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1.
The demographic changes in Greek schools underline the need for reconsidering the way in which migrant pupils move from their
everyday culture into the culture of school science (a process known as “cultural border crossing”). Migrant pupils might
face difficulties when they attempt to transcend cultural borders and this may influence their progress in science as well
as the construction of suitable academic identities as a means of promoting scientific literacy. In the research we present
in this paper, adopting the socioculturally driven thesis that learning can be viewed and studied as a meaning-making, collaborative
inquiry process, we implemented an action research program (school year 2008–2009) in cooperation with two teachers, in a
primary school of Athens with 85% migrant pupils. We examined whether the two teachers, who became gradually acquainted with
cross-cultural pedagogy during the project, act towards accommodating the crossing of cultural borders by implementing a variety
of inclusive strategies in science teaching. Our findings reveal that both teachers utilized suitable cross-border strategies
(strategies concerning the establishment of a collaborative inquiry learning environment, and strategies that were in accordance
with a cross-border pedagogy) to help students cross smoothly from their “world” to the “world of science”. A crucial key
to the teachers’ expertise was their previous participation in collaborative action research (school years 2004–2006), in
which they analyzed their own discourse practices during science lessons in order to establish more collaborative inquiry
environments. 相似文献
2.
The present study builds on research that indicates that teachers play a key role in promoting those interactional behaviours
that challenge children’s thinking and scaffold their learning. It does this by seeking to determine whether teachers who
implement cooperative learning and receive training in explicit strategic questioning strategies demonstrate more verbal behaviours
that mediate children’s learning than teachers who implement cooperative learning only. The study also sought to determine
whether students who receive training in explicit questioning strategies demonstrate more explanatory behaviour than their
untrained peers, and, as a consequence, do these same students demonstrate more advanced reasoning and problem-solving skills
on follow-up reasoning and problem-solving tasks. The study involved 31 teachers in two conditions, the cooperative + strategic
questioning condition and the cooperative condition, and two groups of students from each teacher’s classroom. The results
show that the teachers in the cooperative + strategic questioning condition used significantly more mediating behaviours than
their peers in the cooperative condition. The study also showed that the children in these teachers’ classes engaged in more
elaboration and obtained significantly higher scores on the follow-up reasoning and problem-solving tasks. The study demonstrates
the importance of explicitly teaching strategic questioning strategies to children during cooperative learning. 相似文献
3.
In this article we analyze the dialogic learning of one pair of students in order to investigate how these students cope with a collaborative learning situation in the classroom. Our aim is to substantiate the claims that not only are young students (8 year olds) capable of solving mathematical problems collaboratively, but that they also take an active role in regulating their collaborative learning activities. More specifically, our claim is that children appear to apply constructs of “mathematical level raising”, “social interaction” and “division of time” to steer their own collaborative learning and that they are rather successful in balancing these three aspects. The analysis is exploratory, but this new perspective on collaborative learning is relevant theoretically and consequential for classroom practice. 相似文献
4.
Donald A. Stepich Peggy A. Ertmer Molly M. Lane 《Educational technology research and development : ETR & D》2001,49(3):53-67
This paper proposes the use of specific coaching strategies to facilitate student use of expert-like problem-solving strategies
while analyzing and solving instructional design case studies. Findings from an exploratory study, designed to examine changes
in students' problem-solving skills as they analyzed case studies, suggested that students could show expert characteristics
at times, under some circumstances, but did not perform like experts on a regular basis. At two midwestern universities, 37
students analyzed 6 to 10 case studies both in class and in on-line discussions. Comparisons were made both within and across
students, as well as across time, to examine patterns and changes in student problem-solving approaches. Findings suggested
that primary influences on the incidence of expert performance were more external than internal and might be more aptly characterized
as “coached expertise”. Specific suggestions are included for coaching the development of student problem-solving skills within
a case-based course. 相似文献
5.
McGinn Michelle K. Roth Wolff-Michael Boutonné Sylvie Woszczyna Carolyn 《Research in Science Education》1995,25(2):163-189
This study was designed to address two purposes. First, we wanted to test working hypotheses derived from previous studies
about the transformation of individual and collective knowledge in elementary classrooms. Second, we attempted to understand
the degree to which “ownership” was an appropriate concept to understand the process of learning in science classrooms. Over
a four-month period, we collected extensive data in a Grade 6/7 classroom studying simple machines. As in our previous studies
we found that (a) conceptual and material resources were readily shared among students, and (b) tool-related practices were
appropriated as newcomers participated with more competent others (peers and teachers) in the pursuit of student-framed goals.
We also found that for discursive change (“learning”) at the classroom level to occur, it appeared more important whether
a new language game was closely related to students' previous language games than who actually proposed the new language game
(teacher or student). Implications are drawn for the design of science curricula and classroom activities.
Both pedagogy and design are still tightly bound by rationalist, symbol-manipulating, problem-solving assumptions that hold
knowledge to be a property of individuals. Pedagogy still concentrates on the individual and individual performance, even
though most work is ultimately collaborative and highly social. (Brown & Duguid, 1992, p. 171) 相似文献
6.
Guilaine Menotti Graciela Ricco 《European Journal of Psychology of Education - EJPE》2007,22(4):477-495
Wishing to explore the complexity of the conceptual, didactic and institutional aspects of learning a scientifically defined
object of knowledge, we chose to study the link between the personal relation to numeration developed by six-year-old pupils
in first grade (“cours préparatoire” the first level of primary school in France), and more particularly, the relationship
between the construction of pupils’ relation to the concept of “tens” and the didactic practice of their teachers during the
lessons.
Our study shows that both teachers establish “strong” didactic contracts, leaving it up to the pupils to develop on their
own the capacity of making mathematical decisions and destabilizing the procedure of counting one by one. There is a difference
between classes in the articulation of knowledge and know-how. In the ZEP class learning is centered on know-how; in the other
class knowledge and know-how are simply juxtaposed, their relationship is never made explicit. The result is that only 4 children
out of 42 (the two classes taken together) can work with both. All four belong to the categories of “good” or “very good”
students. 相似文献
7.
This paper summarizes our analysis of the complexity of ratio problems at Grades 6 and 7, and reports a two-year experiment
related to the teaching and learning of rational numbers and proportionality in these grades. Two classes were followed and
observed. Part of the teaching material was common to both classes, mainly the objectives and the corpus of ratio problems
in a physical context. But in one class, here called “Partial-experiment”, the learning environment was exclusively a paper-pencil
one and the teacher followed his usual method in designing and conducting teaching sequences. In the other class, here called
“Full-experiment”, the teaching was based on a framework, emerging from our analysis of complexity of ratio problems, involving
precise guidelines and a specific computer environment. Using a pre-test and a post-test, we observed clear progress in both
classes compared to a sample of “standard” pupils. Our comparative pupil-oriented study indicates more complete improvement
in the “full-experiment” class, i.e., a better acquisition of fractions and their use for solving usual proportionality problems.
The average pupil’s progress is greater in the “full experiment”, with the pupils who were initially high- or low-level attainers
benefiting the most from the “full-experiment”. 相似文献
8.
A current interest in education is the growing awareness that the development of social and emotional skills in children is
critical for the foundation of academic knowledge in the classroom. The early childhood educator is in a position to be a
powerful nurturer of the social emotional development in young children. It is important, therefore, to challenge early childhood
teachers, particularly veteran teachers, to take a closer look at their own social and emotional skills and to systematically
reassess these skills through an emotionally intelligent “lens”. The field of emotional intelligence is a new and exciting
area of academic research that looks at emotional abilities within the following four domains: (1) perception skills; (2)
accessing skills; (3) understanding skills; and (4) regulation skills. This article presents a userfriendly methodology to
assess and enhance the emotional intelligence abilities of teachers, and thereby impact the abilities of the young children
they teach. 相似文献
9.
Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice 总被引：1，自引：0，他引：1
Charles J. Eick 《Journal of Science Teacher Education》2009,20(2):135-156
Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students based on
the select application of National Science Teachers Association’s National Standards for Science Teacher Preparation. Methods
students completed a resume, an interview on pedagogical preferences, and a learning styles survey to determine the reform-based
standards and pedagogical approaches that better fit their personal histories and identity formation as science teachers.
Each case was unique with one student better meeting the Standards of “Issues” and “Science in the Community” and the other
student better meeting the standards of “Inquiry” and the “Nature of Science”. Student teachers planned and taught lessons
based on their IRP and were mostly successful in meeting their prescribed standards and utilizing their preferred pedagogies.
However, their success in use of specific strategies supporting their approach was highly dependent upon classroom context.
The use of the IRP process as a reflective tool strengthening identity formation and early practice is discussed. 相似文献
10.
Mahmood Khalil Reuven Lazarowitz Rachel Hertz-Lazarowitz 《Journal of Science Education and Technology》2009,18(1):85-100
In this paper a conceptual model of instruction “the six mirrors of the classroom” used as a frame for teaching a learning
topic, the microorganisms are depicted. The paper consists of four sections: (a) the six mirrors of the classroom model (SMC);
(b) the SMC as implemented in the expository and cooperative modes of instruction in classrooms and results; (c) a “Journey
of Inquiry into the Wonderful World of Microorganisms” (JIWWM), developed according to the Science–Technology–Environment–Peace–Society
(STEPS) approach; and (d) teaching and learning the JIWWM, in ninth-grade classes, within the SMC model. The results show
that science topic can be taught in the frame of the mirrors of the classroom. When the instructional goals of the teachers
used the mirror “1, classroom organization” and mirror “6, pupils’ social behavior” and the third ring around the all six
mirrors cooperative skills were practiced, academic outcomes were achieved, and attitudes toward environmental preservation
and peace improved. The SMC model can serve as a valuable tool for teachers, since it can design their teaching and learning
settings in a more controlled environment, in terms of objectives, teachers’ and students’ social behaviors, and academic
outcomes. 相似文献
11.
Summary impressions In some ways, this report shows progress in audio-visual education. The work is being headed up by more widespread adoption
of central coordination, more classroom teachers are prepared to use audio-visual materials in their classes, and there is
more wide-spread use of the materials.
On the other hand, there are some urgent needs that become so evident from these data. “More time” is the need, “more central
coordination” is the need, “more adapted classrooms” is the need, and separately and behind all these is the need for “better
support.”
This article is a digest of a report given at the DAVI national convention in Los Angeles in April. The address was entitled
“A First Look at Findings of the NEA Survey of the Status of Audio-Visual Education in City and County School Systems.” Victor
Hornbostel is assistant director of the Research Division of the National Education Association and supervisor of the survey
which is reported. 相似文献
12.
Charles Haynes Ed.D. Pamela Hook Ph.D. Paul Macaruso Ph.D. Etsuko Muta M.Ed. Yoichi Hayashi M.A. Junko Kato M.D. Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their
classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of
their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s
abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall,
U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences
were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children
as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received
higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading
to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems
and cultural expectations. 相似文献
13.
Annick Fagnant 《European Journal of Psychology of Education - EJPE》2005,20(4):355-367
This article relates to an empirical study based on the use of mathematical symbolism in problem solving. Twenty-five pupils
were interviewed individually at the end of grade one; each of them was asked to solve and symbolize 14 different problems.
In their classical curriculum, these pupils have received a traditional education based on a “top-down” approach (an approach
that is still applied within the French Community of Belgium): conventional symbols are presented to the pupils immediately
with an explanation of what they represent and how they should be used. Teaching then focuses on calculation techniques (considered
as a pre-requisite for solving problems). The results presented here show the abilities (and difficulties) demonstrated by
the children in making connections between the conventional symbolism taught in class and the informal approaches they develop
when faced with the problems that are put to them. The limits of the “top-down” approach are then discussed as opposed to
the more innovative “bottom-up” type approaches, such as those developed by supporters of Realistic Mathematics Educations
in particular. 相似文献
14.
Assistive technology (AT) has the potential to increase developmental skills and provide solutions to challenges, such as
behavior, attention, and communication, faced by students identified with disabilities or at risk in early childhood settings.
Early childhood education professionals must have AT knowledge and competency to effectively use AT with young children and
to include AT in the curriculum. Teachers share responsibility for effectively preparing all young children to develop important readiness and literacy skills enabling them to successfully participate in public school settings. This
paper discusses the effectiveness of AT User Groups to prepare teachers to incorporate AT in the early childhood setting.
User Group benefits to teachers, (i.e., increased knowledge and skills, effective use of time, collaboration, individualization
of training, and onsite support) as well as distracters and strategies for involving “new” teachers are discussed. Reported
child outcomes, such as increased attending, behavior, and communication are also presented. 相似文献
15.
Informational text is an important resource for classroom teachers that places unique comprehension demands on young students.
Research on teaching expository text structure to young children shows that explicit instruction improves student comprehension.
This practical article addresses how to use “well-structured” expository trade book titles to teach text structure. A lesson
plan template and an extended example of an explicit lesson on order/sequence are provided. 相似文献
16.
Rachel Mamlok-Naaman Avi Hofstein John E. Penick 《Journal of Science Teacher Education》2007,18(4):497-524
We describe a workshop in which 10 teachers from 10 schools, located in central Israel, participated in the development of
alternative assessment tools in the context of implementing a new science curriculum for senior high-school students, namely
“Science for All” (an STS type curriculum). In order to assist a group of teachers (who began teaching the “Science for All”
program) in both teaching and assessment strategies, it was decided that the Department of Science Teaching at the Weizmann
Institute of Science would sponsor a workshop for them. An evaluation study was conducted during the workshop and at its completion.
The main goal of the study was to evaluate the outcomes of the workshop and to determine whether its objectives were attained.
The research tools consisted of (a) an attitude questionnaire administered to participating teachers, (b) structured interviews
with the teachers, (c) structured interviews with students, and (d) an attitude questionnaire administered to the students.
Based on the results of the questionnaires and the interviews, it seems that all the teachers who participated in the workshop
gained self-confidence in using the teaching strategies and assessment methods of this new interdisciplinary curriculum. The
interviews with students revealed that their active involvement in their own assessment improved their sense of responsibility
for their achievements. The variety of assignments enabled them to be at their best with certain assignments and to succeed
less with others. In conclusion, we found that running a new interdisciplinary curriculum requires a professional development
program that will stimulate teachers’ creativity and diversify the instructional strategies that they use in the classroom.
Such skills should improve their ability to understand the goals, strategies, and rationale of the curriculum, as well as
their students’ learning difficulties. 相似文献
17.
Kyle L. Peck 《TechTrends》1998,43(2):47-53
Conclusion I applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for
the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards
that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose
that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we
consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified
skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.
There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned,
this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought
about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with
questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition
and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their
insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and
the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an
assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to
close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)...
“Fire” (another attempt to close gaps)..., And so on. 相似文献
18.
19.
Adam Scrupski 《Academic Questions》1999,12(3):36-49
Summary A movement among universities noted for research and for rigorous scholarship that would have insured a significantly improved
education for prospective teachers was transformed in a short time, about ten years, into another agency of centrally inspired
“school refrom,”
The Holmes Group’s initial program called for prospective teachers to undergo five years of general education and teacher
education, devoting the undergraduate years largely to arts and sciences. It also called for a closer collaboration between
teacher educators and arts and science faculty in order to prepare preservice teachers to teach more rigorous pedagogically
organized subject matter. Included in the early Holmes agenda was the concept of a professional development school as a public
school site for pedagogical application, under the direction of veteran teacher cadres. However, as a consequence of an increasingly
liberal academic ideology, informing a persistent criticism of Holmes’s original proposals as elitist and insufficiently activist,
the Holmes group came in a short time to underplay its call for a five-year program, to back off from a closer collaboration
between teacher educators and arts and sciences faculty, and to transform its concept of an affiliated public school from
a site for pre-service pedagogical classroom practice into an exemplary school-to-be.
Some hope may remain: the Holmes staff recently distributed the “Conference Proceedings” of the January 1998 annual convention
held in Orlando. On page 42 of those proceedings, Arthur Wise, the peripatetic head of NCATE (National Council for Accreditation
of Teacher Education—now a Holmes “partner” at the national level) found Holmes neglectful of an appropriate concern for arts
and sciences education for prospective teachers. Wise was a “ranconteur” in Orlando; as such he was expected to provide a
“reflective response” to the conference. He said, apologetically, I might offer my one sound of criticism ... I just worry
when I see that ... we may be paying too much attention to the external aspects of school and maybe not enough to the guts
of the matter which is, after all, content and how to teach it. 相似文献
20.
Current research indicates that students with enhanced knowledge networks are more effective in learning science content and
applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel
teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report
evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web
diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process
of implementation, including implications for teacher education. This is among the first reports that teachers can be provided
with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores
are among the lowest. 相似文献