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1.
This paper presents a reflective account of a science teacher’s endeavours to use the referent of critical constructivism
to transform her pedagogical practices. The context of her action research was a Year 10 Bioethics unit taught at an independent
girls’ school in Perth, Western Australia. Students were provided with opportunities to engage in open and critical discourses;
many did, but a few were unwilling to participate in accordance with the teacher’s intentions. We illustrate the disruptive
influence of these “dissident” students and explore the reasons for their unwillingness to suspend their disbelief in a new
way of knowing (and of being) that involves a radical change in the role of language in the classroom. We conclude with recommendations
for epistemological pluralism and the careful use of critical discourse for re-negotiating teaching and learning roles and
creating conditions for open discourse to flourish. 相似文献
2.
The aim of this article is to make a close case study of one teacher’s teaching in relation to established traditions within
science education in Sweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis.
The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses
the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices. The
empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The
students are all in Year 7 in a Swedish 9-year compulsory school. During these lessons the students work with a subject area
called “Properties of materials”. The results show that the teacher makes a number of different moves with regard to how to
proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that
the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge
production process, but with methodological aspects. The function of the moves turns the students’ attention from one source
of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity
and their own thinking that learning takes place. This is characteristic in the teacher’s manner of teaching. When compared
in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism
and progressivism. This educational philosophy is a central aspect of what is called the academic tradition—a selective tradition
common in science education in Sweden between 1960 and 1990. 相似文献
3.
Bev Rogers 《The Australian Educational Researcher》2003,30(2):65-87
Educational research has been criticised by governments and practitioners. For some politicians and policy makers, there is
a tendency to look for direct links between research and successful, effective and efficient practice. Research is needed
to inform their evidence-based practice as policy makers, and to provide the kind of research teachers need to base their
practice on the best available evidence for doing ‘x rather than y’ (Hargreaves 1996) or predicting the ‘size of the effect
of A on B’ (Blunkett 2000). There is no doubt that both teachers and policy makers do make decisions on a daily basis based
on some form of evidence. This paper explores Hargreaves’ notion of evidence-based practice, providing a range of criticisms.
It also examines Carr’s historical account of ‘praxis’ and ‘poiesis’ to suggest a notion of evidence-based praxis based partly
on the historical notion of ‘phronesis’ — practical wisdom. The basis for this is the argument that wise and practical ethical
and moral judgements are central to an understanding of teachers’ daily work. What to do in a specific educational situation
cannot be determined solely by theoretical beliefs or by ‘techne’. However the ethical dimension is not the only consideration.
The paper suggests that evidence-based praxis use Stenhouse’s notion of ‘actionable evidence’, which includes the ethical
dimension, but also Thomson’s concept of ‘thisness’, which describes the unique contextual characteristics of a school. If
disadvantaged schools can make some sort of difference to learning opportunities for students, it is argued that teachers
might engage in evidence-based praxis which involves them in reflecting on, and theorising what is happening in classrooms,
schools and neighbourhoods. This ‘praxis’ also involves them in modifying their theories, critically analysing ‘what works’,
questioning how they know and developing ideas about how things might be done differently. There will be an element of developing
knowledge about teaching and learning strategies (Hargreaves’ ‘body of knowledge’), but it will be in the context of the ethical
and moral dilemmas associated with education. It will take up the question of local differences as well as a realistic approach
to what constitutes actual school improvement. Evidence-based praxis is also essentially a collective activity not an individual
approach. Future development of the notion of evidence-based praxis might also include involving students in a more reciprocal
and open learning process like that highlighted by researchers who focus on student participation linked to school reform. 相似文献
4.
Jazlin Ebenezer Russell Columbus Osman Nafiz Kaya Lin Zhang Devairakkam Luke Ebenezer 《Journal of Science Education and Technology》2012,21(1):22-37
The purpose of this case-study is to narrate a secondary science teacher’s experience of his professional development (PD)
education and training in innovative technologies (IT) in the context of engaging students in environmental research projects
The sources from which the narrative is derived include (1) the science teacher’s reflective reports during three summer institute
programs and (2) the science teacher’s reflective reports while subsequently engaging students in IT-embedded environmental
research projects in his classroom. The science teacher’s explanations for changes in students’ perception of their IT fluency
illuminate his personal narrative. The science teacher attributed his growth and significant changes in students’ perceptions
of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students’ IT abilities
in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due
to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential
to produce significant increases in students’ perceptions of their IT fluency. 相似文献
5.
The purpose of this paper is to contribute to the debate about how to tackle the issue of ‘the teacher in the teaching/learning
process’, and to propose a methodology for analysing the teacher’s activity in the classroom, based on concepts used in the
fields of the didactics of mathematics as well as in cognitive ergonomics. This methodology studies the mathematical activity
the teacher organises for students during classroom sessions and the way he manages1 the relationship between students and mathematical tasks in two approaches: a didactical one [Robert, A., Recherches en Didactique
des Mathématiques 21(1/2), 2001, 7–56] and a psychological one [Rogalski, J., Recherches en Didactique des Mathématiques 23(3),
2003, 343–388]. Articulating the two perspectives permits a twofold analysis of the classroom session dynamics: the “cognitive
route” students are engaged in—through teacher’s decisions—and the mediation of the teacher for controlling students’ involvement
in the process of acquiring the mathematical concepts being taught. The authors present an example of this cross-analysis
of mathematics teachers’ activity, based on the observation of a lesson composed of exercises given to 10th grade students
in a French ‘ordinary’ classroom. Each author made an analysis from her viewpoint, the results are confronted and two types
of inferences are made: one on potential students’ learning and another on the freedom of action the teacher may have to modify
his activity. The paper also places this study in the context of previous contributions made by others in the same field. 相似文献
6.
7.
Shu-Huei Yen 《Asia Pacific Education Review》2009,10(4):455-463
Research shows that minority students continue to fail in the Taiwan public school system. That failure has sharply focused
on the urgent need for teachers with the skills to work effectively with minority students. The purpose of this study is to
investigate the experiences of an exemplary Taiwanese teacher who teach Indigenous students and to obtain insights about teaching
Indigenous students. Four themes can be drawn from the teacher’s beliefs and knowledge about educating Indigenous students
and her efforts on behalf of that cause. The themes are to adapt teaching to students’ learning needs, to believe in their
learning ability, to provide curriculum in context, and establish caring relationships with students. The implications for
teaching practices and teacher education are provided. 相似文献
8.
Most studies indicate primary students’ attitudes towards and interest in science decline as they progress into the secondary
years. Longitudinal qualitative research exploring this phenomenon is rare as is research which focuses on the students’ voice
as they cross the interface. In this study multiple qualitative data sources, supported by a ‘science interest’ composite
scale, followed 20 students over 2 years. In contrast to baseline data on their peers these students, in general, maintained
their interest in science. Apart from identifying the teacher’s pedagogical approach and classroom environment as two key
issues in understanding these students’ journeys, the importance of listening to and heeding the students’ voice may be an
even more critical concern in addressing the decline in students’ attitudes and interest in science. 相似文献
9.
Colleen Megowan-Romanowicz 《Journal of Science Teacher Education》2010,21(8):993-1011
Teachers enrolled in the master of natural science program for high school science teachers at a large research university
must complete a year-long action research study. This account, by the program’s action research coordinator, describes both
process and outcomes of this research experience from the perspectives of the research coordinator and the teacher–researchers,
shedding light on the organizational learning that takes place, and the ways in which the research experience affected individual
teacher–researchers. Teachers reported that their action research experience changed them in fundamental ways, providing them
with a framework for deepening their understanding of student thinking, challenging their folk wisdom about teaching and learning,
building confidence in their abilities and renewing their commitment to teaching as a vocation. 相似文献
10.
The theory of dialogism, developed by the Russian linguist Mikhail Bakhtin (1895–1975) with regard to literature and everyday
communication, can be used to improve the teaching of science. Some of Bakhtin's conceptual instruments are helpful in analysing
the teaching process, and it is interesting to compare them with former ideas about teaching and learning, especially with
the points of view of other constructivists. Together with Lev Vygotsky's analysis of thought and language, Bakhtin's dialogism
shows how teachers can support students effectively by addressing them as producers of a meaningful picture of the world.
The differences between ‘dialogic’ teaching and the well-known ‘Socratic’ method are shown and analysed, as are Bakhtin’s
discussions of a
‘carnivalistic’ approach to the students. 相似文献
11.
Vanithamani Saravanan 《Educational Research for Policy and Practice》2005,4(2-3):97-113
‘Thinking schools’ will be sites of learning for everyone declared the Singapore Prime Minister, Goh Chok and Minister of
Education Teo Chee Hean’s in 1997 also spoke on the model of’ ‘thinking schools, learning nation’. Gardner’s model was used
for the thinking school model in Singapore, in order to develop critical and creative thinking in students. This was to be
done with the use of instructional technology as an enabling tool using a diversity of approaches including integrated project
work. This paper reports on how one school went about changing approaches to teaching and learning by implementing integrated
project work as a way of integrating the content areas of the curriculum, mathematics and science through English language,
supported by the tools of instructional technology. 相似文献
12.
Jill Slay 《Cultural Studies of Science Education》2011,6(4):841-843
In this paper I reflect on perspectives presented by John Settlage as he examines the truth of the proposition that ‘many
teacher educators harbour deficit perspectives about their pre-service teachers, presuming that their lack of exposure to
economically, ethnically and linguistically diverse settings renders them deficient as future educators.’ In the study presented
in his paper, he ‘uncovered shifting identities that indicate that mainstream future teachers do not fit the ‘‘damaged goods’’
label that ardent multiculturalists might be tempted to impose.’ One of his conclusions was that ‘the practices of essentializing
education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive.’ My reflections
focus on tertiary teacher-researchers in mathematics, information technology, environmental sciences and engineering, their
students and racism, and broaden Settlage’s context to teaching and research relationships in this setting. 相似文献
13.
This article presents a Vygotsky-inspired analysis of how a teacher mediated a “thinking aloud” whole-group discussion in
a 6th grade mathematics classroom. This discussion centered on finding patterns in a triangular array of consecutive numbers
as a phase towards building recursive and direct algebraic formulas. By a “thinking aloud” discussion we mean a conversation
wherein students exchange and further develop ideas-in-the-making with their peers under the teacher’s guidance. Drawing upon
Halliday’s systemic functional linguistics (SFL), we treated the selected discussion as a text. We then analyzed how the teacher
mediated the conjoined making of this text so that it served as an interpersonal gateway for students to practice searching
for patterns and signifying these patterns in propositional form. This analysis was guided by the following questions: How
did the discussion as a text-in-the-making mean what it did? What was the role of the teacher in the conjoined making of this
text? Our study illustrates the power of SFL for capturing the inner grammar of instructional conversations thus illuminating
the complexities and subtleties of the teacher’s role in mediating semiotic mediation in mathematics classrooms. 相似文献
14.
The present study builds on research that indicates that teachers play a key role in promoting those interactional behaviours
that challenge children’s thinking and scaffold their learning. It does this by seeking to determine whether teachers who
implement cooperative learning and receive training in explicit strategic questioning strategies demonstrate more verbal behaviours
that mediate children’s learning than teachers who implement cooperative learning only. The study also sought to determine
whether students who receive training in explicit questioning strategies demonstrate more explanatory behaviour than their
untrained peers, and, as a consequence, do these same students demonstrate more advanced reasoning and problem-solving skills
on follow-up reasoning and problem-solving tasks. The study involved 31 teachers in two conditions, the cooperative + strategic
questioning condition and the cooperative condition, and two groups of students from each teacher’s classroom. The results
show that the teachers in the cooperative + strategic questioning condition used significantly more mediating behaviours than
their peers in the cooperative condition. The study also showed that the children in these teachers’ classes engaged in more
elaboration and obtained significantly higher scores on the follow-up reasoning and problem-solving tasks. The study demonstrates
the importance of explicitly teaching strategic questioning strategies to children during cooperative learning. 相似文献
15.
Roger H. Stuewer 《Science & Education》2006,15(5):521-530
The capsule histories of physics that students learn in their physics courses stem basically, I believe, from a linear view
of history – that physicists in making fundamental discoveries follow a Royal Road to them, as Hermann von Helmholtz put it
in 1892. The actual routes they follow, however, are generally nonlinear, and when historians display these routes to students,
they express surprise. Such historical surprises could constitute one or more units of instruction in physics-education or
other courses. As illustrations, I discuss historical surprises that I have uncovered in my own researches on Isaac Newton’s
work on diffraction, Robert A. Millikan’s photoelectric-effect experiments, Arthur H. Compton’s X-ray scattering experiments,
James Chadwick’s discovery of the neutron, George Gamow’s creation of the liquid-drop model of the nucleus, and Lise Meitner’s
and Otto Robert Frisch’s interpretation of nuclear fission. Teachers and students can discover many more historical surprises
as provocative as these by exploring the historical literature. 相似文献
16.
As teacher-educators, we designed and implemented a small study that mapped teacher-education students' understandings of
their own identities and how they made sense of ethnicity and class differences among their secondary students while on teaching
rounds. While we didn't set out to ‘teach’ our research participants, it was during the analysis of data from the research
project, that we began to realise the potential of research to create opportunities for learning. In this paper we speculate
on the ‘conditions’ of knowledge production and suggest that the dialogic nature of interviews and focus group discussions
can offer pedagogical spaces for learning. Research designs that incorporate opportunities for participants to re-tell narratives
over periods of time, may position participants as experts in knowledge production and may reposition them and researchers
in more equitable power relations. We present an example of one participant's narrative together with our interpretations
to explore how research potentially offers ‘evidence’ of learning. While this is tentative only, we suggest there is a need
to create spaces for pedagogy in the design and execution of educational research. 相似文献
17.
Susana Caires Leandro S. Almeida 《European Journal of Psychology of Education - EJPE》2007,22(4):515-528
This paper explores the student teachers’ perceptions about the most positive aspects of the supervision provided during their
teaching practice. The authors developed a study based on the reflections of a group of 224 student teachers about their cooperating
teacher’s and university supervisor’s performance. Student teacher’s appraisals regarding their supervisors, the learning
and progress perceived as resulting from their co-working with more experienced teachers, and the emotional aspects of this
relationship are among the main aspects analysed in the study. Results show the importance attributed to the supervisors’
personal features and to the quality of the interactions established with their student teachers. These aspects were clearly
regarded as an essential aspect of the student teachers’ emotional balance and resistance to the difficulties emerged during
their entrance in the teaching profession. Some differences were perceived in terms of the students teachers’ evaluations
regarding the moment of the practicum (beginning versus end) and the type of supervisor (university versus school). Some enquiry
and suggestions for future research emerge as final contributions. 相似文献
18.
Persistence is important in developing pre-school children’s ego control. Based on the fact that during the teaching process
a teacher’s communication and actions will have a significant influence on young children, which is due to the teachers’ high
degree of control over them, four experiments were designed to probe the influences of teachers’ attitudes and oral guidance
on the development of persistence among infant students. The results indicate that different attitudes and oral guidance influence
the development of persistence of young children differently.
Translated by Wang Dongsheng from Xueqian Jiaoyu Yanjiu 学前教育研究 (Studies in Preshcool Education), 2008, 6(1): 17–20 相似文献
19.
Giving students a purpose and a passion for sharing their thinking through authentic learning experiences and giving them
tools for writing through which they can risk new vocabulary, new language, and new thought is critical for the linguistic
and cognitive development of students. Furthermore, students develop a deep understanding of content they have heard and read
when given time to process information through writing and speaking. This article describes one teacher’s quest to identify
and implement effective research-based instructional strategies that she could use to successfully support her kindergarten
ELL students during science instruction. 相似文献
20.
Joël Clanet 《European Journal of Psychology of Education - EJPE》2010,25(2):192-206
This study investigated the links between the teaching practices of primary school teachers (n = 200) who were observed while presenting a new text to their first year classes, and the student achievement levels in those
classes. The teaching practices are specifically concerned with the way the teachers supported and encouraged students’ activities
during verbal interactions. Two different populations were observed: classes of first year students with a reduced teacher–student
ratio (about ten students per class) and classes with a normal teacher–student ratio (between 20 and 25 students per class).
We found that the average level of student achievement in the reduced size classes was higher than in the standard size classes
but that teaching practices differed only at precise periods of group or individual introduction to new reading texts. In
these periods, we found links between teaching practices and student achievement. 相似文献