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1.
Six beginning primary school teachers pioneering the Interactive Teaching approach to science were studied in their first
year of teaching. Interviews with the beginning teachers revcaled that they faced several obstacles to the implementation
of the interactive teaching of science. These included lack of collegial support, lack of feedback on their teaching, difficulty
assessing the learning of their pupils, and the differences between the culture of learning of the alternative science pedagogy
and that of their pupils. By the end of the year, teachers had reconstructed the alternative science pedagogy in ways that
reduced these difficulties. The interviews also provided evidence that ongoing support by teachers and teacher-educators versed
in the alternative pedagogy can make beginning teacher's implementation of the Interactive Teaching of science less difficult.
Specializations: physics education, beginning teachers.
Specializations: misconceptions, assessment. 相似文献
2.
The aim of our study was to analyze a didactical sequence for the teaching of addition and subtraction procedures and algorithms.
In the conception of that sequence, we have taken into account diagnostic and repair models for procedural bugs in addition
and subtraction algorithms, as well as learning and teaching methods for multi digit additions and subtractions. The didactical
sequence included situations involving many of the characteristics associated with procedural bugs; however, when the children
encountered those situations they had many conceptual tools to detect their mistakes and correct them, giving that way a meaning
to the actions made in addition and subtraction procedures and algorithms. Our teaching activities were submitted to second
grade school children (7–8 years old). The didactical interactions and the procedures used by children in problem solving
activities were analyzed in order to get a better understanding of the interaction between numbers, numeration and operations
knowledge which are involved in the construction of addition and subtraction procedures and algorithms and to relate children's
knowledge acquisition to the didactical situations.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
如何通过科学教学促进学生对科学本质的理解是当前科学教育界关注的热点．寓HPS于科学教育中是一种有效的途径。本文在明晰西方HPS与科学教学关注的内容及转向的基础上,回顾与分析了我国HPS与科学教学的现状,指出我国HPS与科学教学存在的不足与缺失——对HPS的涵义理解不够准确、在内容上缺乏广度与深度。 相似文献
4.
If issues in the history and philosophy of science and those related to science, technology and society are generally accepted in policy, how ought these be handled in practice? Mandate in policy does not guarantee implementation in practice. Indeed, HPS and STS have for decades been marginalized in the curriculum. Subject areas designated to teach components of HPS and STS, such as design and technology, social studies and science, seem preoccupied with other aspects of the curriculum and rarely get around to HPS and STS. This study aimed at eliciting pre-service physics teachers’ perspectives on using HPS to address quantum mechanics and scientific literacy. Through questionnaires, observation of and participation in a physics methods class, 16 pre-service teachers were asked to identify topics they considered problematic to teach or learn. They were challenged to identify those topics that could effectively be taught or learned from HPS. The pre-service teachers agreed that HPS and STS were more appealing for teaching some topics, such as quantum mechanics, which is the focus of this article. This intervention in physics teacher education demonstrates the importance of using specific methods in physics instruction to demonstrate the value of HPS in scientific literacy. 相似文献
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HPS(History,Philosophy and Sociology of Science)教学模式是将科学史、科学哲学与科学社会学融合在教学过程中的一种新的教学模式。本文介绍了将HPS系统地运用于高中化学教学中的实验设计方案。 相似文献
6.
学习与教学:一种基于脑的解读 总被引：9，自引：0，他引：9
脑科学研究的飞速发展正不断地为学习科学的研究注入活力。基于脑的学习的产生、原则及其内涵,教学视角下的基于脑的教学策略以及实施状况,这些都是国际教育研究领域正在探讨的前沿热点问题。基于脑的学习与教学研究对于我国的教育理论与实践有着启示意义。 相似文献
7.
Andreja Istenic Starcic Mara Cotic Matej Zajc 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):729-744
This design‐based research study was conducted to identify what importance of a tangible user interface (TUI) can add to teaching and learning. Over a 2‐year period, teachers (n = 39) and students (n = 145) participated in the study. The identified problem for investigation was how students, including those with low fine motor skills and those with learning difficulties, develop geometry concepts combining cognitive and physical activity. A didactical application was designed during the first iteration and implemented in inclusive classrooms during the second and third iterations. Qualitative research methods were applied. A relationship between diverse students’ needs and geometry concept learning in relation to computer‐supported learning by TUI was discovered. Two dimensions were identified: (1) TUIs support concept development, with physical and virtual representations based on dynamic geometry assisted by TUI; (2) TUI manipulative properties support students who have low motor skills and difficulties in their geometry learning as well as in their inclusion in classroom activities. The study outcomes contributed to the design process of the TUI didactical application and its implementation in inclusive classrooms, and to the body of knowledge in teaching and learning geometry concepts applied for computer‐assisted learning environments supported by TUI. 相似文献
8.
This study examines the views of a representative sample of experts in physics, physics education and history and philosophy of science (HPS) on the incorporation of HPS based materials in physics instruction. The obtained spectrum of views addresses three areas: the rationale to include HPS, the most appropriate ways of doing so, and anticipated difficulties in such a new educational approach. The elicited views, interpreted and categorized, reflect the attitude of the community of science educators in Israeli colleges and universities with regard to the subject. The constructed profiles indicate low awareness of the recent changes in the understanding of learning and the role of HPS in the light of these changes. Such knowledge can guide the activities of those who devote their efforts to constructing and implementing learning materials utilizing HPS contents in science education. 相似文献
9.
This paper presents a rationale for utilizing HPS to teach physics and the NoS developed in the course of a project funded by the European Union. A core feature of this approach is formed by the development of historical case studies for the use in lessons. Furthermore, the learners?? perspectives are explicitly taken into account. Teaching methods comprise student-centered activities as creative writing for understanding science and scientists and role-play activities. Emphasis is laid on experimental work which is performed with the help of true-to-the-original replications of historical apparatus, especially built for this purpose. A new characteristic for NoS learning is introduced, namely the reflection corner giving the opportunity to explicitly discussing the relationship between history, knowledge acquisition, and the application of scientific findings. In order to make use of the special skills, creative potentials and experiences of teachers a symbiotic strategy for the development and evaluation process of the teaching material was adopted where a close and long-standing cooperation between science teachers and science educators could be established. On this basis the German partners were able to complete numerous case studies from the fields of mechanics, electricity, magnetism and heat. 相似文献
10.
Maria Kallery Dimitris Psillos Vassilis Tselfes 《International Journal of Science Education》2013,35(9):1187-1204
This paper presents an epistemological analysis of typical didactical activities noted in early‐years science lessons, which was carried out in an attempt to diagnose the extent to which the teaching practices adopted by early‐years educators are successful in supporting young children’s understanding in science. The analysis of didactical activities used a framework that allowed us to discover whether they promoted desired connections between theoretical ideas, evidence and the material world. Theoretical ideas, evidence and the material world are entities internal to scientific inquiry and, in educational contexts, connections between them are considered essential in assisting the development of young children’s scientific thinking. The results indicated that in the early‐years science classroom scientific activity was mainly confined to the representational level. Intervention practices into the material world were limited, and were based on collected evidence. No interventions based on ideas were identified in the science lessons. Missing links between evidence and theory and between ideas and the material world suggest that the didactical activities analysed did not promote scientific understanding. 相似文献
11.
Various studies have promoted instruction in the history and philosophy of science (HPS) in science classes, but the best way of putting this perspective into practice remains undetermined. To contribute to this issue, we developed a pedagogical project in some high schools in Brazil that aimed to present science content using an historical–philosophical approach focusing on the HPS from a social perspective. The content was developed broadly, highlighting the dialogues between science and the cultures in which scientific knowledge was accumulated. The results of the first stage of project implementation show that some strategies efficiently encouraged student discussion about science using an historical–philosophical approach. One successful strategy was the use of artistic material, such as movies and plays. The creative language and images in these elements allowed teachers to broaden historical–philosophical discussions without compromising science content. This project shows that a social approach to the HPS stimulates interdisciplinary discussions in science classes, enabling students to reflect on the nature of science. 相似文献
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李绍哲 《洛阳师范学院学报》2004,23(1):120-122
多媒体教学是现代教育发展的方向。开发多媒体课件必须根据课件的应用范围和应用方式以相关的教学理论与学习理论为指导。赞可夫的“新教学论体系”、布鲁纳的“学科结构论”、根舍因的“范例教学论”以及行为主义学派、认知主义学派和建构主义学派都对多媒体教学的开发具有重要指导作用。 相似文献
13.
Integrating mobile phones into teaching and learning: A case study of teacher training through professional development workshops 
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下载免费PDF全文 Sakunthala Y. Ekanayake Jocelyn Wishart 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):173-189
This paper presents the development and implementation of a professional development workshop series on integrating mobile phones into science teaching for a group of teachers in Sri Lanka. The series comprised a 3‐day Planning Workshop followed by implementation of the planned lessons in real classrooms and a subsequent 1‐day Reviewing Workshop. During the Planning Workshop, teachers were provided with a hands‐on‐session on the use of mobile phones in science teaching followed by collaborative lesson planning activities. The methodological approach taken to evaluating the initiative was qualitative, and data were collected using observations and fieldnotes. The data were analysed using thematic analysis techniques with the support of NVivo8 (QSR International Pty Ltd., Victoria, Australia) qualitative data analysis software. It was found that as professional development for teachers was provided separately as Planning and Reviewing Workshops, these workshops supported the teachers in recognising the educational potential of mobile phones, in learning how to use them in science teaching and learning, in changing their attitudes towards the use of mobile phones in teaching and in sharing knowledge and skills relating to mobile phone applications in science teaching and learning. 相似文献
14.
This paper draws attention to basic philosophical perspectives which are of theoretical and methodological interest for science education, general education and curriculum research. It focuses on potential contributions philosophy class can offer if philosophy education opens up for science and for a collaboration of teachers in the context of post-compulsory education. A central educational goal is to connect basic philosophical skills with any curricular intellectual practice. This implies the possibility of crossing disciplinary boundaries. Hence, the present paper questions the disciplinary rigidity of education and aims at bridging the artificial gap between teaching philosophy and teaching science in order to enrich the individual school subjects involved. Towards this end, this article sketches out a conceptual framework for the issue of interdisciplinarity with regard to philosophy and science in upper secondary school. This framework takes into account aspects of the nature of science (NOS), history and philosophy of science (HPS) and the critical thinking approach which have significant implications for teaching. It aims to facilitate a basic understanding of the significant positive impact philosophy could have on improving scientific literacy as well as decision-making in general. I set forth methods of cross-curricular teaching which can promote innovation in education as interdisciplinarity already does in research since there is growing appreciation of collaboration and partnership between philosophy and science.
相似文献15.
Ejnar Hobolth 《欧洲师范教育杂志》1996,19(2):167-180
Teacher education in Denmark lasts 4 years of which 2.8 years are allocated to a common education while 1.2 years are used for specialization in two subjects, preparing for teaching the two subjects in lower secondary school. Traditionally, the science specialization parts of the education have been heavily influenced by science centered curriculum thinking, but in August 1994 we started a cooperation aimed at improving the physics/chemistry specialization by taking into account recent research in science education. The project was inspired by constructivist thinking emphasizing metacognition, but another major consideration was integration of pedagogical thinking and physics/chemistry thinking. We describe the relevant parts of the Danish educational system as well as our initial considerations and goals and their implementation in the actual teacher education during the first year of the project, i.e. half way through. In connection with the project we developed a ‘teaching/learning cycle’ which is described in detail. 相似文献
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Elaine Silva Mangiante 《Research in Science Education》2018,48(1):207-232
The intent of national efforts to frame science education standards is to promote students’ development of scientific practices and conceptual understanding for their future role as scientifically literate citizens (NRC 2012). A guiding principle of science education reform is that all students receive equitable opportunities to engage in rigorous science learning. Yet, implementation of science education reform depends on teachers’ instructional decisions. In urban schools serving students primarily from poor, diverse communities, teachers typically face obstacles in providing reform-based science due to limited resources and accountability pressures, as well as a culture of teacher-directed pedagogy, and deficit views of students. The purpose of this qualitative research was to study two white, fourth grade teachers from high-poverty urban schools, who were identified as transforming their science teaching and to investigate how their beliefs, knowledge bases, and resources shaped their planning for reform-based science. Using the Shavelson and Stern’s decision model for teacher planning to analyze evidence gathered from interviews, documents, planning meetings, and lesson observations, the findings indicated their planning for scientific practices was influenced by the type and extent of professional development each received, each teacher’s beliefs about their students and their background, and the mission and learning environment each teacher envisioned for the reform to serve their students. The results provided specific insights into factors that impacted their planning in high-poverty urban schools and indicated considerations for those in similar contexts to promote teachers’ planning for equitable science learning opportunities by all students. 相似文献
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目前,由于缺乏系统适用的教科书和严谨可靠的评价体系,使我国中度智力残疾儿童的特殊教育面临极大的困难.我们试图通过文献资料的分析和实际的教学实验研究,尝试编写出适合于弱智学校和普通学校特教班使用的中度智力残疾学生"实用语算"系统教材.并在此基础上,研究开发配套使用的教具和学具,编制适宜的教学评价体系.经过前期的研究,我们已形成一些理论上的认识和基本原则,努力处理好以下几个方面的关系.1,在教学目的上,处理好人格培养、能力发展和知识学习的关系;2,在教学内容上,处理好个体心理发展内在逻辑与知识体系内在逻辑的关系;3,在教学方法上,处理好教与学的关系;4,在教学形式上,处理好班级授课与个别教学的关系;5,在教学评价上,处理好评价与目的的关系;6,在教材选编上,突出地方特色与统一文化背景的关系. 相似文献