共查询到20条相似文献，搜索用时 15 毫秒
1.
Lucy Avraamidou 《Research in Science & Technological Education》2013,31(1):90-115
Reform recommendations around the world call for an understanding about the nature of science and the work of scientists. However, related research findings provide evidence that students hold stereotypical views of scientists and the nature of their work. Purpose The aim of this case study was to examine the impact of an intervention on 15 elementary school students’ views of scientists. Sample An urban, fifth-grade, European elementary school classroom defined the context of this study. Design and method The intervention was an 11-week-long investigation of a local problem concerning water quality. In carrying out this investigation the students collaborated with a young metrology scientist to collect and analyse authentic data that would help them to construct a claim about the quality of the water. The students’ initial views of scientists were investigated through a drawing activity, classroom discussions and interviews. Results Analysis of these data indicated that all students but one girl held very stereotypical views on scientists and the nature of their work. Analysis of interviews with each student and classroom discussions after the intervention illustrated that they reconstructed their stereotypical views of scientists and the nature of their work owing to their personal engagement in the investigation and their collaboration with the scientist. Conclusions The findings of this study suggest that more in-depth study into project-based approaches, out-of-school learning and school–scientist partnerships is warranted, for the purpose of determining appropriate pedagogies that support students in developing up-to-date understanding about scientists and the nature of their work. 相似文献
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Socio-Political-Cultural Foundations of Environmental Education 总被引：1，自引：0，他引：1
Abstract This research project identified concepts from the social sciences that are prerequisite for understanding or analyzing environmental issues. Concepts were identified through a review of social science textbooks and educational materials and through interviews with social scientists. A list of 57 concepts was sent to a validity panel to rate each concept for clarity, acceptability to environmental education, and importance to environmental education. Means and standard deviations were calculated. Results showed that the panelists generally thought the concepts were acceptable and important to environmental education. Concepts were then revised and 6 were added based on panelists' comments. 相似文献
3.
Alex Koutsouris 《The Journal of Agricultural Education and Extension》2013,19(3):203-215
Abstract Agronomists (scientists and extensionists), despite the emergence of interactive approaches, still have troubles with (the introduction of) innovations, such as sustainable forms of agriculture. This article critically addresses such difficulties based on the evaluation of a project mainly concerning the introduction of Integrated Crop Management in a Greek village. Evaluation brought to light a number of ‘weaknesses’ which led to a rupturing of the project. Among them, despite the ‘triple bottom line’ and ‘interactive innovation’ rhetoric, the top-down and agro-scientific approach that was taken in practice, which resulted in bypassing the multifaceted nature of such projects and in misunderstandings among the parties involved, emerged as crucial. Therefore, prerequisites, in both theoretical and practical terms, of designs for interactive learning/innovation are outlined. 相似文献
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Debra Murphy 《The New Educator》2017,13(3):195-206
ABSTRACTHow can early childhood teacher educators at the community college level create opportunities for their students to explore and relate to the natural world? This article discusses three learning opportunities in an early childhood associate-degree program that foster connections between preservice and inservice early childhood teachers and nature education — the Goldsworthy project, a local habitat course, and an animal study project in a curriculum course. Each learning opportunity helped teachers develop effective teaching strategies for engaging children with nature education and also a personal and professional disposition toward valuing nature education as future teachers. 相似文献
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Dr. Norman D. Anderson 《Journal of Science Teacher Education》1993,4(2):44-50
Summary The major purpose of the SCI-LINK Projects was to explore ways of linking research scientists and school science teachers.
Not only did the project provide these teachers with a better understanding of scientific environmental research and recent
findings, but it allowed them to develop activities and other instructional materials they could use in their classrooms.
Leadership skills also were developed as evidenced by the Master Teachers that evolved and the many professional activities
in which they have been engaged since the first institutes.
Many things were done during the course of the project in order to make the process more efficient. These include assistance
to scientists in making their presentations and field trips more effective and helping teachers with their writing and library
skills. Also explored were the nature and format for the activities the teachers developed and how they can best be evaluated
and disseminated.
Positive feedback from teachers and the continued interest of research scientists to participate has led to another project
patterned after the model used in the SCI-LINK Project. This second generation project, GLOBE-NET, also supported by the National
Science Foundation, involves scientists and teachers in the development of instructional materials on global change.
At least some of the efforts to improve science education should include scientists and teachers as partners. The model used
in the SCI-LINK Project provides one way of doing so. 相似文献
8.
Abstract How effective is your mentoring programme? How does the nature of a mentoring programme influence outcomes? By looking beneath the process and practice, an examination, analysis and classification of the nature of current real‐life mentoring practice is made and a template for the identification of your own project is presented. 相似文献
9.
Jeffrey Salmon 《The Journal of environmental education》2013,44(4):4-10
Abstract The Independent Commission on Environmental Education, a panel of scientists, economists, and educators, reviewed some 100 K-12 environmental education teaching materials used in America's classrooms. Its report has received considerable attention. This essay discusses the commission's formation, goals, findings, and recommendations, with special emphasis on areas within the report that have been a source of discussion within the environmental education field. 相似文献
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Karthigeyan Subramaniam Pamela Esprívalo Harrell David Wojnowski 《Research in Science & Technological Education》2013,31(1):66-89
Background and purpose : This study details the use of a conceptual framework to analyze prospective teachers’ images of scientists to reveal their context-specific conceptions of scientists. The conceptual framework consists of context-specific conceptions related to positive, stereotypical and negative images of scientists as detailed in the literature on the images, role and work of scientists. Sample, design and method : One hundred and ninety-six drawings of scientists, generated by prospective teachers, were analyzed using the Draw-A-Scientist-Test Checklist (DAST-C), a binary linear regression and the conceptual framework. Results : The results of the binary linear regression analysis revealed a statistically significant difference for two DAST-C elements: ethnicity differences with regard to drawing a scientist who was Caucasian and gender differences for indications of danger. Analysis using the conceptual framework helped to categorize the same drawings into positive, stereotypical, negative and composite images of a scientist. Conclusions : The conceptual framework revealed that drawings were focused on the physical appearance of the scientist, and to a lesser extent on the equipment, location and science-related practices that provided the context of a scientist’s role and work. Implications for teacher educators include the need to understand that there is a need to provide tools, like the conceptual framework used in this study, to help prospective teachers to confront and engage with their multidimensional perspectives of scientists in light of the current trends on perceiving and valuing scientists. In addition, teacher educators need to use the conceptual framework, which yields qualitative perspectives about drawings, together with the DAST-C, which yields quantitative measure for drawings, to help prospective teachers to gain a holistic outlook on their drawings of scientists. 相似文献
11.
Paul Tchawa Félix Nkapemin Jean-Márie Diop 《The Journal of Agricultural Education and Extension》2013,19(4):201-212
Summary The four-year Phase II of the action-research programme "Indigenous Soil and Water Conservation in Africa (ISWC II) started in December 1996 and operates in the French-speaking countries Tunisia, Burkina Faso and Cameroon and in the English-speaking countries Ethiopia, Uganda, Tanzania, and Zimbabwe. It had received a budget-neutral extension from the funders (Netherlands Development Aid, DGIS) for the entire 2001. This paper is based on the Participatory Technology Development (PTD) experiences with the ISWC II project in Cameroon. The ISWC II project aimed to improve the effectiveness of both indigenous and modern Soil and Water Conservation (SWC) practices through a process of joint experimentation involving farmers, scientists and development agents. The authors have developed the informal and formal strategies used and their impacts in the process of the institutionalisation of the PTD approach in Cameroon. 相似文献
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Rita R. Culross 《Roeper Review》2013,35(3):126-127
This article discusses the individual and contextual factors that are salient to high levels of creativity among scientists working in organizational settings in the modern world. The article contrasts such scientists with traditional depictions of creative scientists and draws implications for future directions for creativity research and for the education and development of young scientists. 相似文献
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A series of science Masterclasses for six year old able children was used as the basis of this small scale research project. Strategies for challenging this group of children were developed and analysed in terms of their use of higher order thinking. The identification of able scientists at such a young age was also considered. It was found that problem solving in science and Sc 1, Scientific Enquiry, are particularly suited to provide challenge for scientifically able children. 相似文献
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Frederike Tirre Lorenz Kampschulte Gun-Brit Thoma Ilka Parchmann 《Research in Science & Technological Education》2013,31(4):393-418
Background: This article describes the design and the evaluation of a student lab program on the topic of nanoscience and technology (NST), mainly focusing on Nanoscience and its applications. The program was designed for students in grades 8–10 and was part of a larger outreach program of the Collaborative Research Center ‘Function by Switching’ at Kiel University. The Model of Educational Reconstruction (MER) served as a framework for the research-based design of the student lab.Purpose: We aimed to develop an authentic science activity in the area of NST in order to support scientific inquiry learning and to provide a deeper understanding of scientific topics.Sample: A total of 154 secondary school students from grades 8–10 of seven different secondary schools participated in this study.Design and methods: A pre-post questionnaire with six subscales on students’ perceptions of the Nature of Science (NOS), Scientific Inquiry (NOSI) and the involved scientists (NOST) in the area of nanoscience and nanotechnology was applied.Results: Results show that the applied explicit and reflective approach embedded in the nanoscience content significantly improved the participating students’ perceptions of NOS, NOSI and NOST facets. After the lab visit, students’ answers corresponded to a more adequate perception of today’s science and scientists. Some gender differences in learning gains were also detected.Conclusion: The study served its main purpose which was to investigate a well-balanced strategy to develop authentic out-of-school-learning environments with a focus on NOS/NOSI/NOST. Testing students’ perceptions of the nature of nanoscience provided insights into students’ worlds and served as feedback for the lab program. The outcomes of this study might help to better understand and further develop authentic (nano)science programs in out-of-school settings and science outreach programs. 相似文献
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《Pastoral Care in Education》2013,31(3):21-24
Sociological research into the changing nature of the family provided the context for a pilot project on the family values of Year 4 children in an inner-city school in Birmingham. An innovatory aspect of the research was that the researcher communicated with the pupils mainly through the means of email. The project’s findings indicate that the family values that the children bring to school may not coincide with those of their teacher. This raises the question of how far the school and its teachers have the right to challenge values that are learned in the home and that underpin family life. 相似文献
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William H. P. Faunce 《Religious education (Chicago, Ill.)》2013,108(1):10-11
AbstractBased in an ethnographic project involving three Episcopal Church–affiliated high schools, this article considers how reflective and relational pedagogy influenced students’ personal growth in religious education classes. Students became self-responsible for their spiritual development in the school settings where the practice of “notebooking” (similar to “journaling”) was robustly relational and nurtured emergent personhood. The results of the project suggest that religious educators will benefit from reflecting on the nature and function of relationality, personae, and personhood in religious education praxis. 相似文献
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《British Journal of Educational Studies》2012,60(4):453-470
ABSTRACTLaunched in 1995, the GoodWork Project is a long-term, multi-site effort to understand the nature of good work across the professional landscape and to promote its achievement by relevant groups of students and professionals. In this essay, the authors review the goals and methods of the initial research project and its most salient findings. They describe the GoodWork Toolkit, a versatile instrument that consists of actual dilemmas faced by professionals, along with exercises designed to make the issues salient to those who use the Toolkit. Introduced as well is a system of classification of the dilemmas, in terms of their applicability across the professional landscape; and a review of the range of educational settings in which GoodWork materials have been utilized. 相似文献
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《学校用计算机》2013,30(1-2):17-30
Summary The details of the inception, development, and implementation for an online mathematics course, Engineering Calculus I, are presented. Several of the major challenges in the design and layout of the content are given special attention and their contrast with textbook structure is noted. With numerous surveys given throughout the course, we were able to continuously monitor student reaction to the venue and comprehension of materials. In pedagogy, several observations were made about how students learn from Web-based materials. These have formed a key component during the continuing development stage of this project. 相似文献