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1.
Judith Barak Beer Sheva MalkA. Gorodetsky Ben Gurion 《International Journal of Science Education》2013,35(12):1281-1292
Students' understanding of biological phenomena are analysed via the ontological categories of processes and matter. The analysis is based on tenth graders' explanations regarding biological phenomena such as photosynthesis, energy resources, temperature regulation and interrelations between living/nonliving worlds. This direction of analysis is an attempt to flow with the more meaningful trend of biological research and thought, that emphasizes the importance and fruitfulness of the process approach. Some implications regarding biology learning and teaching are suggested. 相似文献
2.
In view of the lack of instruments for measuring biology teachers' pedagogical content knowledge (PCK), this article reports on a study about the development of PCK items for measuring teachers' knowledge of pupils' errors and ways for dealing with them. This study investigated 9th and 10th grade German pupils' (n?=?461) drawings in an achievement test about the knee-jerk in biology, which were analysed by using the inductive qualitative analysis of their content. The empirical data were used for the development of the items in the PCK test. The validation of the items was determined with think-aloud interviews of German secondary school teachers (n?=?5). If the item was determined, the reliability was tested by the results of German secondary school biology teachers (n?=?65) who took the PCK test. The results indicated that these items are satisfactorily reliable (Cronbach's alpha values ranged from 0.60 to 0.65). We suggest a larger sample size and American biology teachers be used in our further studies. The findings of this study about teachers' professional knowledge from the PCK test could provide new information about the influence of teachers' knowledge on their pupils' understanding of biology and their possible errors in learning biology. 相似文献
3.
《International Journal of Research & Method in Education》2013,36(2):161-174
Narrative analysis offers a powerful and accessible means of understanding the ways in which individuals experience learning across a range of educational sites. Drawing on a recent study that explored ‘dyspraxic’ pupils' experiences of drawing from observation, this paper offers an insight into the potential that narrative analysis has for enhancing our understanding of the ways in which individuals experience complex contexts for learning, where the fields of art education, ‘special’ education and inclusion intersect. I argue here that a narrative approach can enhance our understanding of pupils' experiences of learning by a capacity to resist the compartmentalization of experience. The ‘natural’ drive to use narrative as an interpretive procedure for explaining departures from the ‘norm’ is also discussed, with the concepts of ‘breach and exception’ offering a useful frame for exploring the spaces between centres of practice in art education and the potentially ‘de-centred’ ‘dyspraxic’ learner. 相似文献
4.
Lilia Halim Subahan Mohd. Mohd.> Meerah 《Research in Science & Technological Education》2013,31(2):215-225
This study examined Malaysian science teachers' pedagogical content knowledge (PCK) of selected physics concepts. The two components of PCK investigated were (i) knowledge of students' understanding, conceptions and misconceptions of topics, and (ii) knowledge of strategies and representations for teaching particular topics. The participants were 12 trainee teachers from various academic science backgrounds attending a one-year postgraduate teacher-training course. They were interviewed on selected basic concepts in physics that are found in the Malaysian Integrated Science curriculum for lower secondary level. The findings showed that trainee teachers' PCK for promoting conceptual understanding is limited. They lacked the ability to transform their understanding of basic concepts in physics required to teach lower secondary school science pupils. The trainees' level of content knowledge affected their awareness of pupils' likely misconceptions. Consequently, the trainees were unable to employ the appropriate teaching strategies required to explain the scientific ideas. This study provides some pedagogical implications for the training of science teachers. 相似文献
5.
Britta Carlsson 《International Journal of Science Education》2013,35(7):701-715
This article (the second of two) describes the structure and general features of the phenomenon ecological understanding. Qualitatively different ways of experiencing cycling of matter and flow of energy in the context of ecosystems are presented. In all, five different categories are identified in each of these issues. It is concluded that the idea of transformation is a key to development of ecological understanding. The structure of ecological understanding was also found to be hierarchical in terms of inclusion of critical aspects in more complex ways of thinking. The identified categories and their critical aspects indicate fruitful paths for learning and crucial dimensions to open up in teaching. Thus, the results concern teachers' professional object, i.e., an emphasis on what to achieve in teaching and learning. The results can also be used as contents of teaching, tools for planning and for diagnostic and assessment purposes. 相似文献
6.
Shirley Franklin 《English in Education》1998,32(2):25-34
This article shows how the Genre Teaching Methods developed in Australia can be adapted to the study of literature in secondary English classrooms. The theoretical position taken by those in Australia needs to extend beyond the textual focus to take account of the processes and culture of the reader and writer. It will be seen how the genres of Narrating, Describing, Explaining and Arguing can be used to analyse specific features of literature analysis - plot, character, setting, theme and style. Modelling texts and providing scaffolds for pupils' writing are a part of the systemic and structured approach to ensure progression and understanding in pupils' writing about English literature. 相似文献
7.
Lui Hah Wah Elena 《Asia Pacific Journal of Education》1988,9(1):48-54
This article is a brief account of the development of a new measure of pupils' self-esteem for use in Singapore's secondary schools. The new measure named “Self-Esteem Checklist” (SEC), is a self-reporting instrument comprising 25 items grouped under 4 subscales. It has been pilot tested twice (in September 1986 and March 1987), before the main study was conducted in May, 1987. The findings of the second pilot study and main study yield support to the validity and reliability of the SEC, and its correlation with pupils' academic achievement. This instrument, when used with proper guidance, may facilitate teacher-counsellors' understanding of pupils' self-esteem, and help pupils know more about themselves, in the pastoral care as well as career guidance programmes. 相似文献
8.
9.
YNGVAR OMMUNDSEN 《教育心理学》2003,23(2):141-157
Previous research has shown that cognitive processing and achievement strategies are important for motor learning and achievement. Despite this, there are few studies identifying the role of motivational beliefs in the cognitive self-regulation of students' learning in physical education classes. This study reports the results of multivariate analyses of the relationships between thirteen to fourteen-year-old secondary school pupils' (n=343) implicit theories of ability and their self-regulated learning in PE. Self-regulation measures included metacognitive/elaboration strategies, effort regulation and adaptive help seeking. Results revealed consistent relationships between motivational beliefs and pupils' use of self-regulation strategies. The results underscore the educational value of reappraising pupils' implicit theories of ability, making them believe in the modifiability of ability through effort and hard work and learning. The results illustrate the importance of linking pupils' motivational and cognitive characteristics to provide a fuller understanding of their self-regulation of learning in physical education. 相似文献
10.
Din Yan Yip 《International Journal of Science Education》2013,35(7):755-770
This paper reports a study of the impact of an initial teacher education programme on the development of a conceptual change model of instruction in prospective biology teachers. Analysis of the performance in teaching practice indicates that the subjects achieved significant improvement in the various skills related to this instruction model. However, mastery of these skills was not evident, especially in the response to pupils' alternative conceptions, the presentation of chalkboard layout, the use of high order questions to probe understanding and facilitate concept development, and the conduct of interactive learning activities. This can be related to the subjects' lack of teaching experience and inadequate subject knowledge, the passive learning attitude of pupils, constraints in time and resources, and the non-supportive conditions in schools. 相似文献
11.
Pupils' experiences of complementary education are neglected in the research literature, yet they are highly important in terms of understanding complementary schools and their impact on pupils' educational and social identities. This article explores British-Chinese pupils' discursive constructions of the purposes and benefits of Chinese complementary schools, drawing on data from an Economic and Social Research Council (ESRC)-funded study of six Chinese schools in England, including interviews with 60 of their British-Chinese pupils. Findings demonstrate that British-Chinese pupils overwhelmingly see the purpose of these schools as perpetuating the mother tongue. They produced a variety of explanations for the benefit of this perpetuation, and we analyse how these fall under two themes: instrumental benefits, and identity. In elaborating these themes we focus particularly on the ways in which language was constructed as identity, and draw out some theoretical implications for thinking around identity and ‘culture’. 相似文献
12.
Victoria Pavlou 《The International Journal of Art & Design Education》2006,25(2):194-204
This article presents the findings from a small scale qualitative study which focused on pupils' perceptions of competence and motivation towards art experienced in school. These are considered as very important in shaping learning and teaching processes. In particular, the article focuses on the role that perceptions of competence play on pupils' quality of involvement and achievement in art. Participants were chosen based on age, gender and their stated perceptions of competence. Sixteen 11‐12 year olds were interviewed in groups and individually. Pupils' perceptions of competence are identified as a key factor in determining pupils' initial engagement and level of engagement with art activities. Moreover they are thought to be important in shaping their learning preferences at an age when pupils' uncertainty about their abilities in art making is getting stronger. The results are situated within the framework of achievement goal theory and have implications for teaching strategies and for ways of responding to pupils' learning preferences. 相似文献
13.
Martie Sanders 《科学教学研究杂志》1993,30(8):919-934
Recent research suggests that many South African pupils in their final year of schooling have erroneous ideas about various aspects of respiration (Sanders and Cramer, 1992). This study investigates teachers as a possible source of pupils' errors. The views of 136 biology teachers about respiration and related concepts were elicited by means of an analysis of how teachers marked an essay containing errors commonly found among year-12 pupils. The teachers' responses suggest that many of them might well have erroneous ideas. These are reviewed in terms of four conceptual areas related to respiration. Finally the implications for teachers are discussed, and suggestions are made about possible ways to address the problem of erroneous ideas among teachers and pupils. 相似文献
14.
This study looks at the classroom practices and attitudes of a sample of A-level biology teachers in Harare, Zimbabwe. The analysis of the data shows that the teachers in what are termed 'richer' school contexts, as measured by teachers' self reports, have attitudes to the philosophy of science that are more relativist and more deductivist, but less process orientated and less de-contextualist, than their colleagues in 'poorer' school contexts. Teachers from the two school contexts organised their biology practical lessons with different grouping strategies. In theory lessons, the teachers in the two school contexts spent different amounts of time on pupils' activities. The analysis points to how different classroom practices might be associated with the reproduction of social stratification. 相似文献
15.
Earlier reports have shown that prospective teachers' conceptions about teaching science to a high degree are resistant and do not change substantially during the teacher‐training programme. In our investigation we elucidate the prospective teachers' initial conceptions about pupils' understanding of science and mathematics. We applied ‘The Lesson Preparation Method' and used a phenomenographic approach in order to reveal the range of conceptions that the prospective teachers hold. A third of the prospective teachers did not consider pupils' conceptions when planning lessons. The rest of the 32 participants expressed awareness; some of the prospective teachers even referred to subject‐specific teaching experience. Also regarding the prospective teachers' conceptions about pupils' knowledge and beliefs, as well as about pupils' difficulties, there was a significant diversity. By raising these issues about pedagogical content knowledge the prospective teachers' conceptions can be extended and developed during the education. 相似文献
16.
This paper describes the impact of an oral retelling of Homer's Iliad on pupils' learning in Key Stage 2 classrooms (children aged 9–11) in schools in East London. We argue that the oral nature of the retelling and responses promoted high levels of engagement and inclusion, leading to enhanced understanding by the pupils. The use of a complex and emotionally powerful text also encouraged a changing of the nature of the discourse between teachers and pupils. Finally we argue for the use of texts like the Iliad as an integral part of the literacy curriculum. 相似文献
17.
Helen Saddler 《Journal of Research in Special Educational Needs》2014,14(3):145-152
As a result of their high contact time with children, particularly children identified with special educational needs, it is widely acknowledged that teaching assistants (TAs) have great influence on pupils' education (Balshaw). However, recent research into the impact of TAs on pupils' learning has questioned TAs' usefulness in improving pupils' learning (Blatchford, Bassett and Brown; Higgins). This paper argues that TAs' influence on pupils' education has not yet been researched effectively. Previous research has primarily focused on determining TAs' influence on pupils' achievement in terms of academic outcomes and has neglected to explore social outcomes. Two interconnected literature bases are reviewed in this paper; the current research exploring TAs' role and influence on pupils' learning is first explored, followed by a critical discussion of the literature regarding the process of social inclusion in mainstream primary schools. This paper concludes that for TAs' influence on pupils' learning to be effectively researched, TAs' influence on the process of social inclusion must be researched within mainstream primary schools. 相似文献
18.
Sophia Penso 《Asia-Pacific Journal of Teacher Education》2002,30(1):25-37
This study examines the pedagogical content knowledge of student teachers of biology during their teaching practice in school. The research focuses on the assessment of the teachers' ability to identify their pupils' learning difficulties and characterise their presumed sources. Diaries, kept by 40 student teachers in the course of the two stages of their teaching practice (comprising observation of their mentors in action and their own teaching experience), provided the data for a qualitative and quantitative analysis of the findings. A difference between the two stages was found only with regard to the identification of difficulties: the student teachers identified learning difficulties in most of the lessons they observed, but only in half of the lessons they taught. Their characterisation of the sources of the pupils' difficulties and their recurrence were similar during both stages. The sources of the difficulties were defined according to four categories: the pupil's cognitive and affective characteristics, the type of content, the teacher's methods, and factors inherent in the lesson. The characteristics of the pupil were considered the most frequent source of the difficulties. The study points to the need to increase the teacher educators' awareness of the important role of didactic processes, aimed at exposing the student teachers to their pupils' learning difficulties and help them deal with them effectively. 相似文献
19.
This article reports on 18 months of action research that monitored British pupils' learning about the nature of science, using some aspects of history of science for the purpose. The action research took place within five classrooms and involved practicing teachers who used a set of historical materials specially written for this study. Preliminary findings about the common perceptions of the nature of science held by middle school pupils (age 11–14 years) guided the work, which was carried out using a variety of methodologies. The results obtained show some areas of substantial progress in the pupils' understanding of the nature of science, and others where little change seems to have been effected. 相似文献
20.
Inner-city boys continue to be stereotypically associated with a range of social and educational 'problems', despite feminist calls for more nuanced and complex analyses to be undertaken of the racialised and classed aspects of masculinities. This article engages with the question of how to theorise diverse, working-class male pupils' masculinities within an inner-city, multicultural context. Data drawn from discussions with boys at one inner-city London school are used to illustrate the boys' complex constructions of 'culturally entangled' masculinities. Particular attention is given to the boys' constructions of 'bad boy' masculinities that are positioned in opposition to education and which we discuss in relation to themes of hegemony, patriarchy and racial/class inequalities. 相似文献