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1.
This paper discusses beliefs about teaching and learning chemistry. The sample includes chemistry student teachers and in-service teachers from Jordan, Turkey, and Germany. Two test instruments were used to investigate (student) teachers’ beliefs. A qualitative instrument was used to explore Beliefs about Classroom Organization, Beliefs about Teaching Objectives, and Epistemological Beliefs. A quantitative instrument was added to evaluate participants’ beliefs concerning the Nature of Good Education. The results show that Jordanian chemistry teachers and teacher trainees held the most traditional, teacher-centered, and transmission-oriented beliefs, while the German sample showed the most modern beliefs toward teaching and learning. Turkish (student) teachers evidenced more moderate beliefs, which tended to be between the two extremes, but that could still be positioned more closely to the traditional way of thinking. The results are discussed in the context of chemistry teacher education in the three respective countries.  相似文献   

2.
This study explores the beliefs and practices of nine beginning prekindergarten and kindergarten public school teachers and identified the sources of supports and barriers to their teaching. The teachers were graduates from one university's early childhood education program. Data were gathered using surveys, observations, and interviews. Overall, teachers professed to believe in and to use developmentally appropriate practices; they were also observed using more developmentally appropriate practices than developmentally inappropriate practices. Teachers reported a variety of sources of support and barriers to their teaching. Sources that were both supports and barriers were administration, co‐workers, curriculum requirements, parents, resources, and other. Sources reported only as supports were previous experiences, self, and continued education. Sources of barriers were class composition and school duties. In addition, teachers provided information about their teacher education program and on their expectations about teaching. The teachers suggested that teacher education programs needed to provide more field experiences and courses on classroom management. Some of the expectations the teachers had about teaching were unrealistic.  相似文献   

3.
In the present study, which is a part of a research project about realistic word problem solving and problem posing in Chinese elementary schools, a problem solving and a problem posing test were administered to 128 pre-service and in-service elementary school teachers from Tianjin City in China, wherein the teachers were asked to solve 3 contextually challenging division-with-remainder (DWR) word problems and pose word problems according to 3 symbolic expressions. Afterwards, they were also given 2 questionnaires wherein they had to evaluate 3 different pupil reactions to, respectively, 1 problem solving item and 1 problem posing item about DWR. First, our results revealed that teachers behaved quite ‘realistically’ not only when solving and posing DWR problems themselves but also when evaluating elementary school pupils’ DWR problem solving and problem posing performance. Second, we found a correspondence between teachers’ own performance on the tests and their evaluations of pupils’ reactions. Third, the present study provides some further insight into the role of one of the instructional factors that is generally considered responsible for the strong and worldwide tendency among elementary school children to neglect real-world knowledge and realistic considerations in their endeavours to solve and pose mathematical word problems, namely the teachers’ conceptions and beliefs about this topic.  相似文献   

4.

Homework (HW) is an integral part of the learning process. Currently, there is renewed interest and controversy about its effectiveness. The present study explores the voices of the science teachers on this matter. Adopting the view that reporting both teachers’ views and actual classroom practices is necessary for obtaining a more complete view of the phenomena, the present study addressed teachers’ views relating to the cognitive, affective, and pedagogical aspects of HW, their in-class practices and behaviors related to HW, and if the views and practices differ. The research was conducted in 3 stages: (a) teachers’ (n = 25) behaviors were examined based on classroom observations of 3 – 5 consecutive lessons, (b) these teachers were interviewed about their beliefs about and attitudes toward HW, and (c) the data from both the observations and interviews were processed into categories and subcategories. The findings revealed a wide range of teachers’ beliefs, attitudes, and behaviors and that teachers hold both positive and negative views simultaneously. In addition, the views for some categories expressed in the interviews concurred with the teacher’s actual classroom behavior; for other categories, disagreements were identified. This research broadens the contemporary horizons regarding HW and may contribute to those who wish to work with teachers making HW more effective.

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5.
This study investigated Turkish preservice, elementary teachers’ personal mathematics teaching efficacy (PMTE), and science teaching efficacy (PSTE) beliefs at the end of their teacher education program. A majority of the participants believed they were well prepared to teach both elementary mathematics and science, but their PSTE scores were significantly lower than their PMTE scores. However, a significant correlation was found between the PMTE and PSTE scores. No significant gender effect on PMTE and PSTE scores was observed, but unlike the results from other countries, Turkish female preservice elementary teachers were found to have slightly higher PMTE and PSTE scores than their male peers. High school major area was found to be a significant predictor of participants’ PMTE and PSTE scores. Participants with mathematics/science high school majors were found to have significantly higher PMTE and PSTE scores than those with other high school majors.  相似文献   

6.
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7.
The purpose of this study is to assess students’ conceptual learning of electricity and magnetism and examine how these conceptions, beliefs about physics, and quantitative problem-solving skills would change after peer instruction (PI). The Conceptual Survey of Electricity and Magnetism (CSEM), Colorado Learning Attitudes about Science Survey (CLASS), multiple-choice test was administered as a pre- and posttest with Solomon 4 group design to students (N  =  138) enrolled on freshman level physics course. The number of chapter taught to the students was 14. Problem-solving strategy steps were asked to students in the exam. The analyses of CSEM showed that the treatment group (g  =  0.62) obtained significantly higher conceptual learning gain than the control group (g  =  0.36). The conceptual understanding and problem-solving skills of the students on magnetism considerably enhanced when PI was conducted (37% and 20%, respectively). CLASS results for 5 subscales (conceptual understanding, applied conceptual understanding, problem solving general, problem solving confidence, and problem solving sophistication) supported the findings of CSEM.  相似文献   

8.
This paper presents a cross-level study of German student teachers’ beliefs about teaching and learning chemistry. It covers different stages of their teacher training program. The study is based upon drawings of teaching situations, which were analyzed using an evaluation pattern developed using grounded theory. The qualitative scales analyze beliefs about classroom organization, teaching objectives, and epistemological beliefs. Data were collected from university freshmen, student teachers midway through their university teacher education program, and recently graduated teachers who had just finished their university program and are gaining experience as full-time teachers. The initial results reveal that the freshmen in our study profess very traditional beliefs about teaching and learning (characterized by teacher-centeredness and an understanding of learning as receptive consumption). The other two groups of trainees hold more modern beliefs about teaching and learning, which are in line with modern educational theory. Comparing the latter two groups shows that the student teachers midway through training appear to have the most modern teaching beliefs. Implications for teacher education will be addressed.  相似文献   

9.
The purposes of the study were to assess preservice teachers’ domain-specific epistemological beliefs and to investigate whether preservice teachers distinguish disciplinary differences (physics, chemistry, and biology) in domain-specific epistemological beliefs. Mixed-method research design guided the present research. The researcher explored three epistemological dimensions: certainty and simplicity of knowledge, justification for knowing, and source of knowledge. Both quantitative and qualitative results suggested that a domain-specific epistemological beliefs system is a valid model to describe preservice teachers’ epistemological beliefs. In terms of epistemological beliefs, disciplinary differences in physics, chemistry, and biology were discussed in the last parts of the study.  相似文献   

10.
A 44-item survey instrument was designed to determine secondary students?? views about how useful various specific actions related to reducing global warming might be, their willingness to undertake these various actions and the extent to which these 2 might be linked. The instrument was administered to students in grades 6??C?10 (n?=?768) from 4 large schools in metropolitan Delhi, India in which the teaching language was English. The findings indicated that this cohort of Indian students exhibited high levels of concern about climate change and strong willingness to act against global warming and in favour of the environment. The findings are tentatively compared with those from 2 similar survey studies conducted in Western contexts (Spain and Australia).  相似文献   

11.
The primary purpose of this study was to explore not only the effects of epistemic beliefs in science on science-text reading but also the gender differences in epistemic beliefs and the reading process. The interactions between gender and epistemic beliefs during reading were also explored. A total of 25 university students, 13 male and 12 female, were paid to participate in the study. The scientific epistemological beliefs (SEBs) questionnaire was used to probe the subjects’ epistemic beliefs in science, while the eye-tracking method was employed to record their science-text reading process. It was demonstrated that the participants in the study had developed sophisticated SEBs. Complicated SEBs were associated with higher cognitive attention to the reading of data-related information but less mental effort to fact, scientific explanations, and the microview photos. As for the gender difference, female students displayed less mental effort in comprehending scientific explanations, but attended more to data and the microview graphic. It is argued that female learners are better at processing textual information. Interactions between SEBs and gender were found and discussed.  相似文献   

12.
Beliefs about the nature of knowledge and knowing have been investigated extensively in educational and developmental psychology research. Hofer??s framework on personal epistemology is adopted in the present study for assessing Lebanese university students?? epistemologies of science. Participants were 213 students in their first year of science-related studies at a private university in Beirut. Two instruments were used for data collection: The science-focused epistemological beliefs questionnaire (Hofer, 2000) and an 8-item instrument adapted from the modified version of the ??Views on Science?CTechnology?CSociety?? (Dogan & Abd-El-Khalick, 2008), and an additional item developed by the authors. Thirty students were purposively selected for completing the second instrument followed by a semi-structured interview. Data analysis yielded the following assertions regarding students?? epistemologies of science: (1) Scientific knowledge is liable to change; (2) the source of scientists?? knowledge is inherent to human??s construction, whereas the source of personal knowledge is independent from human subjectivity and based on external authority; (3) scientific knowledge is proven and validated through the concerted effort of scientists; and (4) absolute truth cannot be attained because of the lack of means to access knowledge. Findings highlighted the need to foster an academic culture that promotes students?? epistemologies and explicitly addresses the nature and processes of science in curricula and instruction.  相似文献   

13.
The present study observed how Taiwanese college students’ epistemological beliefs about mathematics evolved during a year-long historical approach calculus course. On the basis of the characteristics of initial accounts, seven students were invited to participate in this study and were divided into two groups. An open-ended questionnaire, mathematics biographies, in-class reports, and follow-up semi-structured interviews served as instruments for identifying their epistemological beliefs. Furthermore, four randomly selected students from another calculus class constituted the control group. Results indicated that most of the students receiving this course exhibited relatively significant changes in their epistemological beliefs of mathematics, but trends and extents in their epistemological development varied across groups as well as individuals. This study identifies the potential relationships among the course features, initial beliefs, and the tendency of belief development, followed by a discussion of the mechanism of belief change and an afterthought on HPM approach.  相似文献   

14.
This study explored Saudi elementary school science teachers’ beliefs about the process of teaching and learning science. This involved the exploration of their views about the new Saudi science curriculum, which emphasizes critical thinking and problem solving. Comprehensive interviews were held in 8 schools with 4 male and 6 female—2 of whom were from private schools—science teachers. The interviews were analyzed to identify and assess common themes among their beliefs as well as associations between their beliefs and self-reported classroom practices. The findings revealed perceptual differences between teaching the old and the new science curricula and also that these science teachers were challenged by available class time, the student–teacher ratio, and the lack of laboratory space, equipment, and administrative support. It appears that the more interactive and group-oriented activities that formed the instructional foundation of the new curriculum have increased enjoyment for teaching science and led students to better comprehension of scientific concepts.  相似文献   

15.
This study, drawing on data from the Trends in International Mathematics and Science Study 2007, examined the predictive effects of multiple dimensions of mathematics and science self-concept??positive affect toward mathematics and science and self-perceived competence in mathematics and science??on mathematics and science achievement among 1,752 first- and second-generation immigrant adolescent students in Canada. First- and second-generation immigrant adolescent students?? self-perceived competence in mathematics had positive predictive effects on their mathematics and science achievement. In contrast, first- and second-generation immigrant adolescent students?? positive affect toward mathematics had negative predictive effects on their mathematics and science achievement. While first- and second-generation immigrant adolescent students?? self-perceived competence in science had no significant predictive effect on their mathematics achievement, it had a positive predictive effect on their science achievement. Positive affect toward science had positive predictive effects on second-generation immigrant adolescent students?? mathematics and science achievement, whereas it had no significant predictive effects on first-generation immigrant adolescent students?? mathematics and science achievement. Implications of the findings for policy and practice are discussed.  相似文献   

16.
This paper presents a phenomenon of“Pseudo-resonance”of beams androds discovered from experiments and computations,and gives the definition of“Pseudo-resonance”.The relationship of distribution between the frequency of pseu-do-resonance and that of anti-resonance is found,and an analytic solution for thetransfer function between any two points on a beam or rod is established.The law ofdistribution of the anti-resonant frequencies,as well as the relation between the fre-quency distribution and the nodes of vibration is also proposed.  相似文献   

17.
语言习得是指一个人习得语言的过程。儿童与成人之间的区别导致第一语言和第二语言习得的差异。本文从语言认知和情感因素两方面做深入分析，对第一语言和第二语言习得的差异进行比较和对照。  相似文献   

18.
BOAS AND PYTHONS     
Boas and pythons are the biggest snakes in the world.They do not kill their prey by injecting it with poison.They wind themselves round their victims and suffocate them by squeezing.Like all snakes,boas and pythons have forked tongues.They use them to smell their prey.  相似文献   

19.
FOOT AND BOOT     
Do you know foot!Yes,I do.Do you know boot?No,I don't.Put your foot in your boot,  相似文献   

20.
不同的分组讨论和分角色操练是复习和加速记忆所学知识的一种动态的学习方式,但各有利弊。科学的分析和运用此教学方案将会产生创造性 的教学效果。  相似文献   

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