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1.
Christopher Abdullah Julian Parris Richard Lie Amy Guzdar Ella Tour 《CBE life sciences education》2015,14(3)
The ability to think analytically and creatively is crucial for success in the modern workforce, particularly for graduate students, who often aim to become physicians or researchers. Analysis of the primary literature provides an excellent opportunity to practice these skills. We describe a course that includes a structured analysis of four research papers from diverse fields of biology and group exercises in proposing experiments that would follow up on these papers. To facilitate a critical approach to primary literature, we included a paper with questionable data interpretation and two papers investigating the same biological question yet reaching opposite conclusions. We report a significant increase in students’ self-efficacy in analyzing data from research papers, evaluating authors’ conclusions, and designing experiments. Using our science-process skills test, we observe a statistically significant increase in students’ ability to propose an experiment that matches the goal of investigation. We also detect gains in interpretation of controls and quantitative analysis of data. No statistically significant changes were observed in questions that tested the skills of interpretation, inference, and evaluation. 相似文献
2.
Hope K. Gerde Steven J. Pierce Kyungsook Lee Laurie A. Van Egeren 《Early education and development》2018,29(1):70-90
Research Findings: Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers’ beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and child outcomes. However, little is known about how teachers’ self-efficacy for literacy, math and science compare and how domain-specific self-efficacy relates to teachers’ practice in the area of science. Analysis of survey and observation data from 67 Head Start classrooms across eight programs indicated that domain-specific self-efficacy was highest for literacy, significantly lower for science, and lowest for math. Classrooms varied, but in general, engaged in literacy far more than science, contained a modest amount of science materials, and their instructional support of science was low. Importantly, self-efficacy for science, but not literacy or math, related to teachers frequency of engaging children in science instruction. Teachers’ education and experience did not predict self-efficacy for science. Practice or Policy: To enhance the science opportunities provided in early childhood classrooms, pre-service and in-service education programs should provide teachers with content and practices for science rather than focusing exclusively on literacy. 相似文献
3.
Mihyeon Kim 《International journal for the advancement of counseling》2014,36(4):395-407
This study examined the relationship of family background on students’ academic self-efficacy and the impact of students’ self-efficacy on their career and life success expectations. The study used the national dataset of the Educational Longitudinal Study of 2002 (ELS: 2002), funded by the U.S. Department of Education. Based on a path model, results demonstrated that family background predicted academic self-efficacy positively and students’ career and life success expectations negatively. However, with the mediating influence of academic self-efficacy, family background positively influenced students’ career and life success expectations. School counselors should consider interventions to enhance interactions between parents and students and seek to develop positive perceptions about students’ capabilities and futures. In addition, school counselors need to be knowledgeable about curricula, enrichment classes, summer opportunities, various educational options, and students’ academic and career aspirations for providing better guidance. 相似文献
4.
Self-efficacy beliefs that relate to teachers’ motivation and performance have been an important area of concern for preservice teacher education. Research suggests high-quality science coursework has the potential to shape preservice teachers’ science self-efficacy beliefs. However, there are few studies examining the relationship between science self-efficacy beliefs and science content knowledge. The purpose of this mixed methods study is to investigate changes in preservice teachers’ science self-efficacy beliefs and science content knowledge and the relationship between the two variables as they co-evolve in a specialized science content course. Results from pre- and post-course administrations of the Science Teaching Efficacy Belief Instrument-B (Bleicher, 2004) and a physical science concept test along with semi-structured interviews, classroom observations and artifacts served as data sources for the study. The 18 participants belonged to three groups representing low, medium and high initial levels of self-efficacy beliefs. A repeated measures multivariate analysis of variance design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants’ science self-efficacy beliefs and science conceptual understandings. Additionally, a positive moderate relationship between gains in science conceptual understandings and gains in personal science teaching efficacy beliefs was found. Qualitative analysis of the participants’ responses indicated positive shifts in their science teacher self-image and they credited their experiences in the course as sources of new levels of confidence to teach science. The study includes implications for preservice teacher education programs, science teacher education, and research. 相似文献
5.
Nazan Uludag Bautista 《Journal of Science Teacher Education》2011,22(4):333-349
This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively
on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e.,
cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice elementary teachers’ self-efficacy
beliefs. Forty-four preservice elementary teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative
(informal surveys) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased
significantly over the semester. Enactive mastery, cognitive pedagogical mastery, symbolic modeling, and cognitive self-modeling
were the major sources of self-efficacy. This list was followed by cognitive content mastery and simulated modeling. This
study has implications for science teacher educators. 相似文献
6.
Chia-Ju Liu Brady Michael Jack Houn-Lin Chiu 《International Journal of Science and Mathematics Education》2008,6(1):19-35
This paper presents the results of a case study involving 282 Taiwanese elementary science teachers at the elementary level.
These teachers provided responses to the science efficacy instrument (STEBI-A) and also provided personal data regarding how
their years of general (YTE) and science (YTS) teaching experience may have influenced student achievement in science. Researchers
used two multivariate analysis of variance (MANOVA) to investigate the interaction and influence of YTE and YTS upon the personal
science teaching efficacy (PSTE) and science teaching outcome expectations (STOE) of these teachers. The results advocate
the position that the years of general teaching experience of elementary science teachers in Taiwan have a significantly greater
impact upon their personal science teaching efficacy and science teaching outcome expectations than years of teaching science.
This evidence calls into question whether Bandura and Tschannen-Moran’s view of teacher efficacy as both context and subject
matter specific at the elementary level can be applied to Taiwan elementary teachers who teach science. The results of this
study should benefit educators and policy-makers with respect to future elementary teacher education throughout Taiwan and
other developing nations.
An erratum to this article can be found at 相似文献
7.
Undergraduate teacher education students were randomly assigned to observe two types of instruction and two types of attributional feedback concerning teaching a child how to find the main idea of a paragraph. Dependent measures were the students’ self-efficacy beliefs regarding teaching the skill and their predicted persistence in teaching the skill. Two (cognitive modeling vs. direct instruction) by two (self-efficacy vs. task-oriented statements) ANOVAs revealed significant effects for cognitive modeling related to increases in self-efficacy beliefs and persistence levels, and for task-oriented statements in raising persistence levels. Implications for research in self-efficacy theory are discussed. 相似文献
8.
May Britt Postholm 《Educational Action Research》2013,21(2):231-244
This article focuses on teachers’ learning in a research and development (R&D) work project. The teachers are working in a lower secondary school, and the cooperation between them and the researcher lasted for two years. The aim of this article is to show what teachers can learn and how they can learn during such a project. In the qualitative study conducted within this R&D project, observations, reflection dialogues and log‐book entries were key data collection strategies. This material shows that teachers want to reflect together to learn, but both the form and content of these collective reflections have a major impact on their learning. Before the teachers are ready to challenge each other, they have to have confidence in each other. Once they have this confidence, the form of the reflection dialogues can change. During the R&D work the teachers learn how reflections become part of the planning process for their next teaching sessions, and after a while theories become a tool that can help them with their reflections. 相似文献
9.
ABSTRACTThis study took place in a school which adopted a “paperless classroom” policy. The purpose of the study was to examine whether students who learn in a paperless classroom really prefer reading and writing on computers rather than on paper and whether their preferences differ according to contextual conditions and personal differences. The findings show that students’ reading and writing preferences depended on the context in which the reading or writing was performed. The boys preferred to read and write on the computer significantly more than girls. Conversely, the girls’ handwriting skills and preference for handwriting were higher than the boys’. Reading and writing on computer was found to be favored among strong students, while weak students tended to prefer using paper. This research also revealed a rapid decrease in favoring computer over paper in both reading and writing over time. Students who had experienced the paperless classroom policy in this school for three years were less supportive of the use of computers for reading and writing than younger students. 相似文献
10.
Background The European Union asks for renewed pedagogies in schools according to teaching strategies and necessary competences for the twenty-first century, instead of the often-used transmissive pedagogies. The national Swedish competition in science and technology for grade eight, The Technology Eight, provides an opportunity for teachers to work with instructional strategies in line with suggested pedagogies.
Purpose To investigate teachers’ and principals’ reflections on the competition in schools.
Sample Seventeen secondary school teachers and three principals from districts in the south-western part of Sweden participated in the study. All teachers had long experience of the competition, and their classes had reached at least the regional finals during the last year.
Design and methods Semi-structured interviews were recorded, transcribed verbatim, and then analysed using content analysis. Focus was put on why the teachers decided to participate, how the teachers integrated the competition in their education and roles of the principals.
Results There were various reasons for participating in the competition. Teachers reported development of twenty-first-century skills such as better cooperation between the students. They also noticed an increased interest in science and technology and how learning in the subjects was stimulated. Furthermore, the teachers found participation in the competition to be positive for them too. They integrated the competition in ordinary education and gained teaching ideas as well as found connections to the curriculum. Participating in the competition seemed to be a tradition in most of the schools. The principals’ role was to facilitate the organisation around the competition and to provide social support.
Conclusions Participation in a school competition was considered as an instructional strategy with several positive outcomes. Use of this strategy can be supported by earlier suggestions to use pedagogies that are opposite to transmissive methods, enhancing students’ development of important skills for the future. 相似文献
11.
Geoffrey Shacklock 《Asia-Pacific Journal of Teacher Education》1998,26(3):177-189
This paper reports a research project in teachers’ work in one secondary school. It takes a labour process perspective to examine how localized notions of professionalism act to both enable and disable teachers in their struggle to exercise control over their work. For the teachers in this study an ‘ethic of care’ appears to inform their practice and relationships. Professionalism as care plays a contradictory role in these teachers’ working lives, at the same time providing the motivation, commitment and conditions that result in the intensification and control of their work. 相似文献
12.
Sylke Vandercruysse Mieke Vandewaetere Frederik Cornillie Geraldine Clarebout 《Educational technology research and development : ETR & D》2013,61(6):927-950
Although educational games have become quite popular in recent research, only a limited number of studies have focused on the effectiveness of these games. While numerous claims have been made about the effectiveness of games, the studies that examine educational effectiveness often contain flaws resulting in unclear conclusions. One possible solution for these shortcomings is to focus on separate game elements rather than on games as a whole. A second solution is to take into account students’ perceptions of instruction as they are likely to affect students’ interpretations and learning outcomes. This study investigated whether the addition of the gaming element ‘competition’ to a computer-based language learning environment is related to students’ motivation, perceptions and learning outcomes. Additionally, this study probed into the effect of instruction, i.e., the instruction of a gaming or learning environment, on students’ perceptions of the environment, their motivation and learning outcomes. 83 students participated in this study, all working in a game-based learning environment for learning business English conversation skills. The results demonstrate that competition is not significantly related to students’ learning gains and only partly related to students’ motivation. Moreover, the majority of students perceived the environment as a learning environment, even when they were instructed to be playing in a gaming environment. To conclude this paper, the practical and theoretical implications for the fields of instructional design and educational games research are discussed. 相似文献
13.
A Reanalysis of Engineering Majors’ Self-Efficacy Beliefs 总被引：1，自引：1，他引：0
This study examines differences in women??s engineering self-efficacy beliefs across grade levels in comparison to men??s engineering self-efficacy (ESE) beliefs across grade levels. Data for this study was collected from 746 (635 men, 111 women) engineering students enrolled in a large research extensive university. Four major conclusions resulted from this study. (1) No significant differences in overall mean engineering self-efficacy scores were found by gender. However, this study found differences between men??s and women??s mean coping self-efficacy (CSE) and engineering career outcome expectations (ECOE) subscale scores. Freshmen men had significantly higher ECOE compared to upperclassmen women. (2) Overall, fifthyear men had significantly lower mean ESE scores compared to all other groups. (3) When the fifth-year group was removed from the data set, all first-year students had significantly lower subscale scores compared to all other years. In addition, men in their first-year of engineering had significantly lower subscale scores compared to other groups of men. (4) No significant differences in overall ESE scores were found among first to fifth-year women. Also, no significant differences in self-efficacy subscale scores were found among first to fifth-year women. 相似文献
14.
Middle School Students’ Science Self-Efficacy and Its Sources: Examination of Gender Difference 总被引：1，自引：1，他引：0
The main purpose of the present study is to investigate middle school students?? science self-efficacy as well as its sources and outcomes as a function of gender. Bandura??s hypothesized sources of self-efficacy (i.e., mastery experience, vicarious experience, verbal persuasion, and emotional arousal) in addition to being inviting with self and inviting with others were examined as sources of self-efficacy, while cognitive and metacognitive strategy use was examined as an outcome of self-efficacy. A total of 1,932 students participated in the study and were administered self-report instruments. Results showed that the relationship between science self-efficacy and its proposed sources does not change as a function of gender. All proposed sources, except for vicarious experience, were found to be significantly related to students?? scientific self-efficacy. Moreover, girls were found to experience significantly more emotional arousal and to send positive messages to others more than boys. On the other hand, no gender difference was found concerning science self-efficacy and strategy use. The findings also revealed a positive association between science self-efficacy and strategy use. Overall, findings supported Bandura??s conception of self-efficacy and suggested invitations as additional sources of self-efficacy. 相似文献
15.
《Teaching and Teacher Education》2000,16(7):681-695
This paper shows how manner may be made visible, as a philosophical concept and an object of empirical inquiry. Using Aristotle's ethics as the framework, the philosophical inquiry examines the conceptual nature of teachers’ moral conduct, and the empirical inquiry analyzes their moral conduct. This dual conceptual/empirical approach permits inquirers to observe and interpret how teachers express moral virtue. One may draw the conclusion that it is possible to systematically observe and interpret manner in teaching. An implication for teacher education is that encouraging teachers to consider their manner may result in more educative interactions between teachers and students. 相似文献
16.
Alfred Masinire 《Gender and education》2015,27(6):618-634
This paper explores the construction of dominant models of gender among students in the Vocational–Technical. In the backdrop of dominant narratives that structure gender policies and practices in schooling in Zimbabwe, the paper elaborates upon how students’ daily experiences in workrooms perpetuate the feminisation and masculinisation of fields of study such as DT and HESs in ways that inhibit the learning and achievement of boys and girls in these subjects. The argument in this paper is that in order to understand gender inequality in the Voc-Tech curriculum, educators need to understand how sociocultural perceptions of gender are constructed and embodied at the level of classroom interaction among students and teachers. Such insights provide a deeper understanding for addressing gender inequality in Voc-Tech subjects that moves beyond current structural and institutional barriers within a rural African context. 相似文献
17.
The objective of this study was to explore the relationships between academic hardiness in science, conceptions of learning science, and science learning self-efficacy among Malaysian middle school students. The respondents were 320 eighth-grade students from two selected Malaysian middle schools. Three questionnaires were used for this survey: Academic Hardiness in Science (AHS) regarding “commitment,” Conceptions of Learning Science (COLS), including “memorizing,” “calculating and practicing,” and “understanding and seeing in a new way,” and Science Learning Self-Efficacy (SLSE), consisting of “cognition,” “practical work,” “everyday application,” and “science communication.” These three questionnaires were validated and found to be reliable for measuring students’ AHS, COLS, and SLSE. Pearson’s correlation findings indicated that AHS was significantly and positively correlated to all the factors in COLS and SLSE, and all the factors in COLS were significantly and positively correlated to all the factors in SLSE. The relationships among AHS, COLS, and SLSE were then identified by the structural equation model technique. Students with a high commitment to learning science, and who perceived learning science as understanding and seeing in a new way are prone to have confidence at all levels of science learning self-efficacy.
相似文献18.
19.
An empirical study on 12th-grade students?? engagement on a global warming debate as a citizens?? conference is reported. Within the design-based research methodology, an interdisciplinary teaching sequence integrating an initiation to non-violent communication was developed. Students?? debates were analyzed according to three dimensions: communication, argumentation, and knowledge. Students regulated their oral contributions to the debate by identifying judgments in their discussions. Rhetorical processes developed by students were mainly related to the identity of debate protagonists with interest attributions, authority, and positions. Students?? arguments also relied on empirical data. The students?? knowledge focused on energy choices, economic, political, and science development issues. Implications for socioscientific issues integration in class are discussed. 相似文献
20.
Yvonne Karlsson 《Emotional and Behavioural Difficulties》2019,24(1):70-83
The overall aim of this article is to analyse how a school’s special needs unit in Sweden deals with children’s agency and category work as they negotiate and categorise the problems that are encountered there. The data derive from an ethnographic study conducted in a Swedish special educational needs unit (SENU) attended by a group of five boys aged between 7 and 12. The results show that the teachers’ categorisations of the boys’ emotional and behaviour problems and attention-deficit/hyperactivity disorder (ADHD) could be interpreted as an attempt to guide the boys’ development so that they will change and improve. Conversely, from the boys’ perspectives, the daily activities in the SENU could themselves be problematic in that the boys are obliged to adopt several different strategies to control and strengthen their identity. These observations highlight the importance of detailed analyses of the boys’ communicative activities during their interactions with teachers and peers. 相似文献