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1.
Data from Oklahoma Future Teachers Scholarship (OFTS) recipients were collected covering awards over a seven-year period. Scholarships ($1000–$1500 per year) were awarded by the State Regents for Higher Education to attract and retain potential teachers into the teaching of science. The study focused on the reasons that these teachers (N=58) went into the teaching of science. From the survey, teachers went into (in ranked order) teaching because they wanted to teach specific subject matter, they were committed to social change, they liked to work with and be a positive force in the life of children (adolescents), etc. They did not go into teaching for money, because it was easy, because they drifted into it, or because it was not their first choice. The teachers who received scholarships like teaching science, like teaching and say they are likely to stay in the field. However, the OFTS recipients indicated they would have gone into teaching anyway, 82% were not enticed into either the field or the discipline of science by their scholarships. Those who would use scholarship(s) in the $1000–$1500 per year range, as a marketing strategy, to attract students to a discipline such as science should rethink the efficacy of this approach.  相似文献   

2.
This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013  相似文献   

3.
Advanced educational technology promises to improve science teaching and learning. To achieve the posited outcomes, however, teachers must have access to, know how to, have the skills to, and want to use the proposed advanced educational technologies in their teaching. In response, for the past eight years with support from the National Science Foundation, BSCS has conductedENLIST Micros — a teacher development to help science teachers improve their use of microcomputers.ENLIST Micros has three phases — Phase one (1984–1986): BSCS designed, tested, and producedENLIST Micros (Ellis and Kuerbis, 1987, 1989) teacher development materials (text, video, and tutorial software) for helping science teachers improve their use of educational technology. Phase two (1986–1989): BSCS designed, developed, tested, and disseminated a staff development model for helping science teachers integrate educational technology into instruction. Phase three (1989–1992): BSCS established Teacher Development Centers to implement theENLIST Micros teacher development materials and staff development model with science teachers throughout the United States.ENLIST Micros has served more than 1500 science teachers in 15 states. Teachers who have participated in the program have improved their knowledge, attitude, and self-efficacy about computer usage and have improved their use of microcomputers in their science courses. Furthermore, as part of the project, BSCS has described the implementation process and has developed recommendations to support improvements in the use of educational technology in science programs.  相似文献   

4.
Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long‐term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case‐based method in science. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated the interdisciplinary, case‐based science teaching approach. The research accompanied the PD program throughout its 3‐year period. About 50 teachers, who took part in the PD program, were exposed to an interdisciplinary case‐based teaching method. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and student feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning and preparing case‐based team projects, to interdisciplinary, active classroom teaching using the case studies they developed.  相似文献   

5.
教师使用学生喜好的教学方法有利于培养学生对科学课程和科学积极的情感,本研究调查了1 334名(男生679名,女生655名)初中学生,在目前物理、化学课堂中23种教学活动使用的频数,以及他们希望其使用的频数。调查数据用描述性统计和非参数检验分析,结果显示:现代教学方法和传统教学法均受到学生的肯定;学生强烈希望开展参观工厂、博物馆等教学活动;学生个体差异影响其对教学方法的喜好;女学生更喜欢听教师讲解和看教师演示实验;成绩好的学生更喜欢小组课题研究、小组讨论等。调查结果对教师理解学生和选择教学方法有启示作用。  相似文献   

6.
《师资教育杂志》2012,38(2):145-159
In this paper, we report on an inquiry exploring the experiences of 10 mainland Chinese student teachers of English so as to understand why they came to Hong Kong for a teacher education programme. The study revealed that these students were largely attracted to teaching in Hong Kong because of its extrinsic benefits such as professional stability, the prestige associated with the English language teaching profession and the opportunities to acquire valued skills transferable to other professions including English competence. Facing challenges as non‐local students, they were also uncertain of becoming teachers in the new context. As ‘elite’ Chinese students were often unwilling to become teachers, we found it strategic to attract a large number of talented non‐local students to the teaching profession and retain them. We conclude the paper with recommendations for various stakeholders to support these non‐local students' adaptation and development as committed and competent teachers in local schools.  相似文献   

7.
ABSTRACT

We first examined the effects of a year-long professional development (PD) programme for elementary science teachers on fifth grade student performance on state-mandated science achievement tests of students from a treatment and a comparison group of teachers in the 2009–2010 academic year. Then, we investigated the longer-term impacts by comparing the 2010–2011 student test results of the teachers one year after receiving treatment in 2009–2010 with the students of teachers who received treatment during 2010–2011. Test scores were analysed using a propensity score matching method to examine the relationship between the PD and student achievement. Results showed that even though the treatment teachers were out of the classroom 20% of the school year to attend the PD, there was no difference between their students’ science achievement scores and those of the comparison teachers who were in the classroom every day. This is an important finding because many principals and parents are reluctant to provide teachers with release time for PD. We also determined that students of teachers one year after participating in the PD significantly (p?<?0.001) with a medium effect size (η2?=?.088) outperformed students of teachers who had just completed the programme. This suggests that it takes time for teachers to implement new teaching strategies and that to observe the impact of an intervention programme, it may be important to expand the timeframe of the programme evaluation.  相似文献   

8.
ABSTRACT

Preferences for college education among year 12 and 13 high school seniors from throughout New Zealand were surveyed. Initial focus group researched students in the process of deciding on college education and/or on a particular college or university institution in their choice process. Quantitative research developed from the focus group responses and based on a stated preferences (choice) survey of school students (n = 526) followed. Students' preferences regarding university choice were predominantly influenced by the quality and flexibility of the degree and/or course options, likelihood that employers will recruit from the university, the extent that university accommodation is subsidized and the overall cost of attending the university positioned in comparison to other universities. Secondary students would prefer not to attend a university with access restricted to an “A” bursary examination mark (bursary is a New Zealand pre-college examination to gain fee subsidy), that has limited first year accommodation, or which offers sports scholarships. New Zealand secondary school students are relatively price insensitive, with the cost of attending university not perceived as a deterrent. Moreover, the research findings show a positive cost-value relationship exists in students' choice preferences. Students would prefer to attend a university where the cost was equal to or higher than other options.  相似文献   

9.
In an era of teacher shortages, what would motivate individuals to become teachers when the demands on teachers are greater than ever and there are plenty of alternative occupations from which to choose? This paper presents the findings of a study of student teachers' motivations to be primary teachers and their commitment to teaching after their first practicum. Results suggested that student teachers are multi‐motivated to be teachers. The most common reasons for choosing teaching reflected a positive self‐evaluation of their attributes and capabilities to be teachers, to work with children and because of the intellectual stimulation teaching would provide. Motivation and commitment changed to some extent over the first semester of initial teacher education, particularly as a result of the first practicum. Implications for policy, practice and future research are drawn from the results to help attract, retain and educate the next generation of teachers and in some way help offset forecasted teacher shortages.  相似文献   

10.
The authors proposed a positive discipline, well-being and teaching effectiveness model that suggested that teachers’ positive discipline would facilitate students’ well-being and effective teaching, and students’ well-being would play a mediating role in the association between positive discipline and teaching effectiveness. The model was tested by including 255 resource room teachers (mean age = 32.71 years, SD = 7.09) and 255 matched adolescent students with learning disabilities (mean age = 14.06 years, SD = .74). Teachers responded to a scale for rating positive discipline strategies, and adolescents completed a students’ well-being questionnaire and a students’ awareness of teachers’ teaching effectiveness questionnaire. To evaluate the fit between the collected data and the proposed model, structural equation modelling was used to analyse the data. The results supported the proposed model and revealed that the link between teachers’ repertoire of positive discipline strategies and their students’ perception of teaching effectiveness was partially mediated by students’ well-being. Thus, the authors suggest that instead of eliminating individual student misbehaviours, teachers should focus more on positive classroom management, which is linked to improved outcomes for students and teachers.  相似文献   

11.
The new 1–9 curriculum framework in Taiwan provides a remarkable change from previous frameworks in terms of the coverage of content and the powers of teachers. This study employs a modified repertory grid technique to investigate biology teachers' preferences with regard to six curriculum components. One hundred and eighty-five in-service and pre-service biology teachers were asked to determine which science curriculum components they liked and disliked most of all to include in their biology classes. The data show that the rank order of these science curriculum components, from top to bottom, was as follows: application of science, manipulation skills, scientific concepts, social/ethical issues, problem-solving skills, and the history of science. They also showed that pre-service biology teachers, as compared with in-service biology teachers, favored problem-solving skills significantly more than manipulative skills, while in-service biology teachers, as compared with pre-service biology teachers, favored manipulative skills significantly more than problem-solving skills. Some recommendations for ensuring the successful implementation of the Taiwanese 1–9 curriculum framework are also proposed.  相似文献   

12.
One strategy for implementing learner-centered teaching is through the preparation of teachers and their induction into the profession. This article presents case studies of three secondary science teachers that follow them from their science teacher education program that advocated teaching for conceptual change as one approach to learner-centered teaching into their first years of teaching. The article’s purpose is to describe the teachers’ initial conceptions of teaching science carried over from their teacher preparation program, and how they integrated those conceptions with the environmental influences of their classrooms and schools to produce praxis. Data were collected from the participants in several different ways during the participants’ pre-service year and during their first year or two of teaching: Observation of the participants’ teaching; related interviews with participants; and their action research journals. As they approached the end of their first or second year of teaching, all three teachers demonstrated increased levels of confidence in their teaching competence, both in their classroom performance and their places in their departments and schools. None of them had, however, fully implemented conceptual change teaching approach that was the specific goal of their teacher preparation program.  相似文献   

13.
This article investigates to what extent scholarships are unequally distributed among students in Germany and how these inequalities can be explained. Following sociological theory, the article argues that elites seek qualitative ways of distinguishing themselves in a mass higher education system. Using student surveys, we demonstrate that class effects cannot merely be explained with reference to class differences in academic achievement but that higher classes have better access to scholarships independent of earlier school performance. Class differences were particularly persistent when the intermediate classes were compared with higher classes with more education. These findings illustrate that social classes have different strategies when it comes to participating in higher education and suggest that information about and access to scholarships is important in gaining a class advantage.  相似文献   

14.
Many new science teachers are assigned to teach subjects in which they have not been prepared, a practice referred to as out‐of‐field (OOF) teaching. Teaching OOF has been shown to negatively influence instruction and constrain teachers’ development. In this study, we explored the extent to which new secondary science teachers were assigned OOF across their first 5 years. Analysis of this longitudinal data set indicated that these assignments were common. While new science teachers were assigned to teach a variety of subjects over their first 5 years of teaching, they were not assigned more or fewer OOF courses over time. Furthermore, results indicated that teachers in certain situations are more likely than others to be assigned to teach OOF. Even with federal legislation in the United States seeking to eliminate OOF teaching, a large portion of new secondary science teachers are assigned to teach science disciplines for which they are inadequately prepared. Based on the findings of this study, it is worth exploring policy avenues that eliminate OOF teaching. Policymakers, administrators, and teacher educators should seek to provide supports, such as science‐specific induction programs designed for new teachers who are assigned OOF, and science teacher educators should prepare prospective teachers to teach multiple science disciplines. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1197–1218, 2017  相似文献   

15.
ABSTRACT:  Secondary science teachers who integrate food safety (FS) into curricula can provide FS knowledge and skills to youth while reinforcing science skills and concepts. National science education standards and the Biological Science Curriculum Study 5E Inquiry-based Learning Model were used to design an online training, Food Safety FIRST. The training has 3 modules, each with 15 h of web-based instruction, interactive discussion, and tools to conduct experiments or critical evaluation projects. A CD-ROM, web site ( http://foodsafetyfirst.org ), and lab kit were developed to accompany module activities. Seventy-one teachers registered for the program; 38 matched pretest/posttest evaluations were analyzed. When asked their intention to teach FS in the next year, enrollees responded "definitely" (60.5%) or "possibly" (34.2%), reaching potentially 3570 students. Participants found the training very valuable (71.1%) and were significantly more comfortable teaching FS at posttest (3.6 ± 0.5 on a 4-point Likert scale) than at pretest (2.8 ± 1.0; P < 0.0001, n = 35). Self-reported FS practices also improved from pretest (24.8 ± 5.7 out of a possible 35) to posttest (27.7 ± 4.8; P < 0.001, n = 32). On 4-point Likert scales, teachers were confident answering FS questions (3.4); confident that if they did a good job teaching this topic, students would be interested in FS (3.4); and confident FS concepts taught would meet national science standards (3.4). They found the program satisfactory for demonstrating inquiry-based learning (3.8). Most agreed that they would change FS habits (3.2). Using 5-point scales, participants agreed that they felt more able to critically evaluate FS information on the Internet (4.2) and that the training was enjoyable in an online format (4.3).  相似文献   

16.
Although widely touted as important, there is little evidence regarding the influence of teaching experience on elementary teachers' science subject matter knowledge (SMK). To better understand this phenomenon, we administered an assessment of science topics taught in the fifth and sixth grades to 169 preservice teachers, 231 fifth-grade teachers, and 208 sixth-grade teachers. We then compared the mean scores of teachers at different stages in the career cycle using one-way and two-way ANOVA and explored the relationship between SMK scores and years of teaching experience using regression analysis. Findings indicate that (i) being assigned to a specific grade level had an impact on teachers' SMK for topics included in the grade level, (ii) teachers' SMK scores were lower later in their careers for both science topics they had never taught and for science topics they were responsible for teaching, and (iii) results differed for fifth and sixth grades. This study adds to the existing literature through the examination of a large sample of elementary teachers, with teachers of varying years of experience, while focusing on the science topics these teachers are responsible for teaching. The results of this study provide strong evidence that (i) years of experience teaching specific science topics is associated with the development of teachers' knowledge of these topics, and (ii) teaching experience, what teachers do in the context of their everyday practice, can be an effective means of self-directed learning for teachers. There is also evidence that this influence is not uniform across years of teaching experience or science topics taught. These findings raise important implications about future research into the mechanism of SMK development through teaching experience and teacher grade-level assignments.  相似文献   

17.
The relative positions of the sun, moon, and earth, their movements, and their relationships are abstract and difficult to understand astronomical concepts in elementary school science. This study proposes a three-dimensional (3-D) virtual reality (VR) model named the Sun and Moon System. This e-learning resource was designed by combining Microsoft Direct3D Library, C++ programming language, and Autodesk 3 Ds Max for constructing models. This learning environment provides a way for teachers to integrate information and technology into their science teaching. Furthermore, this study explored how teaching with the Sun and Moon System affected 128 Taiwanese fourth-grade students’ science achievement. Four classes were randomly divided into comparison and treatment groups. The results show that: (a) students in the treatment group achieved significantly better grades than those in the comparison group under traditional class instruction and (b) the questionnaire results revealed that more than two thirds of the treatment group liked to use the 3-D VR model and would like to introduce it to their classmates. Based on these positive results, we are encouraged to develop more 3-D VR learning environments.  相似文献   

18.

Inclusion of controversial issues, such as global climate change (GCC) within the school science curriculum presents several different challenges to teachers: first, the controversial nature of the topic; second, it does not relate well to the normal sequencing and division of topics within most science courses; and, third, there are important non-scientific aspects to possible solutions to the problem. In this study, small focus groups of teachers considered how they would prefer to integrate the topic into their science courses for 14-16-year-old students. It was clearly stated by the science teachers that they preferred to maintain the integrity of their subject rather than be involved in extensive interdisciplinary teaching. It was agreed that GCC provided an excellent opportunity for the application of higher order abilities in science and using the topic to develop an understanding of the nature of science and its place in society.  相似文献   

19.
The zones framework conceived for the examination of thinking about teaching, is validated, and extended to the examination of thinking about learning. This is done by extending the framework to examine thinking about teaching and learning in a population of science graduate student teaching assistants. Semi‐structured interviews explore these students’ teaching and learning experiences, how their experiences relate to their knowledge of educational theory, and how they have formed their ideas about what constitutes good teaching. The article demonstrates that the zones framework can be extended to thinking about learning, and that it is appropriate for examining the thinking of students as well as teachers. Recommendations for further research are made, including the exploration of discipline‐specific thinking.  相似文献   

20.
For the past year we have been developing and implementing a program in which students design and construct remote operated vehicles. In this paper, we report on a pilot study that occurred over the course of an academic year in an inner city high school. Specifically, we have been investigating whether students learn meaningful science content through design activities. Through our teaching experiment methodological stance and analysis we found that (1) student attendance and engagement increased, (2) students learned physics content and recognized connections to their other coursework (3) teachers adopted an organized chaos posture and shifted their role from one of discipline keeper and content gatekeeper to one of coach and facilitator, (4) design projects need to be modularized if they are to be effective urban classrooms, and (5) teachers need to balance the tradeoffs between allowing students to develop aesthetically pleasing designs versus learning content and creating designs that are functional and useable.  相似文献   

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