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1.
The general aim of our human nutrition project is to develop a health education model grounded in ‘everyday’ or ‘situated’
cognition (Hennessey, 1993). In 1993, we began pilot work to document adult understanding of human nutrition. We used a HyperCard
stack as the basis for a series of interviews with 50 adults (25 university students, and 25 adults from offcampus). The interviews
were transcribed and analysed using the NUDIST computer program. A summary of the views of these 50 adults on selected aspects
of human nutrition is presented in this paper.
Specializations: educational technology and the teaching-learning process, public understanding of science and technology.
Specializations: educational technology, mathematics education. 相似文献
2.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
3.
Dr J. R. Baird Associate Professor R. F. Gunstone Mr C. Penna Professor P. J. Fensham Professor R. T. White 《Research in Science Education》1990,20(1):11-20
This paper is based on findings from a three year collaborative action research project on classroom teaching and learning.
The research, which involved 33 teachers, over two thousand students from six schools, and the authors, centred on exploring
how various features of the classroom context influence teaching and learning processes. We interpret project findings as
indicating the importance of balance between cognition and affect for effective teaching and learning. We advance the notion
of challenge as a way of conceptualising this balance. Challenge comprises a cognitive/metacognitivedemand component and an affectiveinterest component. Nine major features of a teaching/learning event were found to interact to influence these cognitive and affective
components of challenge.
Specializations: Collaborative research on science teaching and learning; staff development and school improvement; quality of science education.
Specializations: Learning and teaching science; pre-service teacher education.
Specializations: teacher development in science education; technology education.
Specializations: Science and teachnology curriculum, environmental education, educational disadvantage.
Specializations: learning theory, probing of understanding, conceptual change. 相似文献
4.
The Sci-Tec project was based on an interactive, non-deficit model of in-service in which the fundamental principle was to
value the expertise of all participants, and to encourage them to share that expertise with others. As part of the unfolding
of the project, the participants also identified various areas of need as they arose, and these too became elements of the
in-service agenda. The model has proved to be robust when applied in a wide range of schools, and with teachers who originally
expressed widely varying degrees of confidence and interest in teaching primary science and technology.
Specializations: primary science in-service education, curriculum leadership
Specializations: in-service and pre-service primary science and technology 相似文献
5.
Barbara Jordan 《Research in Science Education》1992,22(1):240-247
Attitudes to science develop early in life. In early childhood, the almost exclusively female staff members lack confidence
in the area of science, and are therefore unable to develop an adequate science program for their children. In an action research
project involving one third of the adults staffing a playcentre, during one term, the science programme in the centre was
considerably improved, on measures of dialogues with the children, and of planning activities specifically for science. The
staff members, mothers in the playcentre, reported increased confidence in talking with children about science topics, and
a significant change in their interaction patterns both with their own families and with other children in the playcentre
science programme. The action research method was found to be particularly helpful in supporting the group of parents in improving
their centre's science program.
Specializations: mathematics and science curricula and teacher education in early childhood. 相似文献
6.
Dr Denis Goodrum MS Judith Cousins Dr Adrianne Kinnear 《Research in Science Education》1992,22(1):163-169
The study attempts to identify the factors which affect teacher's reluctance to teach science, then explains an approach to
help teachers teach science in a worthwhile manner over the school year while monitoring any changes in their confidence and
competence. It was found that the condidence and competence of the teachers improved during the year such that they were able
to teach successful science lessons on a regular basis.
Specializations: primary science and technology education, curriculum development and implementation, teacher education.
Specializations: primary science curriculum, early childhood education, gender and science.
Specializations: primary science and technology education, issues related to girls in science and technology. 相似文献
7.
This research was carried out over a period of ten months with children in Grades 2 and 3 (aged 7 and 8) who were participating
in a sequence of technology activities. Since the introduction into Victorian primary schools ofThe Technology Studies Framework P-10 (Crawford, 1988), more teachers are including technology studies in their classrooms and by so doing may assist children's
understanding of science concepts. Children are being exposed to science phenomena related to the technology activities and
Technology Studies may be a way of providing children with science experiences. ‘Technology Studies’ in this context refers
to children carrying out practical problem solving tasks which can be completed without any particular scientific knowledge.
Participation in the technology activities may encourage children to become actively involved, thereby facilitating an exploration
of the related science concepts. The project identified the importance of challenge in relation to the children's involvement
in the technology activities and the conference paper (available from the first author) discusses particular topics in terms
of the balance between cognitive/metacognitive and affective influences (Baird et al., 1990)
Specializations: science and technology education, interest and attitudinal change.
Specialization: technology in the primary school. 相似文献
8.
This research focusses on the role of science educators in preparing technically educated graduates for their careers. A comparison
was made between the skills and abilities in science and technology students desired by industrial employers and whether New
Zealand graduates exhibit these qualities. To address some of the management-based issues identified by the research, the
design of a new Science and Technology Management course is outlined.
Specializations: science and technology education, co-operative education, development of professional skills.
Specializations: co-operative education programmes. 相似文献
9.
Deborah Corrigan Peter Fensham Jennifer Sheed Rosemary Hutchinson 《Research in Science Education》1992,22(1):403-405
Conclusion The difficulty of sharing meaning of curriculum intentions between different groups is highlighted in this study. The acceptance
of the novel features of the Chemistry Study Design is mixed. The longitudinal nature of the study helped to identify the
difficulty teachers had in understanding the meaning of these novel features although the experiences of teaching units in
the VCE chemistry course have enabled some teachers to shift in their construction of the meaning of the words and messages
around them.
Specializations: chemistry and science education, technology and industry links with sicence in schools.
Specializations: science and technology curriculum, environmental education, educational disadvantage.
Specializations: curriculum change, science career paths.
Specializations: science education, computers in schools. 相似文献
10.
What is written in reports to parents can provide insight into the perceptions of teachers of the various areas of the primary
school curriculum. This paper reports the first stage of a research project focussing on reports as a guide to teachers' views
of the relative importance of, and desired student outcomes in, key areas of the curriculum. Teacher comments in the end-of-the-year
reports in one primary school were analysed.
Specializations: science education, teacher education.
Specializations: science education, teacher education. 相似文献
11.
This paper describes research into teachers' perceptions of technology education carried out as part of the Learning in Technology
Education Project. Thirty primary and secondary school teachers were interviewed. Secondary teachers interpreted technology
education in terms of their subject subcultures as did some primary teachers. The primary teachers were also influenced by
current initiatives, outside school interests and teaching programs.
Specializations: investigations in science, science and technology education.
Specializations: learning theories, history and philosophy of science, chemical education. 相似文献
12.
Bev Farmer 《Research in Science Education》1994,24(1):68-75
Technology education has a new focus in New Zealand with the publication of the draft Technology Curriculum. Biotechnology
is mostly taught by science teachers in New Zealand secondary schools. This study monitors both the author's and the teacher's
evolving perspective of technology education from that of applied science to technology and the influence of the draft Technology
Curriculum on this process.
Specializations: biotechnology/technology education, science education 相似文献
13.
It is argued that the introduction of many new curricular with their associated teaching practices have failed because the
beliefs, views and attitudes of teachers have been ignored. This paper reports the implications of the initial belicfs of
primary school teachers involved in a professional development program about science and technology education. In particular,
a mismatch between teachers views of learning and teaching is identified and analysed.
Specializations: Science education, professional development
Specialisation: primary science and technology education 相似文献
14.
Gender-inclusive technology materials for the primary school: A case study in curriculum development
Dr. Adrianne Kinnear Dr. David Treagust Dr. Leonie Rennie 《Research in Science Education》1991,21(1):224-233
This paper describes how an idea for technology education materials developed into a process for producing unique curriculum
modules for teaching technology in a gender-inclusive way to primary children. Using a case-study format, the paper describes
the interaction between participants, the sequential evolution of the materials themselves and the degree to which success
was achieved in terms of the original goals. The study demonstrates how an awareness of gender bias needs to be a feature
from the earliest stages of curriculum development, through to the trialling and modification stages. The curriculum materials
were a product of effective cooperation between teachers, science educators and community representatives. They utilise a
“process” approach to the teaching of technology and in this presentation, we demonstrate how this same approach is a useful
framework for describing this particular curriculum development.
Specializations: primary science and technology education, gender issues.
Specializations: diagnosis of student learning and teaching for conceptual change, technology education, curriculum evaluation.
Specializations: affective aspects of science and technology education, gender issues. 相似文献
15.
This paper highlights the challenges and problems in developing an innovative K-3 science program to support teachers in the
implementation of the national Statement and Profile in science. The program has been developed by the authors in association
with the Curriculum Corporation. The paper outlines the assumptions made about teachers of young children, the role of research
in the construction of the program, and the extent to which the Statement and Profile have influenced the process. The resolution
of a number of key problems in this curriculum development is discussed: responding to teachers' needs for a base of science
discipline knowledge, developing strategies for working scientifically with very young children, and helping teachers develop
an extended understanding of the nature of science.
Specializations: early childhood science and technology education.
Specializations: primary science education, teacher education in science, adult experiences of science and technology, and curriculum development. 相似文献
16.
Dr Paul L Gardner 《Research in Science Education》1990,20(1):124-133
Technology encompasses the goods and services which people make and provide to meet human needs, and the processes and systems
used for their development and delivery. Although technology and science are related, a distinction can be made between their
purposes and outcomes. This paper considers four possible approaches to teaching students about the relationship between technology
and science. Atechnology-as-illustration approach treats technology as if it were applied science; artefacts are presented to illustrate scientific principles. Acognitive-motivational approach also treats technology as applied science, but presents technology early in the instructional sequence in order
to promote student interest and understanding. In anartefact approach, learners study artefacts as systems in order to understand the scientific principles which explain their workings.
Finally, atechnology-as-process approach emphasises the role of technological capability; in this approach, scientific concepts do not have privileged status
as a basis for selecting curriculum content.
Specializations: science and technology education, educational evaluation, measurement of attitudes and interests. 相似文献
17.
Jane Butler Kahle Ph.D. Andrea Anderson M.A.T. Arta Damnjanovic M.S. 《Research in Science Education》1991,21(1):208-216
A study, originally don in Australia in 1983, was replicated in an urban-suburb in the Unitd States. The Australian project
vivolved matched pairs of year-fiv teachers in one of two workshops. One workshop taught the skills of teaching electricity,
while the other one discussed issues in gender equity in science education (active participation of both girls and boys, comparble
student-teacher interactions, and research findings concerning equity). The U.S. study provided three types of workshops (skills,
equity and skills, and equity) for comparable groups of fourth and fifth grade teachers. All teachers and their students were
subsequently obseved during lessons involving an electricity unit, queried both students and teachers concerning the appropriateness
of different fields of science for boys and girls and their interest and aptitudes in doing various types of science. Results
from both studies suggest that gender differences in student attitudes toward science may be amellorated by specific types
of teacher workshop.
Specializations: Gender research, science teacher education, science education national policy.
Specializations: Elementary and middle school science education, classroom research.
Specializations: Secondary science education, data analysis. 相似文献
18.
Dr Michael R. Matthews 《Research in Science Education》1990,20(1):220-229
The history and philosophy of science components of the new British National Curriculum, and the American Association for
the Advancement of Science Project 2061 curriculum guidelines are described. Some curriculum background is given to these
developments; and a contemporary international project concerned with the utilization of the history and philosophy of science
in science teaching and teacher education is also described. Finally the recent Discipline Review of the Training of Science
and Mathematics Teachers in Australia is examined and criticised for its lack of recommendations about the need for appropriate
history and philosophy of science courses to be included in science teacher education programmes.
Specializations: history and philosophy of science, philosophy of education. 相似文献
19.
Edgar Jenkins 《Research in Science Education》1992,22(1):224-229
Teacher-conducted assessments of practical skills are a compulsory component of GCSE examinations in science in England and
Wales. The paper presents some of the findings of a research project that investigated this aspect of a science teacher's
work. The project was concerned principally with the ways in which science teachers interpreted and operationalised the policy
decision of central government and examination boards that teachers assume responsibility for the internal assessment of the
practical competence of pupils aged 14–16 preparing for GCSE examinations in science.
Specializations: the social history and politics of school science education 相似文献
20.
Peter Aubusson 《Research in Science Education》1994,24(1):21-30
This paper reports on a study of the mismatch between science teachers' stated purposes and their actual teaching of science
in a secondary school. Factors affecting teachers' practices include their personal beliefs about teaching, learning and the
purposes of science education, the school program and the school culture.
Specializations: science and technology education, professional development. 相似文献