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1.
Socio‐environmental projects involving Arab and Jewish youth in Israel are uncommon. In this study, we interviewed 16 adult leaders of two projects that were carried out in the Galilee in northern Israel, to better understand the views of the leaders and their motives. The two projects focused on mutual environmental issues and dealt with social, cultural, and political aspects with respect to the environmental context. The participants were teachers and principals of the students who participated in the projects and facilitators of two environmental organizations. We found diverse views with respect to environmental education, local environmental issues, and possible solutions. The Arab adults expressed stronger attachment to the local environment than the Jewish ones. The major projects’ goals according to the leaders included: (improving) knowledge, awareness, and environmental behavior of the students and their communities; an opportunity for taking part in community collaboration and action; an opportunity for multicultural interaction; and meaningful long‐term learning in the outdoors. Our findings highlight the importance of identifying the views of educators of diverse cultures in order to carry out future successful multicultural environmental projects. Our findings also suggest adopting critical pedagogy of place while designing and implementing such projects in sensitive regions such as Israel. 相似文献
2.
This study aims to examine the impacts of the inquiry learning strategies employed in a ‘Plastic Education Project’ on primary students' knowledge, beliefs and intended behaviour in Hong Kong. Student questionnaires and a test on plastic types were adopted for data collection. Results reveal that the inquiry learning strategies significantly improved students' knowledge of the types of plastic wastes and their corresponding beliefs. However, the strategies seemed not to change students' intended behaviour regarding plastic waste classification and management. The implications of the study for further learning and teaching in environmental education are discussed. 相似文献
3.
Microplastic pollution is a growing issue of concern requiring appropriate classroom instruction. Educational initiatives within this context are supposed to provide relevant background knowledge, raise awareness, and ideally lead to sustainable behavior. We implemented an identical educational module within two different learning environments: formal (in-school) and informal (out-of-school). In both settings, 444 primary school students self-reliably completed hands-on activities at workstations. We monitored students' short-term (directly after the module) and long-term (after six weeks) cognitive achievement. Additionally, when examining the participants' environmental values (Preservation, Utilization) and the Appreciation of Nature, the program similarly appealed to all students independent of the environmental values' intensity. Preservation, Utilization, and the Study Group predicted knowledge levels after program participation; Appreciation did not. While Preservation positively influenced knowledge, Utilization did the contrary. Subsequent implications on learning strategies based on our results are discussed. 相似文献
4.
Classrooms are complex environments in which curriculum, students, and teachers interact. In recent years a number of studies have investigated the effect of teachers' epistemologies on the classroom environment, yet little is known about students' epistemologies and how these interact with those of teachers. The purpose of this study was to document students' epistemologies and their concurrent views about knowing and learning. Using a written essay, short-answer responses to statements, a preferred classroom environment inventory, and interviews, students' views on scientific knowledge and their own knowing and learning were collected from 42 students in three sections of an introductory physics course. Our rather broad, qualitative inquiry provides a dynamic view of students' understanding of knowing and learning in high school physics. Our analyses reveal a spectrum of epistemological commitments commensurable with positions from objectivism to relativism, most of them with experientialist coloring. Even within individuals, these commitments could be at once commensurable and incommensurable with the same epistemological position. We also find rather significant inter- and intra-individual differences with respect to the consequences of a specific epistemological stance to learning, the learning strategies employed, and the learning environment preferred. Students' views on knowing and learning in physics are presented in the form of an emergent theory. The findings are discussed in terms of their application to classroom environments. 相似文献
5.
Sarah J. Carrier Margareta M. Thomson Linda P. Tugurian Kathryn Tate Stevenson 《International Journal of Science Education》2013,35(13):2195-2220
In this article, we present a mixed-methods study of 2 schools’ elementary science programs including outdoor instruction specific to each school's culture. We explore fifth-grade students in measures of science knowledge, environmental attitudes, and outdoor comfort levels including gender and ethnic differences. We further examine students’ science and outdoor views and activity choices along with those of adults (teachers, parents, and principals). Significant differences were found between pre- and posttest measures along with gender and ethnic differences with respect to students’ science knowledge and environmental attitudes. Interview data exposed limitations of outdoor learning at both schools including standardized test pressures, teachers’ views of science instruction, and desultory connections of alternative learning settings to ‘school' science. 相似文献
6.
Collaborative environmental projects in a multicultural society: working from within separate or mutual landscapes? 总被引：1，自引：0，他引：1
A multicultural socio-environmental project that is framed in the ideas of education for sustainability brought together Jew
and Arab students was investigated to identify the participants’ views of the program’s objectives and their accomplishments.
We investigated the project’s strengths and weaknesses according to the participants’ views and the way culturally diverse
students addressed the main local socio-environmental conflict related to conservation versus development of a local creek.
The participants agreed that the environmental objectives were properly attained, while the social objectives were accomplished
to a limited extent. All the participants emphasized the importance of multicultural knowledge and expected to learn and work
together. We found different views of the Jewish and the Arab participants regarding expectations, collaboration and overall
satisfaction, with higher expectations of the Arab students and leaders. The students’ views of the local conflict varied
but were not associated with their ethnic background. We suggest that the differences between the groups result from the different
positions and needs of each community, and mainly as a consequence of the difficulties that the Arab minority faces in Israel.
Overall, we found that the project allowed the expression of multiple voices of both groups, and suggested an applicable program
for education for sustainability in a multicultural society.
相似文献
7.
The aim of the study is to explore how students' experiences of enhancing and impeding factors and approaches to learning are related to students' study progress. A total of 93 students from the Faculty of Arts and Humanities participated in the study by answering a Learn-questionnaire regarding their experiences of the enhancing and impeding factors and their approaches to learning. Regression analysis showed that working impeded study progression whereas interesting teaching enhanced it. However, the results revealed that the factors that enhance or impede studying appear to be closely mediated by students' approaches to learning. For example, working was not problematic for students with good organising skills. The findings suggest that it may not be possible to identify the factors that would enhance or impede studying without taking individual differences into consideration. In addition, the results imply that the focus in teaching should be in developing students' self-regulation skills. 相似文献
8.
A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor “learning is constructing” on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non‐metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre‐intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes to students' metacognition as conceptual change. However, this study also shows that contextual factors are key determinants of students' propensity to enhance their metacognition and learning processes. This study highlights the potential of using metaphor as a means to assist teachers and students develop a shared language of learning in classroom settings. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 222–259, 2001 相似文献
9.
10.
Gregory P. Thomas 《International Journal of Science Education》2013,35(7):1183-1207
Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a ‘surface’ approach to learning that focuses on mathematical aspects of physics learning that are often passed on via textbooks and lecture-style teaching. This paper reports on a teacher's effort to stimulate students' metacognitive reflection regarding their views of physics learning and their physics learning processes via a pedagogical change that incorporated the use of a representational framework and metaphors. As a consequence of the teacher's pedagogical change, students metacognitively reflected on their views of physics and their learning processes and some reported changes in their views of what it meant to understand physics and how they might learn and understand physics concepts. The findings provide a basis for further explicit teaching of representational frameworks to students in physics education as a potential means of addressing issues with their physics learning. 相似文献
11.
Ping-Kee Tao 《International Journal of Science Education》2013,35(12):1201-1218
This study explored high school students' collaborative efforts in solving qualitative physics problems. It aims to investigate whether and how confronting students with varying views help to improve their problem solving skills and develop better understanding of the underlying physics concepts. The varying views were provided to 18 Year 12 students by requiring them (a) to work in dyads on three problems during which they had to consider and confront each other's ideas; and (b) to consider, in a feedback session, multiple solutions to each problem, comparing the solutions with their own and reflecting on their mistakes. The study adopts Marton's emerging theory of awareness as its theoretical underpinning- that the varying views would bring to students' focal awareness and enable them to discern the different critical aspects of the problem situations and this would help them to develop conceptual understanding. The results show that confronting students with varying views have positive effects on students' learning, thus lending support to the theory of awareness. 相似文献
12.
Instructional practices in secondary science: How teachers achieve local and standards-based success
Beth A. Covitt Elizabeth Xeng de los Santos Qinyun Lin Christie Morrison Thomas Charles W. Anderson 《科学教学研究杂志》2024,61(1):170-202
This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success. 相似文献
13.
The goal of this study was to investigate whether integrating a website into chemistry teaching influences 10th‐grade students' perceptions of the classroom learning environment, their attitudes regarding the relevance of chemistry, and their understanding of the concept of chemical bonding. Two groups participated in this study: an experimental group and a comparison group. The main study was conducted during the academic year 2005. The teachers in the experimental group were asked to implement four relevant activities from the website that was developed, all dealing with the concept of chemical bonding. Quantitative tools of the study included: A Chemistry Classroom Web‐Based Learning Environment Inventory to assess students' perceptions regarding the relevance of chemistry to their life and attitude towards chemistry studies, a feedback questionnaire that examined the students' response after performing the website activities, and an achievement test that assessed their knowledge and understanding of the concept of chemical bonding. We found that the experimental group outperformed the comparison group significantly in most of the research categories. This led us to conclude that the web‐based learning environment has potential to enhance the comprehension of chemistry concepts, students' attitudes and interests and to increase students' awareness regarding the relevant aspects of chemistry to daily life. 相似文献
14.
This study explored and documented students' responses to opportunities for collective knowledge building and collaboration in a problem-solving process within complex environmental challenges and pressing issues with various dimensions of knowledge and skills. Middle-school students (n =?16; age 14) and high-school students (n?=?16; age 17) from two Singapore public institutions participated in an environmental science field study to experience knowledge integration and a decision-making process. Students worked on six research topics to understand the characteristics of an organic farm and plan for building an ecological village. Students collected and analysed data from the field and shared their findings. Their field work and discussions were video-recorded, and their reflective notes and final reports were collected for data coding and interpretation. The results revealed that throughout the study, students experienced the needs and development of integrated knowledge, encountered the challenges of knowledge sharing and communication during their collaboration, and learned how to cope with the difficulties. Based on research findings, this study further discusses students' learning through a collaborative problem-solving process, including the interdependence of knowledge and the development of mutual relationships such as respect and care for others' knowledge and learning. 相似文献
15.
Well-designed game-based learning can provide students with an innovative environment that may enhance students' motivation and engagement in learning and thus improve their learning performance. The purpose of this study was to examine the relationships among elementary school students' flow experience and learning performances. We also investigated the gender and grade differences as well as the types of potential clusters of flow experiences and performance. Thirty-four elementary school students participated in this study. This study conducted correction analysis, difference analysis and a two-stage cluster analysis. The findings suggested that the students with higher flow experiences tended to have higher learning performances. The results of gender differences showed that female students had high performance scores and great flow experiences in the mini-educational game in this study. Moreover, the results revealed that the students of higher grade had significantly higher scores in both performance and flow experience than the students of lower grade. The result of cluster analysis fell into three categories: low performance/low flow experience students, high flow experience students and high performance/high flow experience students. On the basis of our findings, we also proposed suggestions for future game-based learning research. 相似文献
16.
David A. Tillyer 《College Teaching》2013,61(4):307-308
Abstract. An explanatory methods design was used to evaluate the influence of a service learning course on learning, personal, and social outcomes for service learning (n = 142) students. These students showed improvements in diversity and political awareness, community self-efficacy, and civic engagement scores from the beginning to the end of the semester. In addition, the students' academic learning, personal and interpersonal development, and community engagement were detected as the major benefits from engaging in service learning. The findings of this study suggest that service learning contributes to students' academic learning and personal and social development through social-emotional processes. 相似文献
17.
In scientific literacy, knowledge integration (KI) is a scaffolding-based theory to assist students' scientific inquiry learning. To drive students to be self-directed, many courses have been developed based on KI framework. However, few efforts have been made to evaluate the outcome of students' learning under KI instruction. Moreover, finer-grained information has been pursued to better understand students' learning and how it progresses over time. In this article, a normative procedure of building and choosing cognitive diagnosis models (CDMs) and attribute hierarchies was formulated under KI theory. We examined the utility of CDMs for evaluating students' knowledge status in KI learning. The results of the data analysis confirmed an intuitive assumption of the hierarchical structure of KI components. Furthermore, analysis of pre- and posttests using a higher-order, hidden Markov model tracked students' skill acquisition while integrating knowledge. Results showed that students make significant progress after using the web-based inquiry science environment (WISE) platform. 相似文献
18.
Ya‐Chen Su 《Educational studies》2011,37(1):73-88
Learning about foreign language (FL) cultures is becoming an important objective in the FL curricula and national standards of different countries throughout the world. The purpose of the study was to examine the effects of the cultural portfolio project on: (1) students' concept development in their perceptions of the target language culture and their own; (2) students' evaluation of stereotypes towards English‐speaking cultures; and (3) students' self‐awareness and perception of EFL (English as a foreign language) and cultural learning process. Data were collected from students' cultural portfolio projects, classroom observation, and interviews. Results indicate that through the cultural portfolio project, students engaged in active learning, gained insight into specific aspects of the target language cultures and became more aware of the diversity within these cultures, and developed their ability to think critically instead of automatically accepting cultural information. 相似文献
19.
Oliver H. Hewitt 《The Journal of environmental education》2013,44(4):8-20
Abstract Educators have invested considerable effort in developing environmental education programs that address students' knowledge, attitudes, and action competence regarding environmental issues. The authors explore the effectiveness of such programs in terms of both student learning outcomes and the intergenerational influence that results when students discuss their learning experiences with their parents and other community members. Six environmental education programs involving 284 students in Queensland schools, from Grades 5-12, were investigated. Students and their parents were surveyed and interviewed regarding their perceptions about the program, the program's influence on their environmental learning, and the extent and nature of discussions that the program stimulated between students and their parents. The authors draw conclusions about key features that should be incorporated into environmental education programs to encourage and empower students to bring about environmental change in their homes and communities. 相似文献
20.
This paper reports the findings from a study of teachers and students' views regarding self‐worth in the primary school learning environment. The revised New Zealand curriculum recognises the importance of self‐worth in students' motivation and ability to learn. While the need to enhance self‐worth in the classroom has been well established in the literature, similarities and differences between teachers and students' understanding of the impact of various classroom interactions on self‐worth has not received the same attention. The purpose of the research reported on in this paper was to provide further insight for teachers, thereby enabling them to strengthen classroom relationships and their students' learning experiences in ways commensurate with enhancing students' feelings of self‐worth. 相似文献