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1.
Teacher views about constructivist instruction and personal epistemology: a national study in Taiwan
This study investigated the views about constructivist instruction and personal epistemology of the secondary earth science teachers in Taiwan. Participants were assessed through a paper‐and‐pencil survey and a Learning environment preference questionnaire (LEP) designed to explore personal epistemology. On a five‐point Likert scale, teachers, on average, showed a neutral agreement on constructivist instruction. The content analysis suggested that teachers held alternative views about the nature of the constructivist instruction. LEP scores were found to be statistically associated with gender, education, current teaching level and years of teaching; the score distribution indicated that most teachers had not developed a constructivist‐compatible epistemology. By one‐way ANOVA, it was suggested that views about the constructivist instruction were aligned with personal epistemology. 相似文献
2.
Algebra is considered key to success in secondary mathematics, yet instruction remains mostly teacher-centered and procedurally oriented, with limited opportunities for students to develop algebraic understanding. This study draws on a large sample of video-recorded ninth grade U.S. algebra lessons to explore the nature of learning opportunities that may help deepen students’ algebraic understanding. I highlight aspects of opportunities to learn algebraic procedures and describe instruction that can enrich these opportunities. I posit that this holds promise as an incremental improvement approach—relatively small adjustments in teachers’ current practices that can serve as a bridge to more ambitious teaching. 相似文献
3.
Margaret E. King‐Sears Mary Bowman‐Kruhm 《Learning disabilities research & practice》2011,26(3):172-184
In this exploratory study, secondary special education co‐teachers report about specialized reading instruction for students with learning disabilities in co‐taught classes. Almost half of the respondents were concerned that reading instruction was not occurring in co‐taught classes. One‐third were concerned reading instruction was not occurring any time during the school day. 相似文献
4.
Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007 相似文献
5.
A recent evaluation of the new North Carolina Virtual Public School (NCVPS) in the USA revealed numerous expectations for virtual school teachers from secondary students. Specifically, students expected their teachers to actually teach rather than moderate a course shell, supplement course shells with content and projects that illustrate relevance, provide for both content and peer interaction, and respond to questions and provide feedback quickly. The data suggest a possible content‐related interaction where a limited course shell can be bolstered by a proactive teacher, but potentially flounder among teachers who do not expect or know how to supplement an online course. Data further suggest a potential communication‐related interaction where increased opportunities for student–student and student–teacher interaction could potentially decrease the actual or perceived need for individualized attention that is particularly challenging for virtual teachers to provide. These results can be used to establish teacher expectations and design professional development experiences that prepare teachers to undertake divergent roles unique to online instruction. 相似文献
6.
Lesley Anderson 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):19-24
In 1995 academic staff in the Graduate Diploma of Education program from Charles Sturt University in Bathurst worked with teachers from 7 local high schools to co‐operatively deliver the Graduate Diploma of Education. Students were inducted into the profession of teaching by teachers and lecturers working together to ensure that students developed effective teaching skills, competence and confidence. The program emphasised learning to teach (and understanding students' learning) rather than learning about teaching. Practising teachers were involved in the planning and delivery of the program and students' induction into the profession. The program was firmly embedded in the context of current secondary schools and built on existing productive partnerships. This new program provided opportunities for students to develop more realistic and sustained contact with secondary schools and to develop reflective workplace practices. Students engaged in critical reflection on, and discussion of, their teaching with practising teachers and university lecturers. In what follows, we describe the process of reform and delivery of the new program from the perspectives of the students, teachers and lecturers involved. 相似文献
7.
Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
8.
Barbara A. Crawford Michael J. Cullin 《International Journal of Science Education》2013,35(11):1379-1401
This study investigated prospective secondary science teachers' understandings of and intentions to teach about scientific modelling in the context of a model‐based instructional module. Qualitative methods were used to explore the influence of instruction using dynamic computer modelling. Participants included 14 secondary science prospective teachers in the USA. Research questions included: (1) What do prospective teachers understand about models and modelling in science? (2) How do their understandings change, following building and testing dynamic computer models? and (3) What are prospective teachers' intentions to teach about scientific models? Scaffolds in the software, Model‐IT, enabled participants to easily build dynamic models. Findings related to the process, content, and epistemological aspects of modelling, including: (a) prospective teachers became more articulate with the language of modelling; and (b) the module enabled prospective teachers to think critically about aspects of modelling. Still, teachers did not appear to achieve full understanding of scientific modelling. 相似文献
9.
This article reports on a participant‐centred research project with English teachers in a senior secondary college in Melbourne, Australia. It builds on previous research (Weaven and Clark 2009, 2011), which showed a low take‐up of the opportunities to teach poetry in Victoria's senior secondary English curriculum. This study explores the reasons why teachers of English are unwilling to use poetry texts in their senior classes. The teachers who participated in this study discussed and documented their attitudes towards the teaching of poetry and explored with each other the pedagogical challenges associated with teaching poetry. Their discussions – an analysis of which forms the empirical core of this article – reveal a range of explanations for teachers' reservations about offering poetry to their students. Importantly, these teachers were able to use professional discussion as a means to consider what changes in teaching practice could be successfully developed to facilitate more time spent on the teaching of poetry in senior secondary classes. 相似文献
10.
One of the difficult transitions for new secondary science teachers is that from novice teacher to master teacher. Often this process involves the novice in adopting survival strategies for teaching rather than those advocated by the National science education standards or the Project 2061 benchmarks. This study reports on an instrument that has been shown to be useful in helping novice teachers reflect on and change their science teaching praxis. Based on the interpretation of this case study, it appears to have the potential to significantly affect the development of secondary science teachers by providing a readily accessible model of instruction that aligns with student‐centered models of instruction advocated by the Standards and Project 2061. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 955–971,1999 相似文献
11.
Many new science teachers are assigned to teach subjects in which they have not been prepared, a practice referred to as out‐of‐field (OOF) teaching. Teaching OOF has been shown to negatively influence instruction and constrain teachers’ development. In this study, we explored the extent to which new secondary science teachers were assigned OOF across their first 5 years. Analysis of this longitudinal data set indicated that these assignments were common. While new science teachers were assigned to teach a variety of subjects over their first 5 years of teaching, they were not assigned more or fewer OOF courses over time. Furthermore, results indicated that teachers in certain situations are more likely than others to be assigned to teach OOF. Even with federal legislation in the United States seeking to eliminate OOF teaching, a large portion of new secondary science teachers are assigned to teach science disciplines for which they are inadequately prepared. Based on the findings of this study, it is worth exploring policy avenues that eliminate OOF teaching. Policymakers, administrators, and teacher educators should seek to provide supports, such as science‐specific induction programs designed for new teachers who are assigned OOF, and science teacher educators should prepare prospective teachers to teach multiple science disciplines. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1197–1218, 2017 相似文献
12.
13.
袁瑞芝 《青岛职业技术学院学报》2014,(3):66-69
针对中职教育课程建设方面的问题,提出以行动导向作为课程开发的指导思想,助推教学改革。以电子技术实训课程为例,从实施步骤、内容编排、教学设计和运行保障等角度对基于行动导向的中职课程开发模式进行了探索,达到了“教师在行动中教,学生在行动中学”的预期。 相似文献
14.
In this case study a novel educational programme for students in preparatory vocational education was studied. The research questions were: (1) Which teaching/learning processes occur in a simulated workplace using the concept of a knowledge‐rich workplace? (2) What is the role of models and modelling in the teaching/learning processes? The curriculum project consisted of design and construction tasks. The students were collaboratively involved in the process of designing a tricycle for a real customer. This real‐life activity creates opportunities for students to develop and use models, which can be used in more than in one context. The case study explored how the teachers deal with the students’ explicit and implicit need for knowledge and skills. The main findings are that teachers more often provide this knowledge, rather than guide the students in reconstructing it, and towards the end of the project, knowledge tended to remain situated. 相似文献
15.
Benjamin C. Herman Michael P. Clough Joanne K. Olson 《Journal of Science Teacher Education》2013,24(7):1077-1102
The assertion that general reform-based science teaching practices (GRBSTPs) can facilitate nature of science (NOS) instruction has been mentioned in the literature, but rigorous and transparent empirical substantiation for this claim has not been made. This investigation empirically demonstrates an association between thirteen experienced teachers’ NOS implementation practices and their GRBSTPs. While effectively implementing GRBSTPs does not ensure the NOS will be taught, the findings show that these practices are associated with high levels of NOS instruction. In this study, teachers who implemented higher levels of reform-based practices were also observed to enact more instances of planned and spontaneous effective NOS instruction. Furthermore, these teachers were more likely to recognize and capitalize on NOS teaching opportunities when they unexpectedly arose in the context of their GRBSTPs. Just as NOS understanding must be assessed when determining factors associated with teachers’ NOS implementation, teachers’ GRBSTPs should also be empirically and transparently established to ensure they do not mask or confound other factors associated with NOS implementation. 相似文献
16.
This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013 相似文献
17.
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum. 相似文献
18.
This article explores notions of support and collaboration between teachers and teaching assistants (TAs) in two secondary schools in England. In particular it reviews how team members created opportunities and established collaborative practices aimed at including each other in the task of providing support for children who are described as having difficulties in learning. The data from the ethnographic study, which were collected through a variety of methods and were generated with the support and participation of teachers, heads of departments, special educational needs co‐ordinators (SENCOs) and teaching assistants, suggest that the successful inclusion of students is dependent on how schools as organisations and communities are able to support the inclusion of adults as well. 相似文献
19.
Daner Sun Zu Hao Wang Wen Ting Xie Chirn Chye Boon 《International Journal of Science Education》2013,35(5):808-838
The last two decades have witnessed the gradual implementation of integrated science curriculum at the junior secondary level in China. However, in most provinces of China, the implementation is not as successful as expected. Challenges were reported, yet without fine-grained investigation, with respect to science teachers' instruction on integrated science. In this study, we aim to detect major problems by investigating the instruction of integrated science at the secondary level. Classroom observation focused on the teacher and student verbal behavior, teachers' competency of instructional organization, their presentation of instructional content, and the organization of learning activities. Findings revealed that students were provided with limited opportunities for participating and engaging in learning as science teachers were dominant in classroom talk. Teachers emphasized on the integration of knowledge within one subject (within-subject knowledge), but not the integration of knowledge between subjects (cross-subject knowledge), resulting in the unsuccessful instruction of the integrative content. What is more, teachers were inadequately competent in designing and delivering science, technology and society content, scientific inquiry and scientific experiments, which also affected the quality of instruction on integrated science. 相似文献
20.
Michael D. Steele Kimberly Cervello Rogers 《Journal of Mathematics Teacher Education》2012,15(2):159-180
Teachers of mathematics orchestrate opportunities for interactions between learners and subject matter. Therefore, mathematics
teachers need rich, multidimensional content knowledge for teaching mathematics, which incorporates knowledge of the subject
matter, students, and teaching. Studying this mathematical knowledge for teaching (MKT) necessitates more than a unidirectional
assessment. In this study, the mathematical knowledge for teaching reasoning and proving of two secondary mathematics teachers
was investigated through classroom observations and clinical assessments. Results indicate that using MKT as a frame for examining
classroom practice, in addition to assessing the MKT a teacher possesses in a clinical setting, provides an in-depth and innovative
method for investigating MKT. The comparison of the two cases also identifies student positioning as a key mediating factor
between MKT and opportunities to learn. Implications for using MKT as a lens for examining practice in teacher education are
discussed. 相似文献