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1.
This article explores pupil attitudes towards history as a school subject in England, with a view to developing a better understanding of the factors which influence disaffection or engagement with the subject. The study attempts to identify what pupils like and dislike about how they are taught and what they are taught in history lessons. The study was carried out in 12 secondary schools with pupils aged 11–14. Questionnaires were returned from 1740 pupils and 160 of these were involved in focus group interviews. The findings show that how pupils are taught appears to matter more than what they are taught and identifies teaching approaches that pupils considered to be particularly effective, and teaching approaches that appear to contribute to pupil disaffection and disengagement from the subject. The study also provides insights into the extent to which pupils find history enjoyable compared to other school subjects. Although the study is primarily of interest to history teachers, it may also be of interest to teachers of other subjects who have a concern for the degree of pupil engagement with their subject. 相似文献
2.
Andrew Goodwyn 《English in Education》2012,46(3):212-227
Although the curriculum subject of English is continually reviewed and revised in all English speaking countries, the status of literature is rarely questioned: i.e. that it is of high cultural value and all students should be taught about it. The concerns of any review, in any country, are typically about what counts as literature, especially in terms of national heritage, and then how much of the curriculum it should occupy. This paper reports on three inter‐related pieces of research that examine the views of in‐service and pre‐service English teachers about their experiences of teaching literature and their perceptions of its ‘status’ and significance, both at official level and in the classroom; it draws attention to how England compares with some other English‐speaking countries and to the need to learn from the negative outcomes of political policy in England. The findings suggest that the nature of engagement with literature for teachers and their students has been distorted by official rhetorics and assessment regimes and that English teachers are deeply concerned to reverse this pattern. 相似文献
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4.
Mohamed Mahmoud 《European Journal of Psychology of Education - EJPE》1989,4(4):453-468
There has been considerable criticism about the effectiveness and appropriateness of degree courses in engineering over recent years. In part the criticism have related to inadequate preparation for the profession and in part to the traditional methods of teaching. As a reaction to these criticism, attempts were made at one particular technological institution to change the way in which parts of one particular course were taught. The first problem was created by a relatively high failure rate in examinations. In addition, it was felt that problem-solving was an important skill which had been inadequately taught through the conventional lecture course. Previous research had suggested that audiotapes on which students could work and take notes at their own pace might improve the examination results and help with problem-solving skills relevant to the professional engineer. The innovator found evidence for the success of the innovation in terms of a decreased failure rate and his own satisfaction with the changed emphasis in his part of the degree course. However, an independent evaluation based on interviews and observation found that other members of staff, and the students, all held different perceptions of the effectiveness of the innovation. The contrasting perceptions reflected, in part, the extent to which the staff had been involved with the innovation, and the purposes of the students in using the innovative materials and techniques. The study points up difficulties in introducing an innovation into higher education and shows the importance of the very different perceptions held by those who come into contact with the innovation. Implications for understanding the impact of learning environments on student learning, and for the introduction of innovations, are discussed. 相似文献
5.
Linda R. Kroll 《Teachers and Teaching》2013,19(2):199-221
This case study investigates the development of the understanding of constructivist theory among students in a Masters level elementary teacher education program within a particular course. The focus of the study is a seminar entitled ‘Advanced Seminar in Child Development’. The questions explored include: How do students’ ideas of teaching, learning and knowledge develop within the context of their experience in this course? How do they come to understand constructivism? What are their definitions of constructivism? What is the course of the development of this understanding? The nature of the students’ learning processes is examined through three sources of data: dialog journals, videotaped sessions and the instructor’s reflective teaching journal. The study looks both at student development and instructional practice to further understanding of how student‐teachers can learn to apply constructivist theory to their teaching and to understand the learning process, both within themselves and their students. Their development is placed in the context of Korthagen and Kessels’s model of teacher understanding and practice, and within a broader context of principles of practice that emphasize a belief in equity and social justice. The case illustrates how the way student‐teachers are taught theory can help them integrate their own ideas of learning and teaching with constructivist theory in order to think critically about their own practice in an ongoing developmental manner. 相似文献
6.
Keith S. Taber 《Cultural Studies of Science Education》2017,12(1):81-91
Lisa Borgerding’s work highlights how students can understand evolution without necessarily committing to it, and how learners may come to see it as one available way of thinking amongst others. This is presented as something that should be considered a successful outcome when teaching about material that many students may find incompatible with their personal worldviews. These findings derive from work exploring a cause célèbre of the science education community—the teaching of natural selection in cultural contexts where learners feel they have strong reasons for rejecting evolutionary ideas. Accepting that students may understand but not commit to scientific ideas that are (from some cultural perspectives) controversial may easily be considered as a form of compromise position when teaching canonical science prescribed in curriculum but resisted by learners. Yet if we take scholarship on the nature of science seriously, and wish to reflect the nature of scientific knowledge in science teaching, then the aim of science education should always be to facilitate understanding of, yet to avoid belief in, the ideas taught in science lessons. The philosophy of science suggests that scientific knowledge needs to be understood as theoretical in nature, as conjectural and provisional; and the history of science warns of the risks of strongly committing to any particular conceptualisation as a final account of some feature of nature. Research into student thinking and learning in science suggests that learning science is often a matter of coming to understand a new viable way of thinking about a topic to complement established ways of thinking. Science teaching should then seek to have students appreciate scientific ideas as viable ways of making sense of the currently available empirical evidence, but should not be about persuading students of the truth of any particular scientific account. 相似文献
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Teaching involves finding out about students’misunderstandings,intervening to change them and creating a context of learning that encourages students to engage with the subject matter.This theory of making student learning possible is very much concerned with the content of what students have to learn in relation to how it should be taught.Evaluation implies collecting information about our work,interpreting the information and making judgments about which actions we should take to improve practice.Evaluation is an analytical process that is intrinsic to good teaching. 相似文献
8.
Erica N. Blatt 《Cultural Studies of Science Education》2014,9(1):123-131
In their article, “Space, relations, and the learning of science,” Wolff-Michael Roth and Pei-Ling Hsu draw our attention to the importance of field in the teaching and learning of science. While the Roth and Hsu study is focused on the scientific research laboratory as an internship setting for the teaching of science, this response to their paper expands the discussion of the settings where science is taught in order to bring to the fore some of the affordances and challenges associated with teaching science in specific fields. By extending our thinking about the settings where science is taught/learned and the active role these settings play in teaching our students, we can re-envision how to better utilize a variety of fields in the teaching of science. The notion of ‘field of care’ is explored as a way of both finding and building connections between students and the settings where science is experienced. 相似文献
9.
William A. Firestone Jan Winter John Fitz 《Assessment in Education: Principles, Policy & Practice》2000,7(1):13-37
Recently, the state has used testing more extensively to influence instructional practice. But how much do assessments actually influence practice? To explore this issue, we observed middle-grade mathematics teachers in England and Wales with their highly aligned curriculum and assessment system and two US states with performance-based assessment systems promoting more thoughtful instruction. Maryland's tests had higher stakes attached to them than Maine's. Our observations suggest that testing policies can influence the content taught and promote certain kinds of teaching to the test but that basic instructional practices, like the kind of explanation teachers offer to students and the intellectual challenge of the work, are more difficult to influence. We suggest three hypotheses for the apparent stability in underlying teaching practice. First, some testing policies do not challenge those practices. Second, assessments that do challenge current practice may not be accompanied by adequate professional development to help teachers change practice. Finally, teachers' knowledge and beliefs about teaching mathematics are so deeply embedded that they are difficult to influence. 相似文献
10.
Students in Cambridgeshire comprehensive schools and in Yamanashi junior high schools aged between 12 and 13 years were given the same questionnaires which explored their views on the nature of history and their experience of history teaching methods. They undertook a test on the creative use of four historical pictures dealing with life for black South Africans in the 1970s, a topic which none had studied at school. The English National Foundation for Educational Research non‐verbal test of intelligence was also administered. In spite of the fact that the use of sources and empathetic historical thinking do not form part of the Japanese historical curriculum, the Japanese students did not perform significantly worse than the English, for whom the interrogation of sources and the deployment of creative thinking are a normal part of the history curriculum. If Japanese teachers want to make a change in their students’ attainment in history, there will be no alteration until there is a change in attitude about the nature of history, the way it is taught and the manner in which is is assessed. 相似文献
11.
Caitlin Donahue Wylie 《History of education》2013,42(2):257-272
The blackboard, a useful teaching tool in nineteenth-century England, was transformed into a teaching necessity in the decades follwing 1870, when the Education Acts made school free and mandatory for all children. The resulting huge population of schoolchildren inspired the development of teaching techniques appropriate for large-group learning. Many of these techniques relied on the blackboard as a reusable demonstration space visible to the entire class at once, unlike a book or slate. To share these new practices among teachers, particularly the novice teachers recruited to serve the increased school population, dozens of teaching manuals were published around the turn of the twentieth century. These manuals’ instructions for how to teach reading, writing, arithmetic and nature study to elementary school students offer historians a rare glimpse into teachers’ and students’ school experiences by suggesting how the blackboard shaped classroom practices in late nineteenth- and early twentieth-century England. 相似文献
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张素蓉 《广东职业技术师范学院学报》2014,(8):88-95
教与学方式的转变实质是教师与学生在教学中的地位变化。外国教育史上出现过“教师中心”、忽视学生地位和“学生中心”、使教师沦为观察者和帮助者地位的思想。两种思想产生了完全不同的社会影响。我国20世纪80年代的教学论关于师生地位形成了一致的辩证观点,但教学实践没有真正落实。新一轮课程改革不得不强调教与学方式的转变,并要求构建相应的教学模式。教学模式在我国的研究起步较晚,早期中小学实践往往把它当作教学方法。深圳在教与学方式转交下的教学模式新探索颇具特色。 相似文献
13.
物理教育就是教学生物理思维。“发展学生的思维”是中学物理教学的第一要务，培养物理思维能力的有效途径是训练物理思维品质。本主要结合初中物理教与学的实践，就培养学生物理思维的深刻性、灵活性和批判性方面谈了些体验。 相似文献
14.
This study investigates Swedish biology teachers’ inclusion of proteins when teaching genetics in grade nine (students 15–16 years old). For some years, there has been a call to give attention to proteins when teaching genetics as a means of linking the concepts ‘gene’ and ‘trait’. Students are known to have problems with this relation because the concepts belong to different organizational levels. However, we know little about how the topic is taught and therefore this case study focuses on how teachers talk about proteins while teaching genetics and if they use proteins as a link between the micro and macro level. Four teachers were recorded during entire genetics teaching sequences, 45 lessons in total. The teachers’ verbal communication was then analyzed using thematic pattern analysis, which is based in systemic functional linguistics. The linguistic analysis of teachers’ talk in action revealed great variations in both the extent to which they used proteins in explanations of genetics and the ways they included proteins in linking genes and traits. Two of the teachers used protein as a link between gene and trait, while two did not. Three of the four teachers included instruction about protein synthesis. The common message from all teachers was that proteins are built, but none of the teachers talked about genes as exclusively encoding proteins. Our results suggest that students’ common lack of understanding of proteins as an intermediate link between gene and trait could be explained by limitations in the way the subject is taught. 相似文献
15.
ABSTRACTDisagreements about how Christianity should be taught in state-funded school RE have a long history. In this article we take England as a case study and examine the debates that have arisen about the legitimacy of a theologically based pedagogy following the publication of Understanding Christianity, a resource inspired by recent developments in academic theological hermeneutics. We particularly focus on the question whether or not pupils should be treated as insiders or outsiders. Drawing on Anthony Thiselton’s notion of responsible hermeneutics, we argue that this offers a robust model for an academically rigorous approach to teaching Christianity in schools that enables pupils to be both insiders and outsiders in the hermeneutical process. We then illustrate how Understanding Christianity has attempted to embody this aspiration. 相似文献
16.
Geoffrey Short 《Children‘s Literature in Education》1997,28(4):179-190
Holocaust education in England and Wales received a major boost in 1990 when, as part of the National Curriculum, it became a mandatory subject of study for all secondary aged students in the maintained sector. Many schools in the United States have also been teaching the Holocaust for some time (usually to students in grades 8 to 10), but in contrast to the United Kingdom the way the subject is taught has aroused considerable opposition. Among the more censorious of the critics was the historian, Lucy Dawidowicz, who examined a range of Holocaust curricula in 24 states and in New York City. Reporting her findings in Commentary in 1990 she castigated the majority of the curricula for their inadequate coverage of the history of anti-Semitism prior to Hitler (particularly its integral link with Christianity), role-play exercises likely to produce trauma, and the drawing of inappropriate parallels with other genocides. She said nothing, however, about the value of literature as a vehicle for learning about the Holocaust—a surprising omission in view of the prominent coverage it receives in the best known of the curricula Facing History and Ourselves.
Due to the paucity of research in this area, the editors would welcome letters from teachers who have used Holocaust literature in the classroom. 相似文献
17.
从世界范围而言,各国妇女学的产生与发展有着相似的大背景和共同的目标,由于各国的国情不同,各国的妇女学必将走自己的路。在中国,妇女学从无到有,正在探索与形成之中。在大学开课,是妇女学发展的重要途径。本文探讨了在中国的高等院校进行妇女学教学应该回答的问题:妇女学如果作为大学的一门课程,或者是渗透于其它课程的教学内容,要达到什么目的和目标?应该讲什么?教学方法有什么不同?是否应该将其作为一门单独的学科来谈论和对待,就像是历史学或社会学?学术界的学者和教授,尤其是管理者应如何对其做出反应?它对中国的高等教育、学术研究、乃至政策将产生怎样的影响?本文将对这些问题的思考有机地融入怎样理解本土化,以及妇女学教学在中国的本土化应从何着眼这两条思考线索之中。 相似文献
18.
Ecosystem modeling is a critically important tool for environmental scientists, yet is rarely taught in undergraduate and graduate classrooms. To address this gap, we developed a teaching module that exposes students to a suite of modeling skills and tools (including computer programming, numerical simulation modeling, and distributed computing) that students apply to study how lakes around the globe are experiencing the effects of climate change. In the module, students develop hypotheses about the effects of different climate scenarios on lakes and then test their hypotheses using hundreds of model simulations. We taught the module in a 4-hour workshop and found that participation in the module significantly increased both undergraduate and graduate students’ understanding about climate change effects on lakes. Moreover, participation in the module also significantly increased students’ perceived experience level in using different software, technologies, and modeling tools. By embedding modeling in an environmental science context, non-computer science students were able to successfully use and master technologies that they had previously never been exposed to. Overall, our findings suggest that modeling is a powerful tool for catalyzing student learning on the effects of climate change. 相似文献
19.
左侠 《湖北广播电视大学学报》2006,23(5):134-135
本文通过多年的教学经验及实例,分层次阐述了教师如何转变教学行为,如何使用更恰当的教学法,使学生更有意识地去参与学习,更加主动地去接受知识,把学生置于一种多元化的学习环境中,给他们提供广阔的学习空间,使他们在自主学习、研究中获得新的学习经验。 相似文献
20.
Pupil voice is an emerging force for change and improvement in many UK schools, but what is not fully understood is how best to access pupil voice within the specific context of secondary mathematics departments. This paper presents a research project designed to use pupils as co-researchers in increasing knowledge about how to improve learning in mathematics. Pupils within the school were selected and trained as “Ambassadors” to understand and disseminate innovative ways of learning mathematics into their school environment and to act to allow the voice of all the pupils in their year group to be heard. The project was intended both to raise the pupils’ awareness of how learning mathematics could be different and to enable them to voice their newly informed opinions about how best they learned mathematics. The pupils’ current feelings about the way that they were taught mathematics were explored, but the focus of the project was on enabling the pupils to make informed decisions about how they felt their learning could be improved. The pupils’ awareness of different ways of learning mathematics was raised by introducing them to alternative teaching approaches. The data generated were initially analysed by the pupils themselves in order to inform their teachers about their views and subsequently constant comparison analysis resulted in the outcomes reported here. The outcomes indicate that the students could have an important role in enabling schools to develop their teaching and improve their pupils’ mathematical learning when that voice is both informed and authorised. 相似文献