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E. J. Blown 《International Journal of Science Education》2013,35(12):1411-1462
The development of children’s cosmologies was investigated over a 13‐year period, using multi‐modal, in‐depth interviews with 686 children (217 boys, 227 girls from New Zealand and 129 boys, 113 girls from China), aged 2–18. Children were interviewed while they observed the apparent motion of the Sun and Moon, and other features of the Earth; drew their ideas of the shape and motion of the Earth, Moon and Sun, and the causes of daytime and night‐time; then modelled them using play‐dough; which led into discussion of related ideas. These interviews revealed that children’s cosmologies were far richer than previously thought and surprisingly similar in developmental trends across the two cultures. There was persuasive evidence of three types of conceptual change: a long‐term process (over years) similar to weak restructuring; a medium‐term process (over months) akin to radical restructuring; and a dynamic form of conceptual crystallisation (often in seconds) whereby previously unconnected/conflicting concepts gel to bring new meaning to previously isolated ideas. The interview technique enabled the researchers to ascertain children’s concepts from intuitive, cultural, and scientific levels. The evidence supports the argument that children have coherent cosmologies that they actively create to make sense of the world rather than fragmented, incoherent “knowledge‐in‐pieces”. 相似文献
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Abstract An increasing number of researchers are investigating the effect of students’ prior knowledge and beliefs on their development of scientific concepts. Much of this research is taking place within the framework of constructivism, and is attracting the attention of science educators in non‐western countries. This integrative research review has been undertaken to help researchers and practitioners to identify issues for further investigation and reflection. The results suggest that ‘cosmetic’ attempts to nationalize western science curricula in non‐western countries are likely to prove ineffective because the problem, from the students’ perspective, is one of poor ‘fit’ between their world‐views, language meanings and prior beliefs and those inherent in the subject. A constructivist paradigm seems to offer good prospects for both understanding the problem and formulating learning strategies in science education which are better suited to non‐western cultures. Nevertheless, constructivist pedagogies imported from the West should be examined for their cultural appropriateness. 相似文献
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Children's understandings of the shape and relative sizes of the Earth, Sun and Moon have been extensively researched and in a variety of ways. Much is known about the confusions which arise as young people try to grasp ideas about the world and our neighbouring celestial bodies. Despite this, there remain uncertainties about the conceptual models which young people use and how they theorise in the process of acquiring more scientific conceptions. In this article, the relevant published research is reviewed critically and in-depth in order to frame a series of investigations using semi-structured interviews carried out with 248 participants aged 3–18 years from China and New Zealand. Analysis of qualitative and quantitative data concerning the reasoning of these subjects (involving cognitive categorisations and their rank ordering) confirmed that (a) concepts of Earth shape and size are embedded in a ‘super-concept’ or ‘Earth notion’ embracing ideas of physical shape, ‘ground’ and ‘sky’, habitation of and identity with Earth; (b) conceptual development is similar in cultures where teachers hold a scientific world view and (c) children's concepts of shape and size of the Earth, Sun and Moon can be usefully explored within an ethnological approach using multi-media interviews combined with observational astronomy. For these young people, concepts of the shape and size of the Moon and Sun were closely correlated with their Earth notion concepts and there were few differences between the cultures despite their contrasts. Analysis of the statistical data used Kolmogorov–Smirnov Two-Sample Tests with hypotheses confirmed at K–S alpha level 0.05; rs : p?<?0.01. 相似文献
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Keith S. Taber 《International Journal of Science Education》2013,35(8):1001-1014
Pre‐university chemistry students were found to consider that an atomic nucleus gives rise to a certain amount of attractive force which is shared equally among the electrons. Students used this ‘conservation of force’ principle in their explanations of such phenomena as patterns in ionization energy. It is suggested that teachers of chemistry should be aware that although they may be using conventional electrostatic principles in their presentations, their students may be reinterpreting their explanations through this alternative conception. The present research concerns the interface between two scientific disciplines (chemistry and physics) and suggests that learners do not readily integrate their knowledge across such domains. It is mooted that more research into how such demarcations encourage learners to compartmentalize their knowledge may prove fruitful. 相似文献
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Lee Andresen 《International Journal for Academic Development》2013,18(1):38-49
Abstract The paper addresses the questions of identity, ethics and organization for academic developers ('AD’ is used as an umbrella for academic staff development plus a number of other academic‐related professional university roles). It inquires into the degree of role differentiation between this occupational cluster and others that resemble it, outside as well as inside the universities. It argues, following Clark and Boyer, that ‘AD’ is both a scholarly and an academic pursuit, and adds that it is characterized uniquely by its focus on change and development, and that the nature of its ‘discipline’ is somewhat problematic. The paper examines the occupational freedoms of AD people and their special knowledge‐base, and argues for a ‘temptations‐based’ rather than a ‘virtues‐based’ approach to creating an ethical schema. It concludes with observations about how to achieve a firm professional identity for AD and recommends new organizational machinery to both politicize and defend the distinctive AD role in academia. 相似文献
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Paolo Manzelli 《International Journal of Science Education》2013,35(3):253-260
Summaries English Before constructing a new curriculum for any level in integrated‐science education, it is very important to establish a basic philosophy of science teaching which reflects a symbiotic relationship between education and the socio‐economic development in a particular country of the world. The curriculum structure of integrated‐science education should broaden the basis of curricular decision and should be designated to follow the expectations of the society in providing professional intellectual training so that education can make a significant contribution to the socio‐economic growth of the country. This basic assumption which established a link between cultural and socio‐economic growth, involves a diversification of the cultural trends of science education which must become appropriate to the economic and historical context of each country in a fast changing world of work. Therefore, by critically removing outside influences in the transmission of scientific knowledge, there should be less uniformity in the context and methods of teaching, and considerable restructuring of education for each country should occur. Thus, considering the historical and geographical differences, a new order in international division of labour would come into being. In such a hypothesis, a research‐oriented integrated curriculum in science education can play a central role (certainly a better one than in the traditional, discipline‐oriented scheme of science teaching) in obtaining an adequate interaction between scientific education and social problems; this is required for modern cultural and economic development of the world. 相似文献
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R. A. Schibeci 《International Journal of Science Education》2013,35(4):451-459
Summaries English Science teachers’ perceptions of affective‐domainobjectives were gathered through interview procedures. A sample of teachers in Western Australian high schools were the subjects of the study. For the purpose of analysis, a distinction is drawn between attitudes to science (such as ‘enjoyment of science lessons’ and ‘interest in science') and scientific attitudes (such as ‘honesty in reporting data’and ‘tolerance of the views of others'). Analysis of teachers’ views revealed confusion and lack of clarity regarding these science‐related attitudes. However, it is argued that curriculum writers are no clearer in their views. It is suggested that a much clearer, more explicit justification for attitude objectives (of both kinds) needs to be made by curriculum writers. Science teachers need to be provided with greater assistance in clarifying the role of these attitude objectives, as well as assistance with techniques for their assessment. 相似文献
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Harold J. McKenna 《The Journal of environmental education》2013,44(3):28-33
ABSTRACT:The influence of the earth education program, Sunship Earth, on ecological knowledge and environmental attitudes was examined. It was found that students who attended the Sunship Earth program increased their ecological knowledge significantly. Participation in the Sunship Earth program did not result in more positive environmental attitudes. Part of the success of the Sunship Earth program is attributed to the setting in which it occurs and the techniques used to develop ecological concepts. The need for more opportunities for teachers to develop skills in environmental education and to participate in environmental education curriculum development that would link extension education more firmly to the school curriculum is discussed. 相似文献
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Lee Gwens 《Pastoral Care in Education》2013,31(4):12-18
This article is written for new and experienced tutors to review the ways in which they are supporting their students’ learning. It considers the purposes of tutoring, drawing on the voices of students themselves. The article then considers the ways in which the tutor can support the learning of young people, including academic tutoring. It concludes with some guidance for the tutor to develop their own learning about tutoring. 相似文献
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Summaries English ‘Integrated science’ as an aspect of curriculum development is now well established world‐wide and has become the subject of international meetings. This article tries to put forward for discussion some ideas about the meaning of integration among the sciences. Integration is first discussed in its relation to common culture and disciplinary knowledge. Disciplinarity, recognized as the way in which scientific knowledge has been organized, is seen as the only real possibility for the growth of knowledge. To understand the meanings and the importance of different disciplinary fields, is a didactical objective to be reached through an articulated educational process starting in the primary school. However, another objective of the same importance is the development of the capacity to recognize and utilize disciplinary knowledge for the solution of ‘real’ problems. In this perspective, an important problem for educational research is the definition of a ‘scientific knowledge for all’ which should enable people to confront real problems with a knowledge of the meanings of science, and of where to find and how to use scientific information. 相似文献
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《Journal of moral education》2012,41(3):265-275
Abstract: In the context of the well‐known fact that the higher stages of Kohlberg's sequence are less well‐established than the lower, an exploratory investigation was carried out in a New Zealand teachers’ college into the development of principled thinking in young adults and its association with various real‐life experiences. It was found that there was no significant increase in principled thinking over time, and that there were no significant correlations between principled thinking and such experiences as marriage, living away from home; vacation work, and church activity. 相似文献
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Yvon Appleby 《International Studies in Sociology of Education》2013,23(1):67-86
ABSTRACT Lesbian women's experiences of education frequently occurs within a contradictory public relationship: their identity ‘woman’ is usually ‘visible’ whilst their identity ‘lesbian’ remains generally ‘invisible’ ‐ both in educational settings and within wider educational discourses. By drawing upon examples of self‐understanding of lesbian identity this paper discusses the meanings and connections between these two identities from the perspectives of lesbian women themselves. The inclusion of self‐understanding of lesbian identity as a central feature in exploring the relationship of lesbian women and education permits a discussion of both lesbian oppression and lesbian agency. I will discuss this with reference to my recent study of lesbian women and education. The inclusion of self‐understanding of lesbian identity illuminates the complex relationships which exist between individual identity meanings and those which are socially constructed and maintained within an educational system based upon the ideology of heterosexism. 相似文献
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Thought-Experiments About Gravity in the History of Science and in Research into Children’s Thinking
This article examines the main strands of thinking about gravity through the ages and the continuity of thought-experiments, from the early Greeks, through medieval times, to Galileo, Newton and Einstein. The key ideas are used to contextualise an empirical study of 247 children’s ideas about falling objects carried out in China and New Zealand, including the use of scenarios involving thrown and dropped items, and objects falling down deep well holes (as in Carroll’s Alice in Wonderland). The sample included 68 pre-school pupils, 68 primary school pupils, 56 middle school students, and 55 high school students; with approximately equal numbers in each group and of boys and girls in each group in each culture. The methodology utilised Piagetian interviews with three media (verbal language, drawing, and play-dough), a shadow stick; and everyday items including model people and soft model animals. The data from each group was categorised and analysed with Kolmogorov–Smirnov Two-Sample Tests and Spearman r s coefficients. It was hypothesised and confirmed (at K–S alpha levels .05; r s : p < .001) that cross-age and cross-cultural research and analysis would reveal that (a) an intuitive sense of gravity is present from an early age and develops in association with concepts like Earth shape and motion; (b) the development of concepts of gravity is similar in cultures such as China and New Zealand where teachers hold a scientific world view; and (c) children’s concepts of Earth motion, Earth shape, and gravity are coherent rather than fragmented. It was also demonstrated that multi-media interviews together with concrete experiences and thought-experiments afforded children the opportunity to share their emerging concepts of gravity. The findings provide information that teachers might use for lessons at an appropriate level. 相似文献
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AbstractThis paper examines how drawing classes can contribute to moral education in primary schools. This paper uses class observation, interviews with teachers and students, and analysis of students’ work to highlight how the students articulate moral concerns by drawing and designing future-oriented architectures, which aims at preventing natural and social catastrophes. It suggests that the design of this drawing class provides new possibilities of doing moral education in China’s primary schools. The drawing class made possible the articulation of becoming moral subjects, which is able to integrate ‘harmony’ into the younger generation’s value system, world views and the possibilities they envision for themselves and human-nature relationships. 相似文献
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John Fien 《Environmental Education Research》1995,1(1):21-33
The social, economic, political and ecological imperatives of sustainable development outlined in ’Our Common Future, Agenda 21’ and ’Caring for the Earth’ have established a renewed agenda for environmental education which links it very closely with development education. Teacher educators in Australia have responded to the need to link environmental and development education and to raise the level of attention usually devoted to them in teacher education programmes. The ’Environmental and Development Education Project for Teacher Education’ has been the result. The project has involved 20 educators, drawn from 11 universities, government departments and NGOs across Australia, in writing and trialing a set of 18 3‐hour workshop modules on environmental and development education for use in pre‐service teacher education courses. These modules, published in the project manual, ’Teaching for a Sustainable World’, illustrate how environmental education and development education are related and provide practical assistance for teacher educators who wish to include these important fields in their programmes. An intensive dissemination programme in 1993‐94 involves workshops for all Faculties of Education in Australia. 相似文献
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Pey-Yan Liou 《Research in Science & Technological Education》2013,31(2):162-181
Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life – an aim consistent with the notion of scientific literacy.Purpose: This paper reports Bangladeshi science teachers’ perspectives and practices in regard to the promotion of scientific literacy.Sample: Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications.Design and method: This study employed a case study approach. The six teachers and their associated science classes (including students) were considered as six cases. Data were gathered through observing the teachers’ science lessons, interviewing them twice – once before and once after the lesson observation, and interviewing their students in focus groups.Results: This study reveals that participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives. In addition, their perspectives were often not seen to be realised in the classroom as for teachers the emphasis of learning science was more traditional in nature. Many of their teaching practices promoted a culture of academic science that resulted in students’ difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition.Conclusions: The professional development practice for science teachers in Bangladesh with its emphasis on developing science content knowledge may limit the scope for promoting the concepts of scientific literacy. Opportunities for developing pedagogic knowledge is also limited and consequently impacts on teachers’ ability to develop the concepts of scientific literacy and learn how to teach for its promotion. 相似文献
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Girls and boys and practical science 总被引：1，自引：0，他引：1
Isobel J. Robertson∗ 《International Journal of Science Education》2013,35(5):505-518
A critical examination of the evidence from the literature suggests that there are more similarities than differences between the performances of girls and boys on practical laboratory tasks, notwithstanding well‐established, sex‐related differences in areas of interest, science‐relevant experience and confidence. This premise is supported by an analysis, with differentiation by sex, of the Techniques for Assessment of Practical Skills in Science Project (TAPs)? data, gathered from 1122 Scottish pupils 15‐16 years old, considered by their teachers to be low achievers in science. It is argued that, by neglecting the assessment of practical work, there has been a failure to capitalize on the generally favourable attitudes of pupils, particularly those of girls, to this component of science courses, and that a formative, diagnostic and criterion‐referenced approach to assessment, together with the development of a sensitive reporting system, has the potential to enhance teaching and learning. An assessment system with these characteristics was developed and the resulting profiles of achievement, compiled by the class teacher, were used for purposes of national certification. Novel features of the scheme may have contributed to the better performances ‘overall’ by the girls in the sample. 相似文献
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Xiaoxia Chen 《Educational Philosophy and Theory》2019,51(11):1080-1090
AbstractEcological sustainability can be considered the primary goal of higher education development, as it provides an ontological way to think about what it means for higher education’s long-term development. Given the widespread concern of ecological sustainability, it’s urgent to interpret and deconstruct ecological sustainability in Chinese higher education from indigenous and original perspectives. By drawing on the wisdom from Chinese ancient education philosophy which provides unique enlightenment for ecological sustainability, this paper discusses the harmonization of ecological sustainability and higher education development. In the light of the connotation of contemporary ecological sustainability and the new development of Chinese higher education, the paper also constructs a dynamic model of ecologically sustainable development in Chinese higher education. The aim is to initiate more philosophical dialogues between ancient and modern education, and to provide a new way of conceptualizing Chinese ancient education philosophy in the postmodern times. 相似文献