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1.
Abstract

Over the last years, the European Commission has heavily promoted various forms of digital education. In this article, we draw upon two recent European policy documents as key articulations of Europe’s contemporary governing apparatus: Opening Up Education and the Digital Education Action Plan. The article more particularly conceives of both policy documents as offering a point of departure to analyze how this apparatus is presently seeking to enact a specific mode of existence of the contemporary learner. We argue that this educational mode of existence is being enacted by the fabrication of highly specific sorts of time and space. In order to highlight the particularity of the enacted sorts of time and space exemplified in the policy documents, we start this article with a discussion of how a traditional, modern governing apparatus aims to fabricate linear time and institutional space. The article proceeds by arguing that the present-day European governing apparatus that is concerned with digital education fabricates different sorts of times and spaces, namely potential (rather than linear) temporalities and ecological/networked (rather than institutional) spatialities. Likewise, the concrete instruments (such as platforms, portals, credits and certificates) presently adopted in order to do so largely differ from modern instruments. Conclusively, we argue that the presence of these newly emerging (often digital) instruments, and the times and spaces that are fabricated through these instruments, call for an opportunistic mode of existing as a contemporary learner.  相似文献   

2.
The quantitative results of Sources of Self‐Efficacy in Science Courses‐Physics (SOSESC‐P) are presented as a logistic regression predicting the passing of students in introductory Physics with Calculus I, overall as well as disaggregated by gender. Self‐efficacy as a theory to explain human behavior change [Bandura [ 1977 ] Psychological Review, 84(2), 191–215] has become a focus of education researchers. Zeldin and Pajares [Zeldin & Pajares [ 2000 ] American Educational Research Journal, 37(1), 215] and Zeldin, Britner, and Pajares [ 2008 ] Journal of Research in Science Teaching, 45(9), 1036–1058] found evidence that men and women draw on different sources for evaluation of their self‐efficacy in science fields. Further, self‐efficacy is one of the primary dimensions of students' overall science identity and contributes to their persistence in physics [Hazari, Sonnert, Sadler, & Shanahan, 2010 Journal of Research in Science Teaching 47(8), 978–1003]. At Florida International University we have examined the self‐efficacy of students in the introductory physics classes from the perspective of gender theory, with the intention of understanding the subtleties in how sources of self‐efficacy provide a mechanism for understanding retention in physics. Using a sequential logistic regression analysis we uncover subtle distinctions in the predictive ability of the sources of self‐efficacy. Predicting the probability of passing for women relies primarily on the vicarious learning experiences source, with no significant contribution from the social persuasion experiences, while predicting the probability of passing for men requires only the mastery experiences source. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1096–1121, 2012  相似文献   

3.

Efforts to ameliorate gender disparity in pursuit of science careers in the USA have focused on equalizing girls' participation in pre-college science courses and out-of-school activities. Our examination of nearly 1500 US college students at 16 universities found that gender and preparation both have an impact on success in introductory college physics courses. In terminal, algebra-based physics females perform better than their male classmates. However, in calculus based introductory college physics courses, which are prerequisite to advanced study in many fields, women do significantly worse than their male counterparts with the same background. For both genders, taking a high school course that limits coverage and concentrates more time in in-depth study is associated with better performance in college physics. We conclude that efforts to ensure the success of women entering the physical sciences should concentrate on increasing the depth and reducing the vast coverage of most high school physics courses as well as addressing the apparent bias in college courses that mark the first step in careers within scientific research and engineering.  相似文献   

4.
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   

5.
This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real‐world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real‐world/contextual connections less frequently. The explicit discussion of under‐representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non‐significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978–1003, 2010  相似文献   

6.
This paper describes the development and evaluation of a course in physiotherapy whereby the physics fundamental to the modalities of cold, heat and ultrasound therapies was integrated in lectures and actual physiotherapy activities. The design of the course is described together with the perceptions of physiotherapy students regarding the organisation of the course, safety aspects and how well the integration contributed to their understanding of the physics involved in electrotherapy. Specialization: Physics education. Specialization: electrotherapy. Specializations: Diagnosis of student learning difficulties and teaching for conceptual change, technology education, curriculum evaluation. Specializations: Material science, isotope studies, physics education.  相似文献   

7.
Students learn about science in a range of life contexts. Unfortunately, science classrooms are often disconnected from the ways of knowing about science that are embedded in, and embodied by, the life experiences of students. Drama has been identified as a potential means by which deeper understandings of the nature of science can be derived and nurtured but research on how this might be achieved is sparse. This study uses drama methodology to explore epistemologies of science with two groups of secondary school students from very different social contexts: one from a private university preparatory school and another from an after-school community group in a low-income neighborhood. We use a combination of traditional instruments and contemporary methodologies to elucidate students’ perspectives on the nature of science. Despite the similarity in perspectives revealed by the two groups when using the more traditional nature of science testing format, we have shown how drama activities can uncover very different ways in which the two cohorts mobilize their understandings about science. We propose ways in which these methodologies may be employed by teachers to explore and expand the epistemic insights that students bring to the science classroom.  相似文献   

8.
The purpose of this study was to explore the utility of the theory of planned behavior model developed by social psychologists for understanding and predicting the behavioral intentions of secondary science students regarding enrolling in physics. In particular, the study used a three-stage causal model to investigate the links from external variables to behavioral, normative, and control beliefs; from beliefs to attitudes, subjective norm, and perceived behavioral control; and from attitudes, subjective norm, and perceived behavioral control to behavioral intentions. The causal modeling method was employed to verify the underlying causes of secondary science students' interest in enrolling physics as predicted in the theory of planned behavior. Data were collected from secondary science students (N = 264) residing in a central Texas city who were enrolled in earth science (8th grade), biology (9th grade), physical science (10th grade), or chemistry (11th grade) courses. Cause-and-effect relationships were analyzed using path analysis to test the direct effects of model variables specified in the theory of planned behavior. Results of this study indicated that students' intention to enroll in a high school physics course was determined by their attitude toward enrollment and their degree of perceived behavioral control. Attitude, subjective norm, and perceived behavioral control were, in turn, formed as a result of specific beliefs that students held about enrolling in physics. Grade level and career goals were found to be instrumental in shaping students' attitude. Immediate family members were identified as major referents in the social support system for enrolling in physics. Course and extracurricular conflicts and the fear of failure were shown to be the primary beliefs obstructing students' perception of control over physics enrollment. Specific recommendations are offered to researchers and practitioners for strengthening secondary school students' intentions to study physics.  相似文献   

9.
In teaching physics, the history of physics offers fruitful starting points for designing instruction. I introduce here an approach that uses historical cognitive processes to enhance the conceptual development of pre-service physics teachers’ knowledge. It applies a method called cognitive-historical approach, introduced to the cognitive sciences by Nersessian (Cognitive Models of Science. University of Minnesota Press, Minneapolis, pp. 3–45, 1992). The approach combines the analyses of actual scientific practices in the history of science with the analytical tools and theories of contemporary cognitive sciences in order to produce knowledge of how conceptual structures are constructed and changed in science. Hence, the cognitive-historical analysis indirectly produces knowledge about the human cognition. Here, a way to use the cognitive-historical approach for didactical purposes is introduced. In this application, the cognitive processes in the history of physics are combined with current physics knowledge in order to create a cognitive-historical reconstruction of a certain quantity or law for the needs of physics teacher education. A principal aim of developing the approach has been that pre-service physics teachers must know how the physical concepts and laws are or can be formed and justified. As a practical example of the developed approach, a cognitive-historical reconstruction of the electromagnetic induction law was produced. For evaluating the uses of the cognitive-historical reconstruction, a teaching sequence for pre-service physics teachers was conducted. The initial and final reports of twenty-four students were analyzed through a qualitative categorization of students’ justifications of knowledge. The results show a conceptual development in the students’ explanations and justifications of how the electromagnetic induction law can be formed.  相似文献   

10.
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11.
In the past three decades in high-income countries, female students have outperformed male students in most indicators of educational attainment. However, the underrepresentation of girls and women in science courses and careers, especially in physics, computer sciences, and engineering, remains persistent. What is often neglected by the vast existing literature is the role that schools, as social institutions, play in maintaining or eliminating such gender gaps. This explorative case study research compares two high schools in Israel: one Hebrew-speaking state school that serves mostly middleclass students and exhibits a typical gender gap in physics and computer science; the other, an Arabic-speaking state school located in a Bedouin town that serves mostly students from a lower socioeconomic background. In the Arabic-speaking school over 50% of the students in the advanced physics and computer science classes are females. The study aims to explain this seemingly counterintuitive gender pattern with respect to participation in physics and computer science. A comparison of school policies regarding sorting and choice reveals that the two schools employ very different policies that might explain the different patterns of participation. The Hebrew-speaking school prioritizes self-fulfillment and “free-choice,” while in the Arabic-speaking school, staff are much more active in sorting and assigning students to different curricular programs. The qualitative analysis suggests that in the case of the Arabic-speaking school the intersection between traditional and collectivist society and neoliberal pressures in the form of raising achievement benchmarks contributes to the reversal of the gender gap in physics and computer science courses.  相似文献   

12.

Unlike many other countries, physics is highly popular in secondary education in Scotland, with large numbers opting for study at the Higher Grade on which entry to higher education is based. This paper reports a project that explored the attitudes and perceptions of Scottish girls and boys towards physics over the age range of 10-18 years old. Towards the end of primary school, attitudes towards science are very positive and both boys and girls are looking forward to studying more science in secondary school, although there is no evidence that the introduction of primary science has been a factor. By the end of the second year of secondary school, these positive attitudes have declined quite markedly and a significant decline of girls' attitudes towards science relative to boys' attitudes was clearly observed. The success of the Standard Grade physics course (a 2-year course taken in third and fourth year, ages 14-16 approximately) is easy to observe in terms of the restoration of positive attitudes of boys and girls again as the pupils move through third and fourth year. This process is especially clearly marked among girls. Surprisingly, over 90 per cent of the observed fourth year pupils wanted to continue studies in physics but a marked decline in attitude is observed during the Higher Grade course (a 1-year course which follows Standard Grade), this being more marked for boys. If the number of girls in physics is an issue for concern within the structure of Scottish system, then the focus of attention should be the structure and nature of the science course in the early secondary school.  相似文献   

13.
Israeli junior high‐school science teachers usually have a background in biology, and their knowledge of physics is limited. We show that by improving teachers' qualitative understanding it is possible to increase their confidence and willingness to teach physics. We conducted three‐day workshops for teachers (n = 92), which were followed by ongoing activities and support. The teacher workshops were based on a new qualitative approach that we developed for studying mechanics, which has been shown to be effective with students. A study of teachers who had not participated in the workshop shows that they had the same conceptual difficulties as their students. A comparison of pre‐ and post‐workshop questionnaires indicates that the participating teachers gained self‐confidence in their ability to explain everyday phenomena, changed their views about the relevance and interest of physics to the students and were willing to implement the method in their classes.  相似文献   

14.
Self-assessment is essential to scientific literacy as stated by the National Research Council Committee on Conceptual Framework for the New K-12 Science Education Standards and has since been incorporated into the Next Generation Science Standards. However, little empirical evidence documents which instructional tools are beneficial in improving students’ self-assessment in science learning. As such, we conducted a classroom-based quasi-experiment to test whether contrasting case-based instructional supports improved 390 introductory high school physics students’ accuracy in self-assessment and academic performance when solving physics problems. We compared the effects of providing students with content knowledge and contrasting cases (contrasting good and poor solution) on students’ physics problem solving and their ability to self-assess, with the effects of either presenting them with content knowledge and good solutions or teaching only content knowledge. We found contrasting examples improved the accuracy of students’ self-assessments, promoted content learning, and enhanced the development of self-assessment strategies.  相似文献   

15.
科学教育的目的是全面提高公民的素养.在师范生的物理教学中,通过培养学生的科学精神,建构良好的科学知识结构,提高科学探究的实践能力来提高学生的科学素养.  相似文献   

16.
This study assessed the effectiveness of conducting an elementary science methods course based on the Concerns Based Adoption Model (CBAM) upon the concerns and attitudes of pre-service elementary teachers (PSTs). PSTs were randomly assigned to one of three treatment groups. The three groups included a traditional science methods course, a course based on the theoretical development of concerns, and a course based on the actual measured concerns about teaching an elementary science methods course. Hypotheses were tested to determine if the traditional or either concerns based science methods course was more effective in improving attitudes or advancing PST concerns about teaching science. Two instruments—; The Stages of Concern Questionnaire and the Science Teacher Attitude Scales—; were used to gather pretest, posttest, and delayed posttest data. Analysis of study results indicated that PST attitude toward science and science teaching improved and concerns about teaching science shifted from lower to higher stages of concern in all three treatment groups as predicted by Concerns Theory. However, none of the methods courses proved superior in affecting concerns or attitudes of pre-service teachers. The study concludes that either one semester is too short a time to affect the desired shifts in attitudes and concerns, or that the diagnostic instruments currently available to measure concerns and attitudes are not sensitive or specific enough to measure subtle changes of interest in a research study. The author suggests that research instruments be developed specifically for preservice teachers for this purpose.  相似文献   

17.
ABSTRACT

One aim of school science instruction is to help students become adaptive problem solvers. Though successful at structuring novice problem solving, step-by-step problem-solving frameworks may also constrain students’ thinking. This study utilises a paradigm established by Heckler [(2010). Some consequences of prompting novice physics students to construct force diagrams. International Journal of Science Education, 32(14), 1829–1851] to test how cuing the first step in a standard framework affects undergraduate students’ approaches and evaluation of solutions in physics problem solving. Specifically, prompting the construction of a standard diagram before problem solving increases the use of standard procedures, decreasing the use of a conceptual shortcut. Providing a diagram prompt also lowers students’ ratings of informal approaches to similar problems. These results suggest that reminding students to follow typical problem-solving frameworks limits their views of what counts as good problem solving.  相似文献   

18.
In this study, an analysis of the structure of scientific explanations included in physics textbooks of upper secondary schools in Greece was completed. In scientific explanations for specific phenomena found in the sample textbooks, the explanandum is a logical consequence of the explanans, which in all cases include at least one scientific law (and/or principle, model or rule) previously presented, as well as statements concerning a specific case or specific conditions. The same structure is also followed in most of the cases in which the textbook authors explain regularities (i.e. laws, rules) as consequences of one or more general law or principle of physics. Finally, a number of the physics laws and principles presented in textbooks are not deduced as consequences from other, more general laws, but they are formulated axiomatically or inductively derived and the authors argue for their validity. Since, as it was found, the scientific explanations presented in the textbooks used in the study have similar structures to the explanations in internationally known textbooks, the findings of the present work may be of interest not only to science educators in Greece, but also to the community of science educators in other countries.  相似文献   

19.
This two-part article considers certain fundamental symmetries of nature, namely the discrete symmetries of parity (P), charge conjugation (C) and time reversal (T), and their possible violation. Recent experimental results are discussed in some depth. In the first part of this article we present a general background and discuss parity violation. B Ananthanarayan is at the Centre for Theoretical Studies, Indian Institute of Science His research interests are in the field of elementary particle physics. J Meeraa is finishing her MSc at the Indian Institute of Technology, Chennai. Bharti Sharma is finishing her MSc at Aligarh Muslim University. Seema Sharma is finishing her MSc at the University of Rajasthan, Jaipur. Ritesh K Singh is working towards his PhD at the Indian Institute of Science in the field of elementary particle physics.  相似文献   

20.
This research was undertaken to clarify the nature of the relationship between visual-spatial abilities and achievement in science courses. A related purpose was to determine what influence visual-spatial abilities have on the high attribution rate characteristic of many introductory college-level science courses. Three sections of introductory college level physics (S = 136) and one nonscience liberal arts section (S = 52) received pre- and postmeasures of visual-spatial ability in the areas of perception, orientation, and visualization. Increases in visual-spatial abilities were greatest with an experimental section that received a spatial intervention. These gains were related to test items that utilized graphical form and to laboratory work. Substantial gains in visual-spatial ability were also registered by a placebo and by control sections. These increases suggest that taking introductory physics improves visual-spatial abilities. Although students who withdrew from the course demonstrated mathematics skills comparable to those of students who completed the course, their scores on perception tests were appreciably lower. Visual-spatial scores of the liberal arts group were lower than those of the physics sections, suggesting that visual-spatial ability influences course selection.  相似文献   

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