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ABSTRACTThis qualitative study explored elementary teachers’ perceptions about the effective features of explicit-reflective nature of science (NOS) instruction. Our participants were four elementary teachers from a public charter school located in the Southwestern U.S.A. The four elementary teachers participated in an academic year-long professional development about NOS which consisted of NOS training and NOS teaching phases. After each phase of the professional development, we specifically asked our participants which features of the explicit-reflective NOS instruction they found effective in improving their NOS conceptions by presenting pre- and post-profiles of their NOS conceptions. We identified nine features perceived by the participants as effective components of explicit-reflective NOS instruction: (1) specific focus on NOS content, (2) participation in hands-on NOS activities, (3) introductory NOS readings, (4) multiple types/forms of reflection, (5) multiple exposure to NOS content, (6) structural consistency in the presentation of NOS content, (7) the evaluation of secondary NOS data from elementary students, (8) the analysis of national and state science standards in terms of NOS content, and (9) NOS teaching experience. 相似文献
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Continuing engineering education (CEE) is important to ensure engineers maintain proficiency over the life of their careers. However, relatively few studies have examined designing effective training for working engineers. Research has indicated that both learner instructional preferences and prior knowledge can impact the learning process, but it has not established if these factors are interrelated. The study reported here considered relationships of prior knowledge and three aspects of learning preferences of working engineers at a manufacturing company: learning strategy choices, verbal-visual cognitive styles, and multimedia preferences. Prior knowledge was not found to be significantly related to engineers’ learning preferences, indicating independence of effects of these variables on learning. The study also examined relationships of this finding to the Multimedia Cone of Abstraction and implications for its use as an instructional design tool for CEE. 相似文献
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P. M. Kruit R. J. Oostdam E. van den Berg J. A. Schuitema 《International Journal of Science Education》2018,40(4):421-441
In most primary science classes, students are taught science inquiry skills by way of learning by doing. Research shows that explicit instruction may be more effective. The aim of this study was to investigate the effects of explicit instruction on the acquisition of inquiry skills. Participants included 705 Dutch fifth and sixth graders. Students in an explicit instruction condition received an eight-week intervention of explicit instruction on inquiry skills. In the lessons of the implicit condition, all aspects of explicit instruction were absent. Students in the baseline condition followed their regular science curriculum. In a quasi-experimental pre-test–post-test design, two paper-and-pencil tests and three performance assessments were used to examine the acquisition and transfer of inquiry skills. Additionally, questionnaires were used to measure metacognitive skills. The results of a multilevel analysis controlling for pre-tests, general cognitive ability, age, gender and grade level indicated that explicit instruction facilitates the acquisition of science inquiry skills. Specifically on the performance assessment with an unfamiliar topic, students in the explicit condition outperformed students of both the implicit and baseline condition. Therefore, this study provides a strong argument for including an explicit teaching method for developing inquiry skills in primary science education. 相似文献
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Flipped classroom refers to an instructional approach in which students study educational videos at home and do homework assignments in class. The present study aims to compare flipped classroom with other forms of video-based instruction and determine which types of students benefit most from video-based instruction. Thirty-eight EFL school classes with 848 ninth-grade students took part in a quasi-experimental pre-post-test intervention study over four weeks. Two independent variables were completely crossed resulting in four experimental conditions: video (at home vs. in class) and instructional method (student-centred vs. teacher-centred). Multilevel analysis reveals that all four experimental conditions were equally effective in promoting students’ learning gains. At-risk, average and excellent students profited least from the learning conditions. The study constitutes a first step towards a comprehensive evaluation of flipped classroom by using a better-controlled research design and may contribute to a more objective discussion about the positive effects of flipped classroom. 相似文献
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Literacy instruction is a powerful determinant of children’s academic and school outcomes. Teachers’ training for literacy instruction is therefore critical for children’s reading learning. The present study examined the contents of 130 courses related to literacy instruction from a representative national sample of primary teachers’ undergraduate programs (N = 81), to address the following issues: which courses, related to literacy instruction, are included in the curriculum of undergraduate training programs? Which is the weight of the courses in undergraduate programs? What are the contents of the courses? The results show that most critical features of literacy instruction are included in the course contents of most programs (e.g. phonics, theory of literature). Still, some other critical features are underrepresented (reading/writing comprehension skills) or apparently missing (assessment and intervention in reading/writing problems). Moreover, the time allocated to literacy instruction seems to be scarce. Still, wide differences across university programs and courses were found. 相似文献
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The present study deals with a school‐based professional development trajectory for secondary science teachers, aiming at scaffolding teachers in open‐inquiry teaching for the topic of water quality. Its design was based on the leading principle of ‘guiding by scaffolding’. Seven experienced teachers participated in institutional meetings and teaching at school. The research focused on designing scaffolding tools, addressing these tools in the meetings, and implementing them in the classroom. The main research data were obtained from meetings, classroom discussions, and observations. The results indicated that the professional development trajectory has promoted teachers’ learning of scaffolding students in open inquiry, especially the ability to know when and how to give students a well‐balanced combination of ‘structure’ for open‐inquiry learning and sufficient ‘space’ for that. The implications for science teacher education are discussed. 相似文献
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Abstract This theoretical paper characterizes and explores emergent‐oriented curriculum practice through the experiences of an early childhood education (ECE) prospective teacher, in the context of the U.S., as she co‐constructs the meaning of emergent‐oriented curriculum with culturally diverse pre‐K (4–5‐year‐old) children during her field experience. The paper examines how the prospective teacher understood emergent learning, how she and the children created and shaped their curriculum, and what critical aspects pertain to emergent‐oriented curriculum work from the perspective of developmentally meaningful and culturally responsive practice. 相似文献
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Jonathan Ross & Robert Schulz 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(1):5-24
This exploratory study investigated the impact of learning styles on human-computer interaction. Seventy learners who were enrolled in a large urban post-secondary institution participated in the study. The Gregorc Style Delineator™ was used to obtain subjects' dominant learning style scores. Results indicated that patterns of learning indices did not differ significantly based on subjects' dominant learning style. Five of the six measures indicating human-computer interaction behavior were not significant at the p < 0.05 level. However, learning styles significantly affected learning outcomes, as indicated by a significant main effect, as well as an interaction effect between dominant learning style and achievement scores. It would appear that Abstract Random learners may be at-risk for doing poorly with certain forms of computer-aided instruction. Based on the review of literature and results found in this study, it was concluded that computer-aided instruction may not be the most appropriate method of learning for all students. 相似文献
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Philipp Krämer Stefan H. Nessler Kirsten Schlüter 《Research in Science & Technological Education》2013,31(3):325-343
Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage.Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective?Design &; method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective.Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning ‘Supporting pupils’ own investigations’ and ‘Guiding analysis and conclusions.’ The subjectively perceived problems comprise concerns about ‘Teachers’ abilities’ and ‘Pupils’ abilities,’ ‘Differentiated instruction’ and institutional frame ‘Conditions’ while the self-reflectively noticed problems mainly comprise concerns about ‘Allowing inquiry,’ ‘Instructional Aspects,’ and ‘Pupils’ behavior.’Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these three perspectives. 相似文献
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Minna Lakkala Hanni Muukkonen Kai Hakkarainen 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):281-300
There is wide agreement on the importance of scaffolding for student learning. Yet, models of individual and face‐to‐face scaffolding are not necessarily applicable to educational settings in which a group of learners is pursuing a process of inquiry mediated by technology. The scaffolding needed for such a process may be examined from three perspectives: the organization of activities, the affordances of tools, and process‐level guidance. The purpose of the present study was to assess three tutors’ contributions to university students’ computer‐mediated discourse organized as a question‐driven inquiry process. In all, 17 students participated in the discourse as part of their studies in a cognitive psychology course. Quantitative and qualitative analyses were conducted to investigate critical patterns and possible effects of the tutors’ process‐level scaffolding. During the process, the more experienced tutors acted as meta‐level commentators, whereas the less experienced tutor participated in the inquiry as a co‐inquirer who also produced inquiry questions. More elaborate scaffolding to foster students’ metacognitive awareness of the inquiry strategies was generally lacking in all three tutors’ data. Implications for pedagogical improvement in collaborative, computer‐supported educational settings are discussed. 相似文献
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NoamChomsky 《通化师范学院学报》2004,(1):41-45
Dummett(1986)atfnes that the“fundamental sense”inwhich we must understand the concept of language is thesense in which Dutch and German are different languages(he gives a different example,but the point is the same),cach of them a particular social practice“in which people 相似文献
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Mildred Preburg Berry 《Quarterly Journal of Speech》2013,99(4):523-529
Speech Communication: A Brief Textbook. By William Norwood Brigance. New York: F. S. Crofts, 1947; pp. 220. $1.75. Basic Training in Speech. By Lester Thonssen and Howard Gilkinson. Boston: D. C. Heath and Company, 1947; pp. viii+551. $3.25. Basic Principles of Speech. Revised Edition. By Lew Sarett and William Trufant Foster. Boston: Houghton Mifflin Co., 1946; pp. 592. $3.25. Notebook for Public Speaking: A College Course in Basic Principles. By Ray Ehrensberger and Elaine Pagel. New York: Prentice‐Hall, Inc., 1946; pp. x + 166. Four Who Spoke Out. By Robert T. Oliver. Syracuse: Syracuse University Press, 1946; pp. x+196. $2.50. Mass Persuasion: The Psychology of a War Bond Drive. By Robert E. Merton, assisted by Marjorie Fiske and Alberta Curtis. New York: Harper and Brothers, 1946; pp. 210. $2.50. Handbook for Discussion Leaders. By J. Jeffery Auer and Henry Lee Ewbank. New York: Harper and Brothers, 1947; pp. 118. $1.75. The Church Across the Street. By Reginald D. Manwell and Sophia Lyon Fahs. Boston: The Beacon Press, 1946; pp. 272. $2.50. A Guide for Teachers Using The Church Across The Street. By Sophia Lyon Fahs and Reginald D. Manwell. Boston: The Beacon Press, 1946; pp. 21. 50c. Oral Reading. By Lionel Crocker and Louis M. Eich. New York: Prentice‐Hall, 1947; pp. 507. $4.25. Are You Telling Them? By Bess Sondel. New York: Prentice‐Hall, 1947; pp. 292. $2.95. Speech for the Classroom Teacher. Revised Edition. By Dorothy I. Mulgrave. New York: Prentice‐Hall, 1946; pp. 423. $3.75. American Speech. Revised edition. By Wilhelmina Hedde and W. Norwood Brigance. New York: J. B. Lippincott Company, 1946; pp. xi + 596. $1.96. Manual of American Dialects: for Radio, Stage, Screen and Television. By Lewis Helmar Herman and Marguerite Shalett Herman. Chicago: Ziff‐Davis Publishing Company, 1947; pp. xvii + 326. $6.00. Visible Speech. By Ralph K. Potter, George A. Kopp, and Harriet C. Green. New York: T. Van Nostrand Company, 1947; pp. 441. $4.75. Speech Correction: Principles and Methods. Revised edition. By C. Van Riper. New York: Prentice‐Hall, 1947; pp. 470. $4.00. Training the Singing Voice. By Victor Alexander Fields. New York: King's Crown Press, 1947; pp. x + 337. $4.00. Your Voice and Your Speech: Self‐Training for Better Speaking. By Beatrice Desfousses. New York: Cattell and Company, Inc., 1946; pp. xiii + 224. $3.50. Sleeping Beauty. By Agnes Curran Hamm. Milwaukee: The Tower Press, 1946; pp. 12. 50 cents. Man Against Myth. By Barrows Dunham. Boston: Little, Brown, 1947; pp. 316. How To Create Sound Effects for Home Recordings. By Ed Ludes and Hallock B. Hoffman. California: The Castle Press, 1946; pp. 90. $1.50. Remembrance of Amherst. An Undergraduate's Diary 1846–1847 (William Gardiner Hammond). Edited by George F. Whicher. New York: Columbia University Press, 1946; pp. 307. $3.00. 相似文献
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Annie Duguay Dorry Kenyon Erin Haynes Diane August Tiffany Yanosky 《Reading and writing》2016,29(2):321-347
This article describes the development of an instrument to measure teachers’ knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include vocabulary acquisition. While a few studies have measured teacher knowledge of reading, there are no known instruments for measuring teachers’ knowledge of vocabulary development and instruction. However, vocabulary is a crucial determinant of reading comprehension and content area knowledge, particularly for English learners (Graves, August, & Mancilla-Martinez, 2013). Statements about vocabulary development and instruction were gathered from foundational texts, reviewed by subject matter experts, and researched in cognitive labs for possible inclusion as items in the TKVS. The survey’s 52 statements comprise 6 categories, including one section on vocabulary development, four sections on instruction, and one section on instruction specifically for English learners. Ratings of item difficulty by subject matter experts were then used to distinguish three levels of teacher knowledge of vocabulary: emergent, intermediate, and expert. Fifty teachers completed the TKVS, and their performance was found to correlate with the experts’ predicted difficulties of the items. Initial analyses provide evidence for the content and construct validity of the TKVS as a measure of teacher knowledge of vocabulary development and effective instruction. The discussion considers implications for the use of the instrument, including as a needs assessment or guide for professional development for both preservice and inservice teachers. 相似文献
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《Teaching and Teacher Education》2001,17(2):213-226
Beliefs and practices related to mathematics were assessed for 21 fourth- through sixth-grade teachers. At the beginning and the end of the school year teachers’ beliefs about (1) the nature of mathematics (i.e., procedures to solve problems versus a tool for thought), (2) mathematics learning (i.e., focusing on getting correct solutions versus understanding mathematical concepts), (3) who should control students’ mathematical activity, (4) the nature of mathematical ability (i.e., fixed versus malleable), and (5) the value of extrinsic rewards for getting students to engage in mathematics activities were assessed. (6) Teachers self-confidence and enjoyment of mathematics and mathematics teaching were also assessed. Analyses were conducted to assess the coherence among these beliefs and associations between teachers’ beliefs and their observed classroom practices and self-reported evaluation criteria. Findings showed substantial coherence among teachers’ beliefs and consistent associations between their beliefs and their practices. Teachers’ self-confidence as mathematics teachers was also significantly associated with their students’ self-confidence as mathematical learners. 相似文献
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KHATTRI Sanjay Kumar 《浙江大学学报(A卷英文版)》2006,7(12):2018-2021
INTRODUCTION Adaptive grids are desired for solving partial differential equations (PDEs) (Khattri, 2006a; 2007). There are various techniques for generating adaptive quadrilateral meshes. For example, solution of cou- pled elliptic system (Khattri, 2006d; Thompson et al., 1998), minimization of a functional or variational approach (Cao et al., 1999; 2003; Huang, 2001), etc. In this article, we present a simple and effective technique for generating adaptive quadrilateral meshes. Sever… 相似文献
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M. Lynn Breyfogle 《Teachers and Teaching》2013,19(2):151-167
A secondary school mathematics teacher and mathematics education researcher engaged in a collaborative professional development experience that focused the teacher’s reflection on videotapes of his instruction. The purpose was to document and explore the teacher’s experiences with respect to his reflections and classroom practice while trying to create inquiry‐based mathematical discourse. Data included videotaped classroom observations, audiotaped interviews, and audiotaped focused reflection sessions. Analysis of the data revealed that over the course of the semester‐long collaboration the teacher exhibited, at various times, four different reflective states (‘explain but not question’, ‘question but not explain’, ‘question and explore’, and ‘exploring’). The identification of these reflective states suggests a more complex relationship between reflection and changing teachers’ practice than previously thought. The results of this article suggest that the interaction of teachers’ reflective activities and reflective states contribute to various kinds of teacher change in the classroom. 相似文献