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1.
This study investigated students’ perceptions of the generalist learning environment of the primary school compared to their
perceptions of the specialist science learning environment of secondary school. The role of student gender and change in school
size as influencing factors on changes in students’ perceptions across primary to secondary transition were especially considered.
The same students’ perceptions of the learning environment were collected in the final stages of primary school and again
after their initial term in secondary school. Insights were gained into how students’ perceptions of learning environment
changed during their first exposure to specialised science learning environments and teachers, and how these changes in perceptions
during transition depended upon school size and student gender. Both school size and student gender were found to be influencing
factors for changes in some learning environment dimension perceptions. 相似文献
2.
Julie-Ann Jordan Margaret McRorie Cathy Ewing 《Emotional and Behavioural Difficulties》2013,18(1):37-47
The relationship between components of emotional intelligence (EI) (interpersonal ability, intrapersonal ability, adaptability and stress management) and academic performance in English, maths and science was examined in a sample of 86 children (49 males and 37 females) aged 11–12 years during the primary–secondary school transition period. Results indicated that for both males and females, intrapersonal ability had little relationship with academic achievement, while adaptability had the strongest relationship with achievement in all subjects. Gender differences were particularly pronounced for science, for which stronger relationships were observed with all EI components for males. In addition, apparent only for males was a negative relationship between stress management and science. These findings offer support for the current inclusion of a personal and emotional element in the primary school curriculum, and indicate that such training is likely to help males more than females to make a successful transition from primary to secondary school. 相似文献
3.
The first part of this study was carried out in a primary school in a rural part of Wales in the United Kingdom. All classrooms
were equipped with interactive whiteboards (IWBs) linked to a teacher’s computer and six PCs for pupil use. Teaching through
ICT was the prevalent culture in the school. Thirty year six pupils [aged 10–11 years] were selected at random from the final
year cohort and were interviewed to determine their views about school science and their views about the teaching methods
employed. The pupils moved to a medium sized secondary school where the teachers were beginning to develop their ICT skills
and the availability of the computers was limited. The group was re-interviewed after 3 months, once they had settled in to
their new school, and were again asked their views about school science and the way it was taught. While in the primary school,
pupils expected to use ICT in every lesson, they enjoyed the way information was presented and they were interested in finding
things out for themselves when given the opportunity. The lack of ICT in the secondary school caused some frustration, but
this was mostly with the teaching of ICT, and the group remained predominantly enthusiastic about science. Those who were
less keen on science indicated that it was a teacher factor rather than anything to do with the resources being used. In general
the pupils particularly enjoyed the practical aspects of science lessons, something that they had not experienced in the primary
school, which compensated for the relative lack of ICT in science teaching. 相似文献
4.
This paper describes research into teachers' perceptions of technology education carried out as part of the Learning in Technology
Education Project. Thirty primary and secondary school teachers were interviewed. Secondary teachers interpreted technology
education in terms of their subject subcultures as did some primary teachers. The primary teachers were also influenced by
current initiatives, outside school interests and teaching programs.
Specializations: investigations in science, science and technology education.
Specializations: learning theories, history and philosophy of science, chemical education. 相似文献
5.
大学本科小学教育专业建设问题 总被引：3，自引：0，他引：3
蔡其勇 《重庆第二师范学院学报》2006,19(2):113-117,142
大学本科小学教育专业应定性在教育,定向在小学,定格在本科,对小学教育专业学生进行综合培养,促进学生全面发展。要合理构建小学教育专业课程体系,使学生在教育理论、学科专业知识、教育科研方法、教学实践能力等方面明显高于中师和小教大专;处理好文化基础与专业基础、教育理论与学科知识、科学与人文的关系。在提高小学教师学历层次、学术水平、科研能力、教学能力和管理能力的同时,促进教师专业化发展。 相似文献
6.
Gro Marte Strand 《Educational research; a review for teachers and all concerned with progress in education》2020,62(2):129-145
ABSTRACTBackground: The primary-secondary transition is recognised as a challenging time for students, and poor transition processes can negatively affect the students’ development. School professionals play an important role in enhancing the students’ transition experience, but international literature calls for more research concerning their perspective on this transition.Purpose: The aim of this study was to investigate what lower secondary school leaders and teachers in Norway emphasise when supporting the primary to lower secondary school transition.Methods: A qualitative single case study approach was used. The participants were ten form teachers, their team leader and the principal (n = 12) within one lower secondary school. These were the individuals overseeing the transition process on behalf of a cohort of students who transferred to their school in August 2017. Data were collected through observations and focus group interviews. The data were transcribed and analysed qualitatively, inspired by the constant comparative method of analysis.Findings and conclusion: Framed by their own experiences, the leaders and teachers emphasised ensuring predictability, establishing a safe psychosocial learning environment, giving the students time to learn to be lower secondary school students, and collaboration at the school level and with the families. These efforts are largely in line with what the research recommends. The findings indicate, however, that the teachers need more support during this process. The article concludes that a closer dialogical interaction with colleagues at the primary and secondary levels, parents and students could support the leaders and teachers to promote an even better transition. 相似文献
7.
The transition from primary school to secondary school has long been recognised as one of the most challenging times in a young adolescent students’ education, particularly in regard to their academic achievement. Research evidence from the last 30 years has identified a consistent pattern in students’ academic achievement across transition, suggesting that student achievement stalls or even declines in the first year of secondary school. The focus of this research was to identify teachers’ perceptions of the best practices to prepare students for a successful transition to secondary school. The findings were based on 12 one-on-one interviews with primary (Year 6) and secondary (Year 7) teachers. Teachers’ responses were analysed qualitatively through a process of thematic analysis. Findings from the research identified three key methods which primary and secondary school teachers believed were essential for facilitating successful transition experiences for students: curriculum continuity and awareness, communication between primary and secondary schools, and adequate teacher support. 相似文献
8.
从社会网络理论的网络结构和社会资本视角出发,提出构建中小学海洋科普共同体,由具有海洋科普共同愿景的海洋科研人员、涉海专业教师、海洋科普志愿者、中小学教师及政府机构人员等群体构成,通过开设海洋课程、海洋展览、海洋研学等交流形式,有计划、有步骤地为中小学生传播海洋知识,既缓解了海洋科普教师短缺的问题,又实现了提高青少年海洋素养的目的。最后,通过问卷调查与访谈等方法验证了中小学海洋科普共同体模型的科学性与可行性,中小学海洋科普成员中原有强联结的网络关系可以因结构洞的存在而重新建立新的共同体,网络成员社会资本的转换也因为中心节点而更加顺畅。 相似文献
9.
Shin-Feng Chen Jing-Ru Wang Sheau-Wen Lin Huey-Lien Kao 《International Journal of Science Education》2013,35(14):2089-2106
This study aimed to examine whether the relationships among family resources, school climate, learning participation, science attitude, and science achievement are different between primary school students and junior high school students within one educational system. The subjects included 4,181 Grade 4 students and 5,074 Grade 8 students who participated in TIMSS 2003 in Taiwan. Using structural equation modeling, the results showed that family resources had significant positive effects for both groups of learners. Furthermore, a context effect for the structural relationship between school climate, learning participation, and science achievement was revealed. In the primary school context, Grade 4 students who perceived positive school climate participated in school activities more actively, and had better science performance. However, in the secondary school context, learning participation had a negative impact and led to lower science achievement. The implications about this result in relation to the characteristics of the two educational contexts in Taiwan were further discussed. 相似文献
10.
Following the introduction of a National Curriculum for Science, all secondary science teachers in England need to be prepared to teach all aspects of a broad and balanced science curriculum. This is the second paper in which we explore science student teachers’ subject knowledge development during a one‐year postgraduate teacher preparation course. In this qualitative study we explore the role of university tutors and school‐based subject mentors in science student teachers’ subject knowledge development as perceived by student teachers, school‐based subject mentors and university tutors. The findings reveal that student teachers are reluctant to use university tutors and school mentors for subject knowledge development because they are aware of their assessment roles. The role of the university tutor in subject knowledge development is perceived as one of facilitation and of developing student teachers’ sense of professionalism. School mentors perceive that they do provide support for subject knowledge development and they are largely unaware of any potential conflict arising from their assessment role. The findings of the study are discussed in terms of the nature of student teachers’ professional learning in communities of practice. The implications for mentor training programmes are considered. 相似文献
11.
12.
This longitudinal study was in the main concerned with the relationship between developmental maturity (in the physiological sense) and attitude to school science, among a group of secondry school children. The sample consisted of 269 boys and girls in a midland secondary school. They were administered a non‐verbal intelligence test, a Piagetian conceptual development test, and an attitude to school science scale, in the first and second years. In the fifth year they were again administered the attitude to school science scale. On the basis of the onset of menstruation, the girls were divided into early, normal and late developers.
The results showed that between the second and fifth years, attitudes to school science became more negative‐‐this applied to both boys and girls, but it was more marked in the case of the girls. It was also found that in the first and second years of the study, early maturing girls showed significantly more negative attitudes to school science, but that by the fifth year, early and late maturing girls were showing equally negative attitudes to this subject. Although the normal developers shared in the general decline in attitudes between the second and fifth years, their reactions to school science were less unfavourable throughout. The implications of these findings are discussed at length within the framework of current reserch and theory in this area. 相似文献
13.
Data on responses to the National Curriculum were gathered from personal interviews with a sample of 50 primary school head teachers, 304 primary class teachers and 223 secondary heads of department. In the primary schools concern centred around an anticipated increase in the level of assessment and record‐keeping and curriculum documentation. Increased levels of science and technology in the curriculum were also anticipated and these were the areas in which primary teachers felt in greatest need of support. In secondary schools changes were anticipated in individual subject curricula, especially in the fields of science and modem languages. The results suggest that there is great concentration in schools on a few specific areas of concern and that this may be at the expense of wider issues involved in the National Curriculum. 相似文献
14.
Following the 2007 presidential election, the Government of Kenya abolished secondary school fees in 2008. In the context of this significant change in policy, this study examines the effect of fees on transition to secondary schooling by following 109 primary school leavers in rural Kenya after the fee abolition, starting in 2007. The study draws on survey data with multiple interviews and finds that the abolition of school fees had limited effects on children from low-income families. The study concludes that although there is a high demand for secondary education in general, whether primary school leavers from low-income families actually enrol in fee-free secondary education depends largely on other direct costs and opportunity costs and their perceived economic returns from such education. 相似文献
15.
Hui-Ju Huang 《International Journal of Science and Mathematics Education》2006,4(3):391-415
The study explores students' use of language in the process of making sense of genetics concepts. It aims to analyze primary
and secondary discourses, and examine the relationship between social practices and discourses. Sixth-grade students were
interviewed before and during four weeks instruction on genetics. General trends were detected regarding border crossing between
discourse communities and the difficulties and ease of moving among informal experience, social practices, primary discourse
of family, friends and community, and secondary discourse of science and school instruction. Two comprehensive case summaries
– Debbie and Sam – are presented in the paper. Debbie took what she experienced in her social life as criteria to discuss
how people resembled one another. However, the language practiced in the classroom was different from Debbie's familiar language.
Debbie thus experienced a conflict between primary and secondary discourses. Sam's school education and home environment provided
an aligned social context with rich scientific ties that nurtured his use of secondary discourse practices in thinking and
learning science. We recommend that science instruction needs to build a learning community where students' discourses will
be recognized and border crossings between discourses facilitated in the process of learning science.
An erratum to this article can be found at 相似文献
16.
Lorraine McCormack Odilla E. Finlayson Thomas J.J. McCloughlin 《International Journal of Science Education》2013,35(17):2892-2917
In the Irish education system, there is little continuity between the primary and secondary education systems. The transfer between these systems is particularly problematic in the area of science. In order to alleviate some of these problems, as well as to enhance the cognitive development of students, the Cognitive Acceleration through Science Education programme was adapted for use and implemented across the primary–secondary school transition in Ireland. The programme was delivered in a variety of ways across the two levels, including the teacher and researcher teaching the programmes individually and team-teaching arrangements. The results on cognitive development measures showed that the students who were taught the programme in primary and secondary school made significant gains, when compared to the non-intervention group. There were also gains evident for students who only received one part of the programme (i.e. in either primary or secondary school). The greater gains, in terms of effect size, were evident at secondary school. The rationale, methodology and results are detailed in this paper. 相似文献
17.
This study explores girls’ aspirations for their future. The context was an ex-coalmining area where concerns had been raised by the local authority about the levels of girls’ achievement. The focus of the research was the views of Year 6 girls as they prepared for their transition to secondary school and Year 11 girls as they prepared for their transition to post-compulsory school life. Perspectives of their staff were also sought, focusing on the impact of school and its community on girls’ aspirations. Findings indicated that while the aspirations of the primary school girls were similar, those of the secondary girls differed significantly. Staff viewed this as reflective of the local context and school ethos. These responses offer a basis on which schools could build strategies to increase aspirations and provide support towards their achievement. 相似文献
18.
Knowing the subject matter of a secondary‐school science subject 总被引：1，自引：1，他引：0
Zongyi Deng 《课程研究杂志》2013,45(5):503-535
This paper examines the fundamental yet largely neglected distinction between school subjects and academic disciplines in the discourse on teachers’ specialized subject‐matter knowledge. It analyses and critiques the curricular positions embedded in that discourse in the light of five possible relationships between school subjects and academic disciplines. Invoking Dewey’s logical‐psychological distinction and research findings, the paper argues that the subject matter of a secondary‐school science subject instead of the subject matter of its parent academic discipline lies at the heart of secondary‐school science teachers’ specialized subject‐matter knowledge. Knowing such subject matter entails knowing five intersecting dimensions: the logical, the psychological, the pedagogical, the epistemological, and the sociocultural. Implications are drawn concerning theorizing about what secondary‐school science teachers need to know about the subject matter they are expected to teach, subject‐matter preparation for teaching, and the development of secondary‐school science curriculum materials. 相似文献
19.
20.
Preparing to transition to secondary education: perceptions of Dutch pupils with migrant backgrounds
Rosa G. Rodrigues Ton Notten Sabine E. Severiens 《Educational research; a review for teachers and all concerned with progress in education》2018,60(2):222-240
Background: The transition from primary school to secondary school is a crucial period of time for children and this may be especially the case for pupils with migrant backgrounds. While there has been considerable research on the transition from primary to secondary school, more needs to be known specifically about the experiences of this group of pupils during their final year of primary school, as they prepare for their transition to secondary school. Purpose: The study investigated how Dutch children with migrant backgrounds in their final year of primary school perceive the preparatory process for the transition to secondary school. In particular, we were interested in who the children felt were the important ‘actors’ (e.g. pupils, parents, teachers and others) in the preparatory process. Sample: We collected data from 76 primary school pupils from three schools in an urban city in the Netherlands. The sample included pupils who, according to the Dutch system, were preparing to follow an academic pathway (i.e. the tracks known in this system as ‘HAVO’ or ‘VWO’) and those who were preparing to follow a vocational pathway (i.e. the track known as ‘VMBO’) in secondary education. Design and methods: We used photo elicitation (N = 76) and also conducted semi-structured interviews with a subsample of the pupils (N = 25) to examine the roles of the important actors in the preparatory process. Data were analysed qualitatively; responses were coded and underwent pattern analysis in order to identify and describe repeating structures in the data. Data were grouped according to whether the pupils received school recommendations for an academic track or a vocational track. Results: Findings suggested that the pupils perceived the most important actors to be the pupil, the classroom teacher and the parents. Both teachers and parents were considered valuable resources for pupils in the preparatory process. Patterns representing the participants’ perceptions of the roles of three actors – namely, (1) the child, (2) the classroom teacher and (3) the parents, were identified. Six patterns were identified with respect to the child, four with respect to the classroom teacher and two with respect to the parents. For some patterns, it was apparent that the responses of children in the vocational group and the academic group had different emphases. Conclusions: The study highlights the importance for teachers and parents of children in their final year of primary school to be aware of the pupils’ perceptions of and feelings about their preparation for secondary school, so as to be in the best position to support them collaboratively. 相似文献