共查询到20条相似文献，搜索用时 31 毫秒
1.
2.
Rachel Sheffield Eva Dobozy David Gibson Jim Mullaney Chris Campbell 《Educational Media International》2015,52(3):227-238
Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today’s information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the “right information” at the “right time” for the “right purpose”. Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students’ knowledge and confidence in the skills and processes associated with inquiry and in science concepts. 相似文献
3.
Erin A. Hashimoto-Martell Katherine L. McNeill Emily M. Hoffman 《Research in Science Education》2012,42(5):1007-1026
This study explores the impact of an urban ecology program on participating middle school students?? understanding of science and pro-environmental attitudes and behaviors. We gathered pre and post survey data from four classes and found significant gains in scientific knowledge, but no significant changes in student beliefs regarding the environment. We interviewed 12 students to better understand their beliefs. Although student responses showed they had learned discrete content knowledge, they lacked any ecological understanding of the environment and had mixed perceptions of the course??s relevance in their lives. Students reported doing pro-environmental behaviors, but overwhelmingly contributed such actions to influences other than the urban ecology course. Analyses indicated a disconnect between the course, the environment, and the impact on the students?? lives. Consequently, this suggests the importance of recognizing the implications of context, culture, and identity development of urban youth. Perhaps by providing explicit connections and skills in urban environmental programs through engaging students in environmental scientific investigations that stem from their own issues and questions can increase student engagement, motivation, and self-efficacy of environmental issues. 相似文献
4.
‘They’ve got all the knowledge’: HIV education,gender and sexuality in South African primary schools
Deevia Bhana 《British Journal of Sociology of Education》2009,30(2):165-177
Drawing on data derived from two socially contrasting primary schools in Durban, this paper focuses on how gender and sexuality feature in the teaching and discussion of HIV/AIDS. A detailed analysis of two ‘life‐skills’ lessons in the two schools shows that, despite the social differences between the schools, discussions of gender and sexuality remain muted. Discourses of childhood innocence make it difficult for teachers to provide comprehensive knowledge of sex, sexuality and gender in the primary school ‘life‐skills’ lessons. Implications for teacher training are suggested briefly in the conclusion. 相似文献
5.
In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media
campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS
has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions
of the disease, based on these media messages influence students’ development of conceptual understanding of the disease,
its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the
indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual
change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions
on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools:
girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology
lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned.
These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews.
Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications
for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with
the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what
is happening now—insensitivity to misconceptions about the disease—is needed. 相似文献
6.
L.A. Gray R.P. Devadas O. Vijayalakshmi G. Kamalanathan 《International journal for the advancement of counseling》1999,21(3):207-219
The purpose of the study was to determine the attitudes of Hindu students from a government women's college of South India toward people with AIDS, to assess their beliefs about HIV/AIDS, to determine their knowledge level about HIV/AIDS and to determine how they gain information about HIV/AIDS. The sample consisted of four hundred female students at a government funded Women's University in Southern India who participated in an AIDS survey research project. Participants completed a survey asking about their knowledge, attitudes and beliefs about HIV/AIDS. Results indicated that a majority of the participants learned about HIV/AIDS from reading material while some learned about HIV/AIDS from school classes, and only a few learned from family members. Thirty-nine percent had never communicated to any one about HIV/AIDS. The results indicated that the majority of Indian women in this study did not know about explicit sexual behaviors which transmit the virus. The study also showed that those Indian women university students, by and large, are accepting of people with AIDS but still have fears of getting HIV/AIDS. This data suggest a need to increase educational efforts at the university. It was suggested that counselors take responsibility for helping this population of Indian women become self advocates, particularly in a society which permits men to have multiple sexual relationships. Educators and counselors working with this population must initiate programs that impart accurate and specific knowledge to these female college students and begin to address the multiple psychosocial issues related to HIV/AIDS. 相似文献
7.
The notion of “science for all” suggests that all students—irrespective of achievement and ability—should engage in opportunities to understand the practice and discourse of science. Improving scientific literacy is an intrinsic goal of science education, yet current instructional practices may not effectively support all students, in particular, students with special needs. Argument‐based inquiry approaches, such as the Science Writing Heuristic (SWH), require all students to construct their scientific understandings by engaging in investigations and negotiating their ideas in multiple contexts, such as discussions and writing. Various SWH studies demonstrated that students engaged in appropriating the language, culture, practice, and dispositions of science generally improved their critical thinking and standardized test scores. The implementation of such an approach has several implications for science and special education research and practice, including how learning environments should be established to encourage the inclusion of all students’ ideas, as well as how scaffolded supports can and should be used to support science learning. 相似文献
8.
Wolff‐Michael Roth 《课程研究杂志》2013,45(4):377-398
Received conceptualizations of scientific literacy are grounded in (1) the notions of ‘knowledge’, ‘concepts’, and ‘skills’ that science students have to ‘acquire’, ‘appropriate’, or ‘construct’ or (2) the notion of ‘practices’ to which they have to be ‘enculturated’ so that they become part of a ‘community of practice’. All such notions articulate scientific literacy in a static form, which does not correspond to the dynamic nature of the literacies that can be observed in society. This study proposes a dialectical notion of scientific literacy, which makes thematic its nature as a situated, distributed, collective, emergent, indeterminate, and contingent process. It articulates the idea that knowing a (scientific) language is indistinguishable from knowing one's way around the world. As a consequence, the goal of science education can no longer be to make individual students exhibit particular forms of knowledge but to provide them with contexts in which it is more important to deal with, select, and negotiate different forms of expertise and knowledgeability. This leads one to think of science education as but a part of a democratic liberal education that allows students to become competent to participate in any conversation that includes others with different forms and levels of expertise than their own. 相似文献
9.
以"细胞的衰老与凋亡"为例,通过创设问题情境、设置认知矛盾、小组讨论、社会话题探讨、迁移应用等活动,以知识为载体,传递正确的生命观念、严密的逻辑思维、严谨的科学探究精神、良好的社会责任感,培养学生的核心素养。 相似文献
10.
Nancy A. Jennings Steven D. Hooker Deborah L. Linebarger 《Learning, Media and Technology》2009,34(3):229-242
Research on children’s television suggests that preschool programs can facilitate literacy and language development. In 1998 Whitehurst and Lonigan described two interdependent sets of skills involved in literacy acquisition: ‘outside‐in’ or oral language skills and ‘inside‐out’ or code‐related skills. Outside‐in skills support children’s interpretation or understanding of print by placing written language into context through oral language. Inside‐out skills focus on those skills involved in the translation of print into sounds and sounds into print. This study describes the production techniques of Between the Lions that contributed to preschooler’s observed behaviors from the outside‐in and the inside‐out. 相似文献
11.
Marion Walton Arlene Archer 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):173-186
In this article we describe and discuss a three‐year case study of a course in web literacy, part of the academic literacy curriculum for first‐year engineering students at the University of Cape Town (UCT). Because they are seen as ‘practical’ knowledge, not theoretical, information skills tend to be devalued at university and rendered invisible to the students. In particular, web‐searching skills are problematic, given the challenges that the Web poses to academic values and traditional research practices. Consequently, the technical skills of web searching are often taught separately from academic curricula or left entirely unaddressed. We illustrate an alternative, integrated approach to the development of this aspect of information literacy. We apply a critical action research methodology to document, evaluate and reflect on students’ use of evaluative frameworks. Focusing on the facilitation of critical and evaluative use of the Web for exploratory learning, we interrogate the role of ‘cultural capital’ and evaluate the effectiveness of the scaffolding provided by the course design. We find important connections between developing knowledge of academic discourse and successful academic use of the Web, and note that, for students to transfer their skills to a range of contexts, these skills will require sustained attention throughout the undergraduate curriculum. We present evidence that the most effective strategies integrate everyday practical knowledge of research techniques with teaching about academic discourse and building students’ knowledge in a specific domain. 相似文献
12.
This study investigated the relationship among 68 high school students’ scientific epistemological beliefs (SEBs), cognitive structures regarding nuclear power usage, and their informal reasoning regarding this issue. Moreover, the ability of students’ SEBs as well as their cognitive structures for predicting their informal reasoning regarding this issue was also examined. The participants’ SEBs were assessed with a quantitative instrument; their cognitive structures were assessed through tape‐recorded interviews and were further analyzed with the ‘flow map method’; their reasoning regarding nuclear power usage was assessed with an open‐ended questionnaire; and, then, their responses were analyzed both qualitatively and quantitatively. It was revealed that students’ beliefs about the justification of scientific knowledge (an aspect of the beliefs on the nature of knowing science) were significantly correlated with their reasoning quality; the extent and the richness of students’ cognitive structures as well as their usage of the information processing mode, ‘comparing,’ were positively correlated with their reasoning quality. A series of regression analyses further confirmed that students’ use of the information processing mode, ‘comparing,’ was the most significant factor for predicting reasoning quality, while their beliefs regarding the justification of scientific knowledge was the other important predictor. 相似文献
13.
The purpose of this article is to report findings from an ethnographic study that focused on the co‐development of science literacy and academic identity formulation within a third‐grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co‐development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1111–1144, 2004 相似文献
14.
Understanding the science in a ‘socio‐scientific issue’ is at the heart of the varied definitions of ‘scientific literacy’. Many consider that understanding evidence is necessary to participate in decision making and to challenge the science that affects people’s lives. A model is described that links practical work, argumentation and scientific literacy which is used as the basis of this research. If students are explicitly taught about evidence does this transfer to students asking questions in the context of a local socio‐scientific issue? What do they ask questions about? Sixty‐five primary teacher training students were given the pre‐test, before being taught the ‘concepts of evidence’ and applying them in an open‐ended investigation and were tested again 15 weeks later. Data were coded using Toulmin’s argument pattern (TAP) and the ‘concepts of evidence’. After the intervention it was found that, in relation to a socio‐scientific issue, they raised significantly more questions specifically about the evidence that lead to the scientists’ claims although questions explicitly targeting the quality of the data were still rare. This has implications for curricula that aim for scientific literacy. 相似文献
15.
The use of inquiry‐based laboratory in college science classes is on the rise. This study investigated how five nonmajor biology students learned from an inquiry‐based laboratory experience. Using interpretive data analysis, the five students' conceptual ecologies, learning beliefs, and science epistemologies were explored. Findings indicated that students with constructivist learning beliefs tended to add more meaningful conceptual understandings during inquiry labs than students with positivist learning beliefs. All students improved their understanding of experiment in biology. Implications for the teaching of biology labs are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 986–1024, 2003 相似文献
16.
Two studies, one of middle school students and the other of high school students, demonstrated that students who were labeled as ‘struggling’ in the area of literacy saw themselves quite differently when their voices were heard. When these labeled students were viewed through a strengths lens rather than a deficits one, competent literacy skills of the students surfaced, and they were empowered by what they learned about their literacy skills. These research studies explore self-efficacy and resiliency for literacy, the importance of knowing students deeply, relationship building, and the role of growth mindset for students who have been labeled but consider themselves literate beings. 相似文献
17.
In this paper, we expose the unique challenges confronting graduate field-ecology students and the coping strategies they adopt to overcome such challenges. To do so, we used a qualitative (in vivo) research method that combines interviews, observations and open questionnaires with a group of five Israeli graduate students. The two major challenges that the students faced were the uncontrolled nature of field research (or complexity), and the nature of field setting, which isolated the students from authoritative guidance. In response to these challenges, the students developed a set of research skills which were expressed in this study by a series of three (metacognitive) strategies which we designated as ‘protocol-dominated’, ‘intermediate’ or ‘field-dominated’. In order to develop such research skills, our subjects rely upon declarative and procedural knowledge. In contrast to declarative knowledge, learned in coursework, procedural knowledge is learned and activated via the situated experience of implementing research in authentic field environments. We also found that fieldwork complexity imposes itself the minute the students step into the field; potentially, this can negatively impact students' motivation. However, as the students accumulate field experience and acquire the knowledge and skills needed to overcome the field's complexity, their motivation improves. Recognizing the unique learning components connected to field research will help novice students better cope with fieldwork challenges, as well as help their advisers in guiding them. This work also has implications for designing inquiry curricula in field sciences for university and high-school students. 相似文献
18.
This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the students’ level of word knowledge manifested in their talk. In this framework, highly developed knowledge of a word is conceptual knowledge. This includes understanding how the word is situated within a network of other words and ideas. The results suggest that students’ level of word knowledge develops toward conceptual knowledge when the students are required to apply the key concepts in their talk throughout all phases of inquiry. When the students become familiar with the key concepts through the initial inquiry activities, the students use the concepts as tools for furthering their conceptual understanding when they discuss their ideas and findings. However, conceptual understanding is not promoted when teachers do the talking for the students, rephrasing their responses into the correct answer or neglecting to address the students’ everyday perceptions of scientific phenomena. 相似文献
19.
Alexandra Okada Raquel Pasternak Glitz Kowalski Claudio Kirner Patrícia Lupion Torres 《Interactive Learning Environments》2019,27(3):324-335
Responsible Research and Innovation (RRI) is a contemporary approach to promote science with and for society for aligning scientific innovations with societal needs. Literature about education for RRI is limited because it is not a widespread practice at the moment. To explore this gap, this study examines teachers’ views about a novel inquiry game with Augmented Reality to foster inquiry skills for RRI. This game about Genetic-Modified food was used by 18 educators from Secondary and Higher Education who engaged 390 students to form opinions about risks and benefits of GM cereal. The thematic analysis of qualitative data: semi-structured questionnaires, teaching reports and focus groups, revealed motivations and practices that influence teachers’ adoption of OER created with new technologies. Findings revealed that the 3-phase-model approach used in the game engaged students to “CARE” about global issues, “KNOW” science concepts and “DO” actions through an active open schooling network. The key drivers for educators’ adoption of AR inquiry games are to make learning more meaningful and engaging through students-centred approaches and topical resources for them to develop scientific knowledge and skills. However, the key requirements for that are easy-to-use technologies and pedagogical strategies for identifying learner’s achievements and difficulties. 相似文献
20.
Anne Jobling 《Asia-Pacific Journal of Teacher Education》2004,32(1):5-22
This article describes a collaborative and cross‐curricula initiative undertaken in the School of Education at the University of Queensland, Brisbane, Australia. The project involved developing an integrated approach to providing professional year pre‐service secondary teacher education students with experiences that would assist them to develop their knowledge and skills to teach students with special needs in their classrooms. These experiences were undertaken in the authentic teaching and learning context of a post‐school literacy program for young adults with intellectual disabilities. In preliminary interviews pre‐service teachers revealed that they lacked experience, knowledge and understanding related to teaching students with special needs, and felt that their teacher education program lacked focus in this field. This project was developed in response to these expressed needs. Through participating in the project, pre‐service teachers’ knowledge and understanding about working with students with diverse learning needs were developed as they undertook real and purposeful tasks in an authentic context. 相似文献