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1.
The two concepts law and theory are among the most important elements of the nature of science. They represent both the tools and products of science itself. Unfortunately, the variable meanings and use of these terms in general discourse and in other school disciplines results in much confusion with respect to their proper application in a science context. The project included the design of a six-part model definition for law and theory based on a review of the literature of the philosophy of science with special reference to biology. These model definitions were then compared with those provided in a range of U.S. secondary school biology textbooks. The majority of all current major U.S. secondary school biology texts were reviewed and analyzed with respect to how the concepts of law and theory were defined and applied, in an attempt to determine whether students and teachers using such texts would gain an accurate impression of these terms and the distinction between them. This study focuses on biology instruction since a life science course is completed as a graduation requirement by virtually all U.S. high school students and as such serves as a widely shared educational experience across the nation. The term law is rarely defined in any text but various laws such as those found in genetics are frequently included as examples. The term theory is frequently defined but with a wide range of completeness of the definitions. Only rarely are theories in biology included as examples.  相似文献   

2.
Many universities, recognizing the student as the main consumer of college instruction, have begun to seek his views regarding the quality of teaching. In this study the Israeli student's concept of a good teacher has been investigated. A sample of second year university students were asked to select the three most important characteristics of a good teacher from a list of fifteen.It was shown that students attached primary importance to method of instruction. Of secondary importance was the teacher's ability to spark intellectual growth. Research talents, personality, and academic status were of relatively little concern. Social science, life science, law and medical students all concurred in emphasizing the importance of the teacher's ability to communicate ideas, whereas humanities students stressed his ability to stimulate thinking.It appears that undergraduate students rate teachers by their ability to transmit knowledge rather than according to the university's criteria of research and publication.The concepts good teacher and effective instruction are used interchangeably in this article, although they are not identical.  相似文献   

3.
The results of an experimental study investigating the influence of problem familiarity on learning in a problem-based psychology course are presented. Participants worked with either a familiar or an unfamiliar version of the same problem. The following measurements were taken (1) a measure of problem quality as perceived by students, (2) number of explanations of the problem put forward by the students while discussing it, (3) quality of learning issues derived from the discussion, (4) amount of time spent on self-study, and (5) the amount of knowledge acquired as indicated by a test. The results demonstrate that participants in the familiar problem condition perceived the problem to be of higher quality than the participants in the unfamiliar problem condition. No significant differences in learning were found. The findings do suggest, however, that problems may be improved by making them more relevant to the everyday experience of students.  相似文献   

4.
This article presents examples that illustrate how teachers use childrens literature in the teaching of mathematics. The examples are related to four curriculum ideologies that have influenced mathematics education in the USA for the last 75 years. It discusses why it is relevant to help teachers understand the ideological positions that influence their use of childrens literature during mathematics instruction, summarizes the four ideological positions, and presents results of a study of how teachers ideological positions relate to their use of childrens literature in the teaching of mathematics. The study examines two research questionsCan an instructional tool be developed that will highlight for teachers the different ways in which they and others use childrens literature to teach mathematics? and Can that instructional tool stimulate teacher discussion and reflection about their own beliefs and the ideological nature of the instructional environment in which they learned (as students) and teach (as teachers)? Study results indicate that both questions can be answered in the affirmative.  相似文献   

5.
This study looks at the relationships between a number of personal and social characteristics of a random sample of 254 urban citizens from the Twin Cities and their satisfaction with a University. Most of the urban citizens had considerable university related experiences, and they believed that faculty and students are sincere and hardworking. Most were satisfied with different facets of University life, endorsed the broad principle of campus freedom of expression, but were generally opposed to the goals of students when they used more active methods of dissent. Citizens' satisfaction with the University was heavily related to their perception of campus life as it related to the ideological criteria of Work Ethic and Americanism.  相似文献   

6.
The objective of this study is to analyze secondary school students' interactions (conflicts, controversies, and arguments) as they participate in an intact classroom activity designed to facilitate their understanding of heat energy and temperature. The study is based on 32 ninth-grade students in a public school in Londrina, Brazil. Results obtained show that the differentiation between heat energy and temperature constitutes considerable difficulties for the students, and can be considered as part of the hard-core of their understanding (Lakatos, 1970, Criticism and the Growth of Knowledge, Cambridge University Press, Cambridge, UK, pp. 91–196). Student interactions (video taped) were classified into an Alternative Model, Transitional Model, and Scientific Model, depending on the degree to which they reflected a progressive transition in their hard-core. Students generally resisted a change in their conceptual understanding. Some students were able to question the hard-core of their beliefs and construct a Transitory Model. Some students experienced a further progressive transition by constructing a Scientific Model, based on the understanding that Temperature only measures the energy of agitation. Methodology used also provided a glimpse of how a particular student grappled with the conflicts in order to facilitate progressive transition in understanding. It is concluded that given the opportunity to discuss, reflect, consider alternative/conflicting situations, students can construct models that increase progressively in their heuristic/explanatory power.  相似文献   

7.
Through a physical, historical and epistemological analysis it is shown how much is wrong with the idea that relates impetus theory to a non-grown-up physical and epistemological conception. Indeed, it yields that impetus theory of Buridan and Oresme can be formalised and can furnish us a natural, non-violent interpretation of (classical) mechanics as well as a more general, physical hermeneutics of the world. Then, the possible relevance of impetus theory for science education is strongly pointed out.  相似文献   

8.
This study investigated, in the context of mathematical problem solving by secondary school students, the nature of the visual schemata which Johnson (1987) hypothesises mediate between logical propositional structures and rich specific visual images. Four groups of grade 10 students were studied, representing all combinations of high and low operational ability in mathematics (equivalent to Johnson's logical propositional structures) and high and low vividness of visual imagery (corresponding to Johnson's rich images). The results suggested first, that success at problem solving was related to logical operational ability, but not to vividness of visual imagery. Second, a variety of visually based strategies were used during problem solving which differed in their level of generality and abstraction, and use of these strategies appeared related to either logical operational ability or vividness of visual imagery, depending on their level of abstraction. The results supported Presmeg's (1992b) continuum of abstraction of image schemata.Throughout the paper, the first High or Low denotes logical operational ability, and the second, vividness of visual imagery.  相似文献   

9.
If Whitehead is right, science teachers who try to increase student interest by making the science they teach more pure and by covering more material are going about their work in just the wrong way. Science, for purposes of precision in measurement, translates the dynamic world of feeling and force, of causal efficacy (for example, the San Francisco earthquake), into a static representation spatialized and given presentational immediacy (for example, the Richter scale). But notice that the Richter scale isn't very interesting (even as abstract art) apart from its connection, via symbolic reference, to the earthquake. Such reference is essential to give both a sense of reality and a feeling of interes to the subject, but it makes the science less pure, and it takes more time to cover the material. An example of teaching pure and impure formal logic is given as a case study.  相似文献   

10.
The question of education in India cannot be properly discussed without referring to its socio-linguistic context. This paper provides background information on the linguistic profile of India. The term minorities in the Indian context is defined, and the protection offered to linguistic minorities in the Indian Constitution is examined. A discussion of language policy in Indian education follows in which the recommendations of the different education commissions are analysed. The important issues covered include: the number of languages that are taught, the medium of instruction, and the educational policies regarding speakers of minority languages. The article also discusses different language movements and their impact on Indian education.
Zusammenfassung Die Frage der Bildung in Indien kann ohne einen Bezug zum sozial-linguistischen Kontext nicht hinreichend diskutiert werden. Dieser Artikel liefert Hintergrundinformationen zum linguistischen Profil Indiens. Der Begriff Minderheiten wird im Zusammenhang mit Indien definiert und der den Sprachminderheiten in der indischen Verfassung zugestandene Schutz untersucht. Anschließend wird die Sprachpolitik im indischen Bildungssystem angesprochen und die Empfehlungen unterschiedlicher Bildungskommissionen werden analysiert. Die wesentlichen abgehandelten Themen beinhalten folgende Bereiche: die Anzahl der unterrichteten Sprachen, die Unterrichtssprache und die Bildungspolitik hinsichtlich der Sprachminderheiten. Der Artikel befaßt sich außerdem mit unterschiedlichen Sprachbewegungen und ihrem Einfluß auf die indische Bildung.
Resumen La cuestión de educación en la India no podrá discutirse adecuadamente sin hacer referencia a su contexto sociolingüístico. Este trabajo provee informaciones de fondo sobre el perfil lingüistico de la India. Define el término de minorias en el contexto indio y examina la protección que la Constitución de la India ofrece a las minorías lingüísticas. A ello se agrega una discusión de la política lingüística en la educación india, en la que se analizan las recomendaciones de las diferentes comisiones de educación. Fntre otras cosas, los puntos tratados son: el número de lenguas que se enseñan, el medio de instrucción, y las políticas de educación referentes a las personas que hablan lenguuas minoritarias. El artículo también trata los diferentes movimientos lingüísticos y sus impactos en la educación en la India.
Résumé On ne peut vraiment débattre la question de l'éducation en Inde sans la replacer dans son contexts socio-linguistique. Cet article fournit une information de base sur le profil linguistique de l'Inde. Il y définit le terme de minorités dans le contexte de ce pays et étudie la protection que la Constitution indienne assure aux minorités linguistiques. Il s'ensuit un exposé de la politique linguistique dans l'enseignement de ce pays, incluant une analyse des recommandations des différentes commissions pédagogiques. Les points essentiels traités portent sur le nombre de langues enseignées, la langue d'enseignement et les politiques pédagogiques touchant les locuteurs de langues minoritaires. L'article analyse enfin les différents mouvements linguistiques et leur influence sur l'éducation en Inde.
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11.
The Changing Debate on Internationalisation of Higher Education   总被引：3，自引：0，他引：3  
Internationalisation, the growing border-crossing activities between national systems of higher education is losing ground to globalisation, increasing border-crossing activities of blurred national systems which is often employed to depict world-wide trends and growing global competition. This article addresses recent issues of knowledge transfer. It points out tensions between increasing diversity in higher education and efforts to facilitate recognition of prior studies on student mobility. It shows the diversity of steering and management policies with respect to internationalisation and globalisation. Finally, it asks whether globalisation of higher education has to be viewed as a manifestation of turbo-capitalism or could be viewed instead as a move towards global understanding.  相似文献   

12.
Fifty-five college women enrolled in competency-based, humanistic or self-directed education programs completed their California Personality Inventory and listed five reasons for selecting their program. CPI results indicated that self-directed students scored lower than other students on the Femininity Scale (p.001). Using Chickering's seven vectors of change as a framework, the study found competency-based students identifying purpose and competence, humanistic students identifying inter-personal relationships and integrity, and self-directed student identifying autonomy and purpose as reasons for enrolling in their nontraditional programs. The study used these results to question the mythology that adherents to different programs are of different personality types and to argue that differences in perceptions of purpose in education distinguish students in the three programs.  相似文献   

13.
Coteaching as a form of situated learning supports early induction into science teaching. A coteaching model for secondary science methods students and what has been learned from this model is described. Secondary science methods students in pairs were placed with a science teacher to begin teaching as peripheral participants. A cooperative inquiry method was used to study this model. In-depth learning about the model and how to make it work effectively came from a process of research cycling over multiple semesters. This learning has been put in practical form as a primer for cooperating teachers and methods students participating in coteaching. Constraints and limitations of this coteaching model are discussed.  相似文献   

14.
Relationships between graduate education and academic research are intuitively accepted, but have been given limited examination. Using concepts suggested by Merton and Hagstrom, this study developed measures of recognition and association to assess student awareness of ambient research in their departments. Usefulness of campus research for the respondent's own work was explored in terms of the kinds of utility and its relative importance compared to other resources. A mailed survey of a sample of Ph.D. recipients in 18 departments from a major research university brought a 68% usable return, 470 subjects. Findings show a high level of research awareness, about 70%. The major utilities of research for doctoral students are identified as the theoretical leads and basic data sources.  相似文献   

15.
Elbers grapples with two persistent issues in psychology: (a) the role of the adult and the child in development, and (b) depictions of competence as context specific or generalized. Elbers' entrenchment in a transmission model of meaning undermines his portrayal of the child as an active participant in development. Furthermore, his characterization of competence as something in the head of the individual hinders his attempts to contextualize competence. We outline a framework informed by Vygotsky, Bakhtin, and others, which depicts both the formation and the functioning of mental processes (or competence) as fundamentally interactive. Mental functions arise in social interactions in which all participants accommodate each other, thus obviating the question of who is active or passive in the interaction. Furthermore, the social interactive origins of mental functioning impose a social context on all competencies. Such a framework facilitates movement away from the dilemmas which Elbers cogently raises.  相似文献   

16.
Although most discussions of postsecondary assessment focus on students' knowledge and skills, these cannot be fully understood without assessing the wasy they are influenced by other aspects of postsecondary education. These aspects are described in a map consisting of 20 points which depicts the flow of students through institutions and experiences from precollege to adulthood. Consideration of the map identifies areas where better assessments and models are needed, particularly the areas of adult learners, graduate and professional education, and the characteristics and plans of college seniors.  相似文献   

17.
In this paper, we describe changes in students' ideas about science classes, attitudes about science, and motivations for studying science, in a classroom designed to support projectbased science learing. Using a survey designed to provide a measure of students' attitudes towards science classes and science, we have compared students enrolled in a traditional high school biology course, with students enrolled in an integrated, project-based science course called Foundations I. Survey responses were analyzed to look at differences between and within two groups of students over the course of one school year. In general, the results of this study suggest that providing students with opportunities to collect and analyze their own data in science classes results in a change in students' ideas about science classrooms. Foundations I students' increased tendency to agree with statements about using information, drawing conclusions, and thinking about problems, implies a change in their understanding of what it means to do science in school. These students, in contrast to students in the traditional Biology course, no longer describe their science experience as one of memorization, textbook reading, and test taking. Instead they see science class as a place in which they can collect data, draw conclusions, and formulate and solve problems.  相似文献   

18.
The educational literature of the last several years is replete with both continuing calls for educational excellence reforms and for enhancing and upgrading the teaching profession. Importantly, both types of calls rely on the contribution of science. The educational research-and-development community continues to push for and believe in the notion that educational innovation is based on scientific advances in understanding child development and school functioning. Similarly, many teachers and teacher educators continually call for increased classroom autonomy and social status among teachers, based upon the supposedly scientific nature of their professional training. This paper takes issue with both of these points, arguing that the origin and success of most educationally innovative policies have as their origin the changing political, economic, and social forces visible in the country during the history of American education. Relatedly, since the science of teaching and learning takes a back seat in issues of school policy, teachers cannot and will not be able to convince the public and those in authority in the school that their insights and practices derive from any privileged understanding of the real needs of children. Arguing that teachers should, in fact, have more input into policy decisions in education, the paper concludes with a review and discussion of various strategies currently visible for improving the autonomy and control of classroom educators.  相似文献   

19.
There has been considerable scholarly interest in issues related to gender in the classroom, especially in terms of finding ways in which classrooms might be configured to be more welcoming--and less chilly--to female students. There is some evidence to suggest that the online learning environment may provide educators with opportunities to achieve a more female-friendly classroom, and this study was designed to gather information about that question. 125 female college students who had completed at least one online, college-level class were invited to discuss their experiences learning online. These data show that female college students respond to the online environment in a variety of ways. A small group of students indicated that they did not enjoy learning online, while others expressed mixed feelings. The majority, however, had positive things to say about their online classroom experiences; and of these, a large number identified anonymity as the most important positive aspect of the online learning environment.  相似文献   

20.
The decline of the nation-state and the education of national minorities   总被引：2，自引：0，他引：2  
Many forces are shifting the role of the nation-state and altering our fundamental understanding of how it should function. The author argues that the transplanted European model of the nation-state has become dysfunctional, creating national minorities, serving as an ideological cloak for various forms of oppression and opposing forms of education that would promote diversity of languages and cultures. The decline of territorial sovereignty under the forces of globalization, the move to supranational forms of organization and the emergence of sub-national areas of economic and social development (often city-regions) provide a new range of opportunities for development of minority schooling.
Zusammenfassung Viele Kräfte verändern die Rolle des Nationenstaates und ändern damit auch unser grundsätzliches Verständnis zu dessen Funktion. Der Autor argumentiert, daß das übertragene europäische Modell des Nationenstaates außer Funktion gesetzt und damit nationale Minderheiten geschaffen wurden. Somit besteht ein ideologischer Deckmantel für verschiedene Arten von Unterdrückung und Widerstand gegen Erziehungsarten, die eine Vielfalt der Sprachen und Kulturen fördern würden. Der Verfall territorialer Unabhängigkeit unter den Kräften der Globalisierung, die Bewegung hin zu einer supranationalen Form der Organisation und die Schaffung regionaler Gebiete wirtschaftlicher und sozialer Entwicklung (oft Stadtbezirke) bieten neue Entwicklungsmöglichkeiten hinsichtlich der Schulbildung für Minderheiten.
Resumen Son muchas las fuerzas que están cambiando el papel que desempeña el estado-nación y que alteran nuestro concepto básico de cómo este debería funcionar. El autor argumenta que el modelo europeo trasplantado del estado-nación se ha vuelto disfunctional, creando minorías nacionales y sirviendo de manto ideológico para encubrir diferentes formas de opresión y de oposición a una educación que intenta promover la diversidad de lenguas y culturas. El ocaso de la soberanía territorial bajo las fuerzas de globalización, el cambio hacia formas de organización supranacionales y el surgimiento de sectores subnacionales de desarrollo económico y social (frecuentemente en regiones urbanas) proveen un nuevo tipo de oportunidades para el desarrollo de una educación escolar de minorías.
Résumé De nombreuses pressions modifient le rôle de l'Etat-nation et transforment notre conception fondamentale de son fonctionnement. L'auteur expose que le modèle européen d'Etat-nation qui a éé transposé dans d'autres régions est maintenant atteint de dysfonctionnement, car il crée des minorités nationales, sert de prétexte idéologique à différentes formes d'oppression et fait obstacle à des modèles d'éducation qui encourageraient la diversité des langues et des cultures. Le déclin de la souveraineté territoriale sous la pression de la mondialisation, l'évolution vers des formes d'organisation supranationales et l'apparition de concentrations régionales du développement éconnomique et social (souvent en tant que régions urbanisées) constituent de nouveaux stimulants pour l'élaboration d'une scolarité adaptée aux minorités.
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