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1.
The study and utilisation of pendulum motion has had immense scientific, cultural, horological, philosophical, and educational impact. The International Pendulum Project (IPP) is a collaborative research effort examining this impact, and demonstrating how historical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme especially mathematics, social studies and music. The Project involves about forty researchers in sixteen countries plus a large number of participating school teachers.The pendulum is a universal topic in university mechanics courses, high school science subjects, and elementary school programmes, thus an enriched approach to its study can result in deepened science literacy across the whole educational spectrum. Such literacy will be manifest in a better appreciation of the part played by science in the development of society and culture. 相似文献
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Regina E. Toolin 《Journal of Science Education and Technology》2004,13(2):179-187
This research reports on the efforts of six middle school and high school science teachers in a public school district in New York City to balance innovative teaching methods and strategies with the New York State Learning Standards and Regents requirements. More specifically, this research examines the factors that influenced the implementation of project-based approaches to teaching and learning science. Observations of meetings and classrooms, and collection of artifacts such as curricula, project planners, demographic profiles, student work, and test results served as the primary data sources that were triangulated and related to current theory on project-based learning in science. Four teachers embraced aspects of project-based learning in science and two rejected most aspects of teaching project-based learning in science. Implications for science professional development are discussed. 相似文献
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中美基础科学教育的差异 总被引：7，自引：0，他引：7
丁邦平 《课程.教材.教法》2007,(2):92-96
通过赴关考察和比较研究发现,中美两国学校在科学教育的观念及其体制、科学课堂教学方式、科学课程与教学资源、科学教科书及其使用等方面都存在明显差异。认识和理解中关两国科学教育上存在的这些差异,并通过科学教育改革力求达到和而不同,对普及和发展我国基础科学教育、提高科学教育质量不无启发与借鉴作用。 相似文献
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Abdelkrim Hasni Fatima Bousadra Vincent Belletête Ahmed Benabdallah Marie-Claude Nicole Nancy Dumais 《Studies in Science Education》2016,52(2):199-231
Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&;T) teaching. In this article, we present a systematic review of what recent scientific publications teach us about this approach: How is this approach identified in these publications? How is the use of this approach in school S&;T justified? What are the main research questions covered by studies in the field? What do these studies on this approach teach us? To answer these questions, we have selected and analysed articles published, between 2000 and 2014, in journals that are specialised in school science and technology education and that are indexed in ERIC database. In the synthesis based on this analysis, we present: (a) the theoretical constructs used by the authors to refer to this approach and the features identified to define it; (b) the justifications for this approach; (c) the research questions covered by studies in the field; (d) the data collection and analysis methods used in these studies; and (e) the main findings. In addition to presenting a synthesis of current research in this field, we offer a critical discussion thereof with a focus on two aspects, namely the way PBSTL is conceptualised and the rigour of the research methods used to ensure the validity of findings. 相似文献
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在长期研究的基础上,并通过中国知网等对我国科学教育研究相关文献的多方搜索以及对科学教育研究著作的广泛查阅,将我国目前科学教育研究的主要领域归纳为18个方面,对这些方面的研究现状做出了描述,提出了我们的看法。我们认为,我国的科学教育研究已取得了长足的进步,但是尚存在三方面不足:研究缺乏原创性、系统性,对某一议题没有长期持续的研究与实践成果;没有形成研究团队,缺乏领军人物;与国外、台港澳等地区联系和联合欠缺。这些问题的存在,阻碍了我国科学教育研究的发展。我们建议,大力加强科学教育研究,形成高水平的专业研究队伍;强化科学教师的研究意识,提高科学教师素质;促进广泛合作,建立研究团队;紧密国内外联系,拓宽研究视野,跟踪国际研究前沿。科学教育的改革和发展呼唤高水平的科学教育研究,高水平的科学教育研究推进科学教育的改革和发展。 相似文献
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Ron Blonder Rachel Mamlok-Naaman 《International Journal of Science and Mathematics Education》2016,14(3):345-372
This study focused on teachers’ transfer of a variety of teaching methods from a teaching module on nanotechnology, which is an example of a topic outside the science curriculum, to teaching topics that are part of the chemistry curriculum. Nanotechnology is outside the science curriculum, but it was used in this study as a means to carry out a change in the way chemistry teachers teach. The participants in the study included nine high school in-service chemistry teachers. Three research tools were used: (1) semistructured interviews that were conducted with the teachers, after they had finished teaching their nanotechnology module, and follow-up semistructured interviews that were conducted 2 years after the teachers had taught the nanotechnology module , and teachers’ assessment and evaluation of their own teaching method, determining how the nanotechnology modules influenced the students who learned according to this program. The data collection process continued for 5 years. Most of the teachers indicated that they continued teaching the nanotechnology module that they designed and all of them stated that they integrated the unique teaching methods into their teaching of chemistry. High efficacy beliefs were built based on the self-evaluation process that was part of the teachers’ professional development program. Teaching self-efficacy beliefs and organization efficacy beliefs was found to contribute to teachers’ sustainable changes. The findings in the current research are only limited to the topic of nanotechnology; however, we believe that similar results can be obtained for any modern scientific topic that is outside the high school science curriculum. We suggest that more research should be done to determine whether the same findings emerge by using the same approach but on another topic. 相似文献
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Energy is a central topic in physics and a key concept for understanding the physical, biological and technological worlds. It is a complex topic with multiple connections with different areas of science and with social, environmental and philosophical issues. In this paper we discuss some aspects of the teaching and learning of the energy concept, and report results of research on this issue. To immerse science teaching into the context of scientific culture and of the students’ cultural world, we propose to select specific driving issues that promote motivation for the construction of science concepts and models. We describe the design and evaluation of a teaching learning path developed around the issue of greenhouse effect and global warming. The experimentation with high school students has shown that the approach based on driving issues promotes students’ engagement toward a deeper understanding of the topic and favours further insight. The evolution of students’ answers indicates a progressively more correct and appropriate use of the concepts of heat, radiation, temperature, internal energy, a distinction between thermal equilibrium and stationary non equilibrium conditions, and a better understanding of greenhouse effect. Based on the results of the experimentation and in collaboration with the teachers involved, new materials for the students have been prepared and a new cycle of implementation, evaluation and refinement has been activated with a larger group of teachers and students. This type of systematic and long term collaboration with teachers can help to fill the gap between the science education research and the actual school practice. 相似文献
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Cecilia K. W. Chun Chi-Chung Lam S. Y. Mak 《Journal of Science Education and Technology》2002,11(2):145-154
In this paper, we intend to illustrate some of the possible uses of the CCD camera in science teaching. We start with an introduction of the Flexcam which is one form of the CCD camera used primarily by biology teachers. We then explain the structure, working principles, and applications of the CCD camera at large. Examples of demonstrations, observations, and scientific skill using the CCD camera in connection with the TV monitor for topics under each of the main science subjects, biology, chemistry, physics and general science, in high school will be presented. Modifications needed in order to adopt the camera are elaborated in each case. Finally, a brief history of our adventure and some remarks are given to encourage readers to explore further uses of the CCD camera in one's own teaching. 相似文献
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在大力提倡“科教兴国”的今天 ,普及科学知识 ,培养和提高学生的科学素养 ,应该是中学物理教学责无旁贷的重要任务 要完成这一任务 ,可采取五个方面的措施 相似文献
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作为学科群泛称的“商学”是改革开放后引入的新名称。国内商学院的纷纷设立,一方面显现其快速发展的良好态势,另方面凸现出对其发展规律进行研究以弥补现存空白是何等紧迫!从商学院及其师生的现状看,较之于国外先进的教学模式,国内商学教学目前存在诸多缺憾。如何面对差距迎头追赶,甚至发挥“后发优势”一跃当先?出路在于两个方面:思想上要牢牢把握商学教学正在形成或将要出现的七大趋势,工作上要紧紧抓住改革这条主线,力争将各项改革思路落到实处。 相似文献
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Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers—much like those identified by participants in the present study—who are already effective in their science teaching. 相似文献
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张运红 《教学研究(河北)》2009,32(3):37-40
德国青少年科学教育主要分为学校科学教育和学校之外的科普教育。学校科学教育在目标上侧重培养学生的科学素养,内容上课程趋于综合,方法上注重学生的动手能力,培养学生的科学兴趣。同时,德国在全社会举办丰富多彩的科普教育活动,让科技教育延伸到学生的生活之中。 相似文献
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Chris Gayford 《International Journal of Science Education》2013,35(11):1191-1200
Inclusion of controversial issues, such as global climate change (GCC) within the school science curriculum presents several different challenges to teachers: first, the controversial nature of the topic; second, it does not relate well to the normal sequencing and division of topics within most science courses; and, third, there are important non-scientific aspects to possible solutions to the problem. In this study, small focus groups of teachers considered how they would prefer to integrate the topic into their science courses for 14-16-year-old students. It was clearly stated by the science teachers that they preferred to maintain the integrity of their subject rather than be involved in extensive interdisciplinary teaching. It was agreed that GCC provided an excellent opportunity for the application of higher order abilities in science and using the topic to develop an understanding of the nature of science and its place in society. 相似文献
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各国科学教育改革一直提倡探究教学,但是缺少对实践者教师之认识现状的关注,更缺少国际比较的视域。以四节国内探究式高中物理课堂教学录像为载体,利用六点量表对中国上海和美国芝加哥高中各一百名物理教师收集数据,并进行量化分析,以期通过中美高中物理教师对探究教学认识的差异探寻我国科学教师探究教学实践之路。 相似文献
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科学本身不只具有科学性,还具有一定的人文性,但是长期以来我国科学教育注重其科学性,忽略其人文性,导致在科学教育中过分注重基础知识技能的传授,忽视学生人文精神的培养。文章分析了在现代科学教育中体现人文精神的必然性,并在此基础上重点讨论了人文精神在初中科学教育中的体现,结合实际探讨了初中科学教育中进行人文精神教育的策略,包括制订包含人文精神的教学目标,挖掘科学教材的人文素材,改进课堂教学,培养学生的人文精神,倡导包括人文精神教育在内的完整的科学教育。 相似文献
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Agriculture, industry and medicine are being altered by new biotechnologies. Biotechnology education is important because todays students and citizens will make decisions about the development and application of these new molecular biologies. This article reports an investigation of the teaching of biotechnology in an Australian state, New South Wales (NSW). In NSW few students were electing to answer examination questions related to biotechnology, suggesting that few students were studying the topic. This study looks at why electives relating to biotechnology are chosen or not chosen by students and teachers, with the intention of developing a greater understanding of the requirements for provision of a successful unit of study in this subject. Data was obtained through a survey of secondary science teachers, interviews with teachers and two case studies of the teaching of a biotechnology unit. Teachers reported a range of obstacles to the teaching of biotechnology including the difficulty of the subject matter and a lack of practical work that was suited to the content of the teaching unit. If biotechnology is worth learning in school science, then further research is needed to identify ways to promote the effective teaching of this topic, which teachers regard as important for, and interesting to, students but which most teachers choose not to teach. 相似文献
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Loughran John Milroy Philippa Berry Amanda Gunstone Richard Mulhall Pamela 《Research in Science Education》2001,31(2):289-307
This paper examines science teachers' pedagogical content knowledge and ways in which that knowledge might be captured, articulated and portrayed to others. The research from which this paper is drawn has involved interviews with experienced science teachers in an attempt to make the tacit nature of their practice explicit. Initially, case methodology was envisaged as being a way of documenting these teachers' pedagogical content knowledge. However, over time, the form of knowledge and information that we were gathering and attempting to portray extended beyond that which could reasonably be described as being case-based. Hence we have developed an approach to articulation and portrayal based on what we call the CoRe (Content Representation) – which represents the particular content/topic of the science teaching – and PaP-eRs (Pedagogical and Professional experience Repertoire) – which help to illuminate specific aspects of the CoRe and therefore offer insights into pedagogical content knowledge itself. The results of this study offer new ways of conceptualising what pedagogical content knowledge is and how it might be captured, documented and disseminated. 相似文献
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Michael R. Matthews 《Research in Science Education》1989,19(1):187-197
There are encouraging signs that the history and philosophy of science are becoming more important in the teaching of science
and in the preparation of science teachers. This tendency is supported here by looking at the widespread treatment of Galileo's
account of pendulum motion in science texts and classrooms, indicating that it is a less than adequate account of the historical
facts, and suggesting that the teaching of this commonplace topic can be considerably enhanced if science teachers have some
familiarity with basic research in the history and philosophy of science. 相似文献
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Robert Repnik Robi Arcet Nedime Karasel 《International Journal of Disability, Development & Education》2019,66(6):565-576
ABSTRACTIn this theoretical study, we combined two approaches regarding the education of teachers in the field of teaching pupils with special needs with focus on teaching natural science topics, in Slovenia and in the Part of Northern Cyprus, respectively. We analysed syllabuses for different study programmes for teachers in primary schools in selected faculties in Slovenia. We focused on the specific content in those subjects, which are developing competences of students to be able to teach natural science topics, in particular physics topics, in primary schools in the adequate way, so the pupils with special needs can achieve the same goals as the other pupils. In addition, we included some accents regarding the children with special needs from approach to this topic at Near East University. We find out that the integrated content in the study programmes for the requirements of the inclusion of pupils with special needs in primary school is not sufficient or the inclusion in primary schools is planned too broad, if we take into account the current state of knowledge of the students in this specific field. 相似文献