, namely “technology support,” “knowledge transmission,” “learning facilitation,” and “supporting students to learn.” This study also found that the teachers who had more constructivist perceptions of teaching using mobile devices, such as facilitating students' understanding in a convenient way or supporting student learning in a more active way, appeared to attain better quality technology integration in their lesson plans than those teachers with traditional conceptions. 相似文献
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关于双语教学热点问题的冷静思考 总被引：2，自引：0，他引：2
双语教学指的是用2种语言作为教学媒介语,通过学习科目知识（例如,数学课、物理课以及其他专业基础课或专业课等）来达到掌握该语言的目的.随着中国对外开放步伐的加快,双语教学的学科范围日渐扩大.但很多学校在双语教学的试行过程中,存在一些错误做法.为此,我们要特别提醒：双语教学切忌走入误区.双语教学的理论定位和实践定位都是相当高的,双语教学对学校、师资、课程、教材和学生都有着极高的要求.双语教学在全国各院校如火如荼的开展起来,这对于推动社会进步,促进经济发展,提高学生综合素质和办学效果无疑是一件很有意义的事情,但需要广大教育工作者对双语教学热点问题进行冷静思考.双语教学需要我们大胆实践,勇于探索,认真总结,困难面前勇者胜. 相似文献
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Although skilled mathematics teachers and teacher educators often “know” when interruptions in the flow of a lesson provide an opportunity to modify instruction to improve students’ mathematical understanding, others, particularly novice teachers, often fail to recognize or act on such moments. These pivotal teaching moments (PTMs), however, are key to instruction that builds on student thinking about mathematics. Video of beginning secondary school mathematics teachers’ instruction was analyzed to identify and characterize PTMs in mathematics lessons and to examine the relationships among the PTMs, the teachers’ decisions in response to them, and the likely impacts on student learning. These data were used to develop a preliminary framework for helping teachers learn to identify and respond to PTMs that occur during their instruction. The results of this exploratory study highlight the importance of teacher education preparing teachers to (a) understand the mathematical terrain their students are traversing, (b) notice high-leverage student mathematical thinking, and (c) productively act on that thinking. This preparation would improve beginning teachers’ abilities to act in ways that would increase their students’ mathematical understanding. 相似文献
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The pervasiveness of mobile devices in families’ homes has dramatically changed the physical and temporal arrangement of co-viewing media content; the representative image of American families seated around a TV set is an anachronism. But understanding and describing contemporary co-participation arrangements around digital media is challenging because of the mobile nature of these activities. As researchers, our greatest challenge is to observe people's digital media use that is increasingly ‘on-the-move’ in an effort to understand the significance and possibilities these devices have in family life, learning, and engagement in and across different settings. This article describes an innovative study design for understanding how mobile technologies influence the ways in which families learn together. We analyze the movement of digital media practices, where they are located, and how digital co-participation within families is distributed across time and space. 相似文献
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Saouma B. BouJaoude Murad E. Jurdak 《International Journal of Science and Mathematics Education》2010,8(6):1019-1047
The purposes of this study were to understand the nature of discourse in terms of knowledge types and cognitive process, source
of utterances (student or teacher), and time use in microcomputer-based labs (MBL) and verification type labs (VTL) and to
gain an understanding of the role of MBL in promoting mathematization. The study was conducted in 2 grade 11 classes in which
students studied Hooke’s law and Newton’s second law of motion using MBL during 1 year while a different group of students
studied the same topics with the same physics teacher using a VTL approach. All sessions were videotaped, transcribed and
coded using a taxonomy developed by DeVito & Grotzer (2005). In addition, evidence to support each of the 5 steps of mathematization was sought from the actions of the teachers and
their discourse with the students. Results showed that conceptual knowledge type utterances were significantly more frequent
in MBL sessions, cognitive processes of remembering and understanding were significantly more frequent in the MBL sessions,
students spent most of their time analyzing the graphs in the MBL sessions, and MBL has a potential to promote mathematization
in favorable instructional environments in physics laboratory classes. 相似文献
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Linda R. Kroll 《Teachers and Teaching》2013,19(2):199-221
This case study investigates the development of the understanding of constructivist theory among students in a Masters level elementary teacher education program within a particular course. The focus of the study is a seminar entitled ‘Advanced Seminar in Child Development’. The questions explored include: How do students’ ideas of teaching, learning and knowledge develop within the context of their experience in this course? How do they come to understand constructivism? What are their definitions of constructivism? What is the course of the development of this understanding? The nature of the students’ learning processes is examined through three sources of data: dialog journals, videotaped sessions and the instructor’s reflective teaching journal. The study looks both at student development and instructional practice to further understanding of how student‐teachers can learn to apply constructivist theory to their teaching and to understand the learning process, both within themselves and their students. Their development is placed in the context of Korthagen and Kessels’s model of teacher understanding and practice, and within a broader context of principles of practice that emphasize a belief in equity and social justice. The case illustrates how the way student‐teachers are taught theory can help them integrate their own ideas of learning and teaching with constructivist theory in order to think critically about their own practice in an ongoing developmental manner. 相似文献
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How do university students understand the graphs that they read in their textbooks? How does their knowledge regarding the content and their statistical training influence this understanding? Does the kind of task demand also influence this understanding? To answer these questions, we asked a group of psychology students and a group of economics students to choose the most suitable graph for presenting the results of different psychological research studies (reports) (selection task) or to explain in words the results of the same reports shown by means of their graphic representations only (interpretation task). The results showed there were very few differences between groups. Most of the students were able to relate textual information to the adequate graph, but also revealed significant shortcomings and mistakes in their understanding of important syntactic aspects of graphs. They also interpreted the graphs correctly but their interpretation had different levels of complexity, which were not always optimal. We also identified significant differences regarding the difficulty of the reports and the kinds of misinterpretations of graphs. The two tasks thus revealed different pictures of students’ skills in reading and interpreting graphs and, consequently, how the characteristics of task demands influence their performance. 相似文献
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要改变初中音乐课堂教学的效率,最好的办法是改变教师的教学手段,即应用现代教育技术手段,整合教学资源,优化教学过程。其策略包括:通过教育手段的现代化,营造情景氛围,激发愤悱情绪;整合优化资源,突破难点;发挥转换优势,变节奏为图形,以突出重点;再现生活场景,驰骋想象空间,以创编词谱;等等。以此激发学生学习音乐的兴趣,促使学生加深对音乐的感受和理解,在潜移默化中培育他们丰富的感情、美好的情操、健全的人格。 相似文献
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教师和学生是在交际语言教学法中的两个重要角色。在传统教育理念中,学生的角色没有引起老师足够重视。该文再次强调交际语言教学法中的教师和学生角色,让教师们能更清楚理解学生在交际教学法中充当更主要角色。为了培养学生的英语交际能力,教师应该重新思考学生角色并鼓励学生在课堂发挥更积极的作用。 相似文献
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数学本就是一门与生活息息相关的学科,在生活中处处都可以见到数学知识。数学教师可以利用这一特点,在教学中应用生活化教学,让学生们更好地理解和掌握数学知识,促进数学教学效率的提升。尤其是在小学数学教学阶段,小学数学教师如果可以有效利用生活化教学进行教学,不仅可以帮助学生们更好地理解数学知识,还可以激发学生们的学习兴趣,为小学生今后高效学习数学奠定坚实的基础。 相似文献
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K. C. De Berg 《Science & Education》2006,15(6):619-641
Physicists have known for some time that pendulum motion is a useful analogy for other physical processes. Chemists have played
with the idea from time to time but the strength of the analogy between pendulum motion and chemical processes has only received
prominent published recognition since about 1980, although there are details of the analogy that still remain to be explored.
This paper suggests that thinking of the pendulum as a type of energy converter can help students understand the energy conversions
involved in molecular collisions associated with a chemical reaction. In particular, the relationship between kinetic and
potential energy becomes vital in understanding the process of bond breaking, bond making, and enthalpy change in a chemical
reaction. As a result, the principles behind transition state theory become somewhat easier to grasp. However, the use of
the pendulum as an analogy for a reaction approaching chemical equilibrium can lead to misconceptions. The paper also discusses
the nature of catalytic feedback, periodicity and non-periodicity in oscillating chemical reactions and the extent to which
the action of a pendulum might elucidate these phenomena. Identifying the limitations as well as the strengths of an analogy
is an important consideration when an analogy is applied to a teaching and learning situation. While one is tempted to think
that pendulum action is probably more pertinent to the study of physics, there are important applications in the field of
chemistry. 相似文献
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在物理课堂中培养学生的爱国主义情感,是每一名教师都应该去认真完成的任务。文章分析培养学生爱国主义情感的必要性,探讨培养学生爱国主义情感的方法:通过了解物理史上的辉煌成就,激发学生的爱国主义情感和学习兴趣;通过了解近现代物理学家的感人事迹,为学生树立学习的榜样。 相似文献