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1.
Student teachers' learning about subject matter and pedagogy in education for sustainable development 总被引：1，自引：3，他引：1
This article reports on an investigation of student teachers’ learning about education for sustainable development (ESD). Phenomenographic data were collected using open proformas and interviews from student geography teachers taking the University of Oxford Post‐Graduate Certificate in Education (PGCE) in 2003–2004. The data analysis focuses on what the cohort of student teachers perceived as their learning about ESD and the sources that contribute to it. Extracts from the data illustrate their conceptions of subject matter, regarding the relevance of sustainable development for school students, its complex and contested meanings, and the challenges it presents for learning and learners. Data on conceptions of pedagogy illustrate their depth of learning about the relationship between ESD subject matter and approaches and strategies in teaching and learning, and features of pedagogy that illustrate interactive teaching strategies. Various school and university‐based sources were identified by the student teachers as leading to specific aspects of learning about ESD, although many of the accounts illustrate a combination of sources. Implications of the findings for teacher education and research in ESD are also discussed. 相似文献
2.
Helen Georgiou Manjula Devi Sharma 《International Journal of Science and Mathematics Education》2012,10(5):1119-1142
Thermal physics is in the realm of everyday experience, underlies current environmental concerns, and underpins studies in sciences, health and engineering. In the state of NSW in Australia, the coverage of thermal topics in high school is minimal, and, hence, so is the conceptual understanding of students. This study takes a new approach at exploring conceptions of students with a qualitative analysis facilitated by NVivo complemented with reference to sociocultural ideas of learning. A 2-part pen and paper question was given to 598 first year university students of different educational backgrounds (and therefore physics expertise). ‘The Question’ was based on 2 familiar scenarios and required the selection of a concept first, followed by an explanation. The results showed that concepts were favoured based on a student’s everyday experience and their curriculum through high school, and some were more effective than others in making scientifically congruent responses. The reported thermal physics alternative conceptions were also examined in our sample, and students’ reasoning behind such conceptions indicate that some conceptions do not inhibit scientifically congruent responses whilst others do. The results implicate language and the everyday experiences of the student in the teaching and learning of thermal physics. 相似文献
3.
Using a framework of assessment literacy that included teachers?? view of learning, knowledge of assessment tools, and knowledge of assessment interpretation and action taking, this study explored the assessment literacy of five experienced middle school teachers. Multiple sources of data were: teachers?? predictions about students?? ideas, students?? written and verbal responses to assessment tasks, teacher background questionnaire, and a videotaped teacher focus group. We investigated middle school teachers?? predictions, interpretations, and recommended actions for formative assessment in genetics. Results documented a variety of ways that teachers would elicit students?? ideas in genetics, focusing on discussion strategies. Findings showed how well teachers predicted student conceptions compared to actual student conceptions. We also found that teachers mostly described general topics they would use to address students?? alternative conceptions. Less often, they explained specific content they would use to challenge ideas or pedagogical strategies for conceptual change. Teachers also discussed barriers to addressing ideas. Teacher professional development should provide more support in helping teachers close the formative assessment cycle by addressing conceptions that are elicited with assessments. 相似文献
4.
María del Carmen Gomez 《Cultural Studies of Science Education》2018,13(1):1-20
The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers’ assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences. 相似文献
5.
This study explores general‐chemistry instructors' awareness of and ability to identify and address common student learning obstacles in chemical equilibrium. Reported instructor strategies directed at remediating student alternate conceptions were investigated and compared with successful, literature‐based conceptual change methods. Fifty‐two volunteer general chemistry instructors from 50 U.S. colleges and universities completed an interactive web‐based instrument consisting of open‐ended questions, a rating scale, classroom scenarios, and a demographic form. Survey respondents who provided responses or described remediation strategies requiring further clarification were identified (n = 6); these respondents amplified their views in separate, researcher‐led semistructured phone interviews. All 52 responding chemistry instructors reported and identified common student areas of difficulty in chemical equilibrium. They reported employing a variety of strategies to address and attempt to remediate students' alternate conceptions; however, these self‐reported strategies rarely included all four necessary conditions specified by Posner, Strike, Hewson, and Gertzog (Science Education, 66, 211–217, 1982) to stimulate conceptual change. Instructor‐identified student alternate conceptions were congruent with literature‐reported alternate conceptions of chemical equilibrium, thus providing validation support for these compilations. Implications for teaching and further research are also highlighted. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1112–1134, 2005 相似文献
6.
Dr Peter Searle 《Research in Science Education》1993,23(1):266-275
This paper reports on the application of a constructivist-based teaching strategy with a small group of first-year physics
students. Data collection and analysis procedures are discussed, and the responses of three students to three situations involving
force concepts are presented. A number of issues relevant to conceptual change teaching strategies are identified. In addition
to an emphasis on alternative conceptions, issues identified that require consideration when developing teaching strategies
for conceptual change include an emphasis on understanding physics terminology, the development of a supportive learning environment
and the use of a wide range of problem contexts.
Specializations: physics education, alternative conceptions, conceptual change. 相似文献
7.
Samuel Ouma Oyoo 《Research in Science Education》2012,42(5):849-873
The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language??often written (as in science texts) or oral (as in the form of teacher and student talk)??is unavoidable in effective teaching and learning of science. Generally however, the role of (instructional) language in quality of learning of school science has remained out of focus in science education research. This has been in spite of findings in empirical research on difficulties science students encounter with words of the instructional language used in science. The findings have suggested that use of (instructional) language in science texts and classrooms can be a major influence on the level of students?? understandings and retention of science concepts. This article reports and discusses findings in an investigation of physics teachers?? approaches to use of and their beliefs about classroom instructional language. Direct classroom observations of, interviews with, as well as content analyses of the participant teachers?? verbatim classroom talk, were used as the methods of data collection. Evidence is presented of participant physics teachers?? lack of explicit awareness of the difficulty, nature, and functional value of different categories of words in the instructional language. In conclusion, the implications of this lack of explicit awareness on the general education (initial and in-service) of school physics teachers are considered. 相似文献
8.
Arnold Peltzer 《科学教学研究杂志》1988,25(9):721-731
College physics professors, researchers, and teachers were asked to rate the importance to physics students of different intellectual abilities. These abilities were selected from J. P. Guilford's Structure-of-Intellect model of intelligence and presented on a 65-item questionnaire. Analysis of the responses found that four general intellectual factors were described. They were identified as abilities related to visualization, mathematics, logic, and problem solving. The variations of these factors' importance was examined for two different student subgroups, students who are studying to be physicists and students who are studying physics to be scientifically aware laymen. Variations between two respondent subgroups, physicists who are primarily engaged in research and physicists who are primarily engaged in teaching, were also explored. 相似文献
9.
Formative assessment practices for secondary mathematics have been advocated as valuable for students, but difficult for teachers to learn. There have been calls in the literature to increase the emphasis on formative assessment in mathematics teacher preparation courses. This study explored the use of peer-assessment strategies for helping pre-service secondary mathematics teachers (PSTs) cultivate formative assessment principles and practices for assessing school students. Twenty-seven PSTs participated in a peer-assessment cycle comprised of: sourcing a rich mathematics task; constructing an assessment rubric for it; and collecting and analysing a selection of secondary student responses to the task. Each PST then provided written and verbal feedback to a peer on his/her rubric and student solution assessments. We draw on theoretical conceptions of Teacher Assessment Literacy in Practice to characterize the PSTs’ perceptions of their experience of formative assessment processes for learning to assess school students, in terms of cognitive and affective dimensions of their conceptions of assessment. The cohort evidenced a wide range of levels of confidence with the various aspects of formative assessment practices but on average less confidence in assessing school student task responses themselves than in assessing peer work. In addition to highlighting specific changes to different types of assessment knowledge, the PSTs also evidenced an awareness of shifts in their attitudes, in coming to view student task responses with more appreciation and humility.
相似文献10.
Ilana Seidel Horn 《学习科学杂志》2013,22(1):37-79
Abstract This article examines the social nature of teachers' conceptions by showing how teachers frame the “mismatch” of students' perceived abilities and the intended school curriculum through conversational category systems. This study compares the conversations of 2 groups of high school mathematics teachers addressing the Mismatch Problem when implementing equity-geared reforms. Although East High teachers challenged conceptions that were not aligned with a reform, South High teachers reworked a reform mandate to align with their existing conceptions. This research found that the teachers' conversational category systems modeled problems of practice; communicated assumptions about students, subject, and teaching; and were ultimately reflected in the curriculum. Because East High teachers supported greater numbers of students' success in advanced mathematics, this study considers the relation between teachers' understandings of student learning and the success of equity-geared math reforms. In addition, this study contributes to the understanding of how teacher conceptions of students are negotiated and reified in context, specifically through interactions with colleagues and experiences with school reform. 相似文献
11.
Many studies have shown that students of all school levels hold alternative conceptions that differ from the scientific conceptions transmitted by the school. These results raise some questions about the efficacy of traditional teaching and stress the need for using teaching strategies that explicitly take into account the alternative conceptions that students bring to the science classes. This issue has recently been raised and widely discussed throughout Portugal and the proposals for the new science syllabuses advise teachers to take it into account. However, the number of studies investigating both the teachers' attitudes towards this issue and the use of teaching strategies based on students' alternative conceptions is very limited. This article aims to present the results obtained from science teachers about their attitudes towards students' alternative conceptions and the use of teaching strategies based on these conceptions. The results may contribute to the planning of in-service courses. 相似文献
12.
Maher Z. Hashweh 《科学教学研究杂志》1996,33(1):47-63
In recent years there has been a renewed interest in investigating teachers' beliefs in general, and science teachers' epistemological beliefs in particular. However, very few studies have investigated the effects of these epistemological beliefs in teaching. The purpose of this study was to test the hypotheses that teachers holding constructivist beliefs (a) are more likely to detect student alternative conceptions; (b) have a richer repertoire of teaching strategies; (c) use potentially more effective teaching strategies for inducing student conceptual change; (d) report more frequent use of effective teaching strategies: and (e) highly valuate these teaching strategies compared with teachers holding empiricist beliefs. Through the use of a three-part questionnaire consisting of critical incidents, direct questions about teacher strategies of conceptual change, and ratings of the use and importance of specific teaching strategies, data were obtained from 35 science teachers with different science backgrounds and teaching at different educational levels. Analysis of the data supported all five hypotheses. The findings are discussed in terms of their implications for further research. © 1996 John Wiley & Sons, Inc. 相似文献
13.
This article investigates three teachers' conceptions and use of inquiry‐based instructional strategies throughout a professional development program. The professional development program consisted of a 2‐week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Insights gained from an in‐depth study of these three secondary teachers resulted in a model of teacher conceptions that can be used to direct future inquiry professional development. Teachers' conceptions of inquiry teaching were established through intensive case–study research that incorporated extensive classroom observations and interviews. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute‐developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that a set of four core conceptions guided the teachers' use of inquiry‐based practices in their classrooms. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education influenced the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that to be successful inquiry professional development must not only teach inquiry knowledge, but it must also assess and address teachers' core teaching conceptions. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1318–1347, 2007 相似文献
14.
顾世文 《上海师范大学学报(哲学社会科学版)》2008,37(2):93-97
课外辅导是物理教学的重要环节之一,是教师在课堂之外对学生进行因材施教、解答问题、弥补课堂不足的课外教学方式。在高中物理课外辅导的教学实践中,认识并尊重学生差异,关注学困生和学优生的不同需求,利用集体辅导与个别辅导相结合的原则,通过各类专题讲座等形式加强对学生爱国激情和科学献身精神的培养以及物理学法指导。同时在“拾漏补缺”的课外辅导中关注学生的身心发展,利用生活中的物理事例,通过自行设计实验或演示实验等办法来加强对学生兴趣的培养,引导其真正成为乐学者、笃行者,乃至“善创造者”。 相似文献
15.
三、数据分析结果第一项分析是计算教师的 SPTCT分数 (教学观 )与他们的学生的 L PQ分数变化 (学习方式变化 )以及成绩测验的 z分数变化间的相关 ,如表 4所示。表 4 教师教学观与学生学习方式的改变以及学习成绩的变化间的相关样本数传授观应试观能力观态度观育人观灌输倾向互动倾向表层式学习 885 .13* .0 0 .0 4 .0 2 .0 3.0 7 .0 3深层式学习 889- .0 1.0 4 .0 3.0 3- .0 2 .0 3.0 2成就式学习 888.0 1.0 1.0 7.10 * .0 8.0 1.10 *常规测验成绩 10 34- .2 5 * .0 2 .0 1- .0 2 .0 9* - .13* .11*开放性测验成绩 90 5 - .19* - .0 7.… 相似文献
16.
Breda O’Brien 《Journal of Further & Higher Education》2018,42(7):922-936
Recently much research has focused on student engagement, both at school and at university. This attention is motivated by the role that engagement plays in student learning and in the student experience. Acknowledging that student engagement is a multifaceted construct we focus on the contribution that teaching and teacher traits make to the quality of student engagement, from the student’s perspective. In this small scale study, we adopt a qualitative methodology to investigate students’ perceptions of what factors impact on their engagement and what role the students themselves have in fostering such engagement. Focus group and one-to-one interviews with students in the last year of school and at university were analysed to reveal four overarching themes related to engagement in classroom life including the importance of active listening on the part of both students and teachers. The resulting Refined Quality Teaching Initiatives Framework outlines how dual engagement and active listening can be viable pedagogical strategies both at school and university. The framework also brings to the fore the active role and responsibilities that students have, in their own perceptions, for engagement in the classroom. We conclude with a reflection on the implications of our findings for teaching and teacher training. 相似文献
17.
This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This
study is a qualitative research grounded in a social constructivist framework. The participants were three high school science
teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major
data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific
teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic
units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d)
individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and
(g) psychologically safe classroom environments. 相似文献
18.
Muammer ?al&#;k Alipa&#;a Ayas Richard K. Coll Suat ünal Bayram Co&#;tu 《Journal of Science Education and Technology》2007,16(3):257-270
The research presented in this paper consisted of an investigation of the effectiveness of a four-step constructivist-based
teaching activity on student understanding of how pressure and temperature influence the dissolution of a gas in a liquid.
Some 44 Grade 9 students (18 boys and 26 girls) selected purposively from two school classes in the city of Trabzon, Turkey
participated in the study. Students’ understanding were evaluated from examination of two items from a purpose-designed solution
concept test, face-to-face semi-structured interviews and examination of students’ self-assessment exercises. Statistical
analysis using two-way ANOVA of student test scores point to statistically-significant differences in test and total scores
(p < 0.05) suggesting that the teaching activities employed help students achieve better conceptual understanding. Further,
no statistically significant differences were seen between post-test and delayed test scores, suggesting that teaching the
activities enable students to retain their new conceptions in their long-term memory. However, in a few instances the activities
resulted in the development of new alternative conceptions, suggesting teachers need to be conscious of the positive and negative
effects of any teaching intervention. 相似文献
19.
The effects of two types of two well-established microcomputer-based teaching methods were examined for their effect teaching
high school students kinetics. The use of data acquisition probeware and digital video analysis were studied for their impact
on students’conceptions and ability to interpret graphical relationships to real world events. The abilities of high school
physics students to accurately graph kinetics using distance, velocity and acceleration in one dimensional motion varied between
and among the groups. Using a split category random assignment analysis students investigated these motions with both. In
a quasi experimental fashion students received similar instruction on each but in a different sequence. Students received
the similar teaching in reverse order and both strategies were found to be successful and complementary. There were indications
student achievement was higher for velocity–time and acceleration-time graphs using the digital video analysis method. Implications
for this study on teaching tools, methodologies, curriculum development, program implementation, and assessment are discussed. 相似文献
20.
Dr. Keith Skamp 《Research in Science Education》1995,25(4):395-429
Several studies have suggested that preservice teacher education has little impact on student teacher conceptions about various
facets of teaching and learning. Most of these studies refer to generic teaching and learning, and very few have related to
primary science in particular. To explore this area eight primary student teachers were interviewed on six occasions during
the first two years of their Bachelor of Teaching degree. This paper reports the findings from part of these interviews. It
describes the (sometimes changing) conceptions which these eight students held about how they would recognise a “good” teacher
of science and the people and experiences they believed influenced the formation of these views. The differential impact of
past and present teachers and the teacher education program revealed possible implications for practica and science curriculum
units in particular, if teacher education is going to have an influence on preservice teachers' conceptions about teaching
and learning. 相似文献