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1.
Sukhdeep Kaur Chohan 《Early Childhood Education Journal》2011,39(1):39-50
This study involved the development, implementation, and assessment of a comprehensive schoolwide mailing program as a practical
tool to communicate enthusiasm towards writing to children and actively engage them in letter writing. The author played the
dual role of teacher-researcher and worked for one school year with one teacher from each grade level from grade 1 to grade
5. The objective of the study was to explore the relationship between an innovative mailing program and children’s attitudes
towards letter writing. This study employed both qualitative (conference with teachers) and quantitative (survey) methods.
The author initiated the study with a presentation to the teachers (during a staff meeting) and to the children (in an assembly),
systematically collected feedback from teachers to assess the program throughout the year, informed parents (through school
newsletters), and assessed children’s attitudes towards both writing and letter writing at the beginning and end of the program.
It was anticipated that the program would provide children with authentic writing experiences, foster positive attitudes towards
writing, enhance their literacy skills, and in turn strengthen a “friendship culture” in the school by being coparticipants
as readers and writers in the letter writing process. Data analysis indicated that children enjoyed the responsive letter
writing process and that their self-perceptions as writers and their writing skills improved. Results support the introduction
of an elementary school mailing program as a means to cultivate and strengthen positive relationships between pupils and invite
family participation. 相似文献
2.
Teaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts.
Our National Science Foundation-funded GK-12 program paired science graduate students—fellows—with secondary science teachers
in order to enhance inquiry-based instruction. This research examined the roles of the fellows, teachers, and school culture
in the implementation of inquiry and the fellows’ conceptions of classroom inquiry versus that in their own research. Qualitative
data were collected for two academic years. Overall, the classrooms shifted toward a more inquiry-oriented approach over the
academic year. Several aspects of school culture influenced inquiry implementation. Fellows described their research as similar
in overall structure but less constrained by known concepts, less guided by mentors, and more in-depth than that of secondary
school students. The teacher-fellow scientist partnership is a potentially effective professional development model to create
positive and lasting change within the science classroom. 相似文献
3.
Tracy J. Posnanski 《Journal of Science Teacher Education》2010,21(5):589-621
Establishing literacy in science is often linked to building knowledge about the Nature of Science (NOS). This paper describes
and evaluates an inservice program designed to build elementary teachers’ understanding of NOS and an awareness of how NOS
impacts science classroom instruction. Data sources consisted of surveys, action research plan documentation and classroom
observations. Program participants tended to demonstrate some gains in understanding more about NOS and they linked positive
experiences in the program to the explicit and activity-based NOS instruction provided. Yet, participation in the professional
development project might not have been equally beneficial for all teachers. The understanding of NOS may have been restricted
to certain NOS aspects, and the demonstration of the participants’ understanding of NOS may have been short-lived with a somewhat
limited impact on sustainable, long-term NOS-based classroom instruction. Implications for designing NOS related professional
development programs and suggestions for improvements to further develop teacher understanding of NOS are discussed. 相似文献
4.
This study explored the effects that the incorporation of nature of science (NoS) activities in the primary science classroom
had on children’s perceptions and understanding of science. We compared children’s ideas in four classes by inviting them
to talk, draw and write about what science meant to them: two of the classes were taught by ‘NoS’ teachers who had completed
an elective nature of science (NoS) course in the final year of their Bachelor of Education (B.Ed) degree. The ‘non-NoS’ teachers
who did not attend this course taught the other two classes. All four teachers had graduated from the same initial teacher
education institution with similar teaching grades and all had carried out the same science methods course during their B.Ed
programme. We found that children taught by the teachers who had been NoS-trained developed more elaborate notions of nature
of science, as might be expected. More importantly, their reflections on science and their science lessons evidenced a more
in-depth and sophisticated articulation of the scientific process in terms of scientists “trying their best” and “sometimes
getting it wrong” as well as “getting different answers”. Unlike children from non-NoS classes, those who had engaged in and
reflected on NoS activities talked about their own science lessons in the sense of ‘doing science’. These children also expressed
more positive attitudes about their science lessons than those from non-NoS classes. We therefore suggest that there is added value in including NoS activities in the primary science curriculum in that they seem to help children make sense of science and
the scientific process, which could lead to improved attitudes towards school science. We argue that as opposed to considering
the relevance of school science only in terms of children’s experience, relevance should include relevance to the world of
science, and NoS activities can help children to link school science to science itself. 相似文献
5.
Susan Gomez Zwiep William J. Straits Kristin R. Stone Dolores D. Beltran Leena Furtado 《Journal of Science Teacher Education》2011,22(8):769-785
This paper explores one district’s attempt to implement a blended science and English Language Development (ELD) elementary
program, designed to provide English language learners opportunities to develop proficiency in English through participation
in inquiry-based science. This process resulted in blended program that utilized a combined science/ELD lesson plan format
to structure and guide teachers’ efforts to use science as the context for language development. Data, collected throughout
the first 2 years of the program, include teacher-generated lesson plans, observation notes, and interviews with teachers
and principals. The process by which the blended program was developed, the initial implementation of the program, the resulting
science/ELD lesson plan format, and teachers’ perceptions about the program and its impact on their students are described. 相似文献
6.
Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students' Interest and Perceived Abilities in Science 总被引：1，自引：2，他引：1
Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science. 相似文献
7.
The role of aesthetic experiences for learning was examined in elementary school science. Numerous authors have argued for
a science education also involving aesthetic experiences, but few have examined what this means empirically. Recordings of
children’s talk with each other and with the teacher during hands-on activities in nine different science units were made.
How the children and teachers used aesthetic judgements and how these judgements were part of aesthetic experiences of the
science assignments were analysed. For the analysis a pragmatist perspective was used, especially drawing on Dewey and the
later Wittgenstein. The results showed how aesthetic judgements occurred in moments of anticipation and moments when the science
activities were brought to fulfilment. In this way children used aesthetic judgements normatively about what belonged in science
class and what to include and exclude. In this way aesthetic judgements were an important part of learning how to proceed
in science class. In using aesthetic judgements the children also talked about their own place in science class and whether
they belonged there or not. In this way aesthetic experience is tightly related to learning science as participation. Learning
science also meant learning a special kind of aesthetics, that is, learning how to distinguish the science context from other
contexts. The fact that children liked or disliked something outside school did not necessarily mean that it was experienced
aesthetically in the same way in school, but needed to be re-learnt. What these results mean for science education is discussed
at length. The connection between aesthetics and learning to observe is also briefly discussed.
相似文献
| Britt JakobsonEmail: |
8.
In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary
teachers understand and practise science inquiry teaching during field experience. By examining inquiry lesson preparation,
practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties they encounter and
what could result from those difficulties in their practice. A total of 16 seniors (fourth-year students) in an elementary
teacher education program participated in this study. In our findings, we highlight three difficulties ‘on the lesson’ that are related to teaching practices that were missing in the classrooms: (1) developing children’s own ideas and curiosity,
(2) guiding children in designing valid experiments for their hypotheses, (3) scaffolding children’s data interpretation and
discussion and another three difficulties ‘under the lesson’ that are related to problems with the pre-service teachers’ conceptualization of the task: (4) tension between guided and
open inquiry, (5) incomplete understanding of hypothesis, and (6) lack of confidence in science content knowledge. Based on
these findings, we discuss how these difficulties are complexly related in the pre-service teachers’ understandings and action.
Several suggestions for science teacher education for inquiry teaching, especially hypothesis-based inquiry teaching, are
then explored. 相似文献
9.
This study explores how activities developed by science experts in partnership with middle school teachers were employed and
interpreted. The goals of this partnership were to (a) help the science teacher meet earth science content standards in new
ways, (b) expose students to ‘real world’ experiences outside their school setting, and (c) positively impact teacher practice
by providing a program to be used as a catalyst for future learning. Over 300 sixth graders mostly underrepresented science
students attended activities at an aquarium serving an urban West Coast urban context. Science teachers, non-science teachers,
scientists, and volunteers were all engaged in pre-trip instruction, professional development opportunities, and follow-up
activities as this partnership effort explored ways to enhance local literacy initiatives across the curriculum. Results suggest
that teacher beliefs about informal education impacted their view and participation in the program and the level of submersion
of teachers in collaboration strongly affects the ability to serve underrepresented students on informal excursions. Implications
for teacher education and outreach are discussed. 相似文献
10.
While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching science to teachers during a mentored internship in an elementary teacher professional development program. With our mentor, we examine critical incidents in the experience that supported new insights about teaching teachers and about ways in which beginning teacher educators need to develop their existing pedagogical content knowledge for teaching science to students in order to teach science effectively to teachers. We emphasize ways in which doctoral internships can support this learning and how our respective cultures shaped our interactions with and perceptions of teachers as learners. 相似文献
11.
Louise Yarnall Nicole Shechtman William R. Penuel 《Journal of Science Education and Technology》2006,15(2):142-158
A variety of handheld applications and curricular materials have been developed to support inquiry science learning in recent years, but there are few handheld-supported assessment activities available to teachers. In Project WHIRL, researchers from SRI International worked in partnership with teachers from Beaufort County School District (SC) to develop a suite of handheld software applications that could be used to support classroom assessment in upper elementary and middle school science classrooms. In this paper, we will analyze results from a field trial conducted in 2003–2004 with 18 teachers in the district, focusing on how teachers’ enactment of handheld-supported assessment activities altered the frequency and quality of their assessment practices.This material is based in part on work supported by the National Science Foundation under Grant Number REC-0126197. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. 相似文献
12.
Brian Ferry 《Journal of Science Education and Technology》1995,4(3):255-260
This paper describes an innovation in teacher education designed to increase the confidence of preservice teachers in their ability to instruct elementary children in hands-on science. The program relied on small group teaching experiences at an on-campus interactive science center to provide preservice teachers with controlled instructional experiences. The findings showed that the program at the science center achieved its aims and benefitted the preservice teachers involved. Interview data suggest that working in peer groups was also a significant factor and supports previous research conducted at the San Francisco Exploratorium. Follow-up research is now needed to determine if supportive peer groups of preservice teachers are needed in order to achieve desirable outcomes. 相似文献
13.
Douglas P. Newton Lynn D. Newton 《International Journal of Science and Mathematics Education》2011,9(2):327-345
If children are engaged in science lessons, their learning is likely to be better and, in the long term, careers in science
and technology will remain open. Given that attitudes can develop early and be difficult to change, it is important for teachers
of younger children to know how to foster engagement in science. This study identified what a cohort of 79 pre-service teachers
in England considered to be engaging elementary science lessons and compared their notions with teacher behaviours known to
be conducive to engagement. First, all brought beliefs about how to engage children in science lessons to their training.
They tended to favour children’s hands-on activity as an effective means of fostering attentive participation in learning,
although many had additional ideas. Nevertheless, the means and ends of their ‘pedagogies of engagement’ tended to be simple
and narrow. Trainers need to ensure that notions of engagement are wide enough to cope with a variety of teaching situations,
as when hands-on experience is not feasible, effective or appropriate. At the same time, teachers will need to recognise that
one approach may not suit all learners. Without this, there is the risk that they will lack the skills to engage children
in science. Nevertheless, these beliefs could offer a useful starting point for trainers who wish to widen pre-service teachers’
conceptions of engagement and increase their repertoire of teaching behaviours. 相似文献
14.
15.
Barbara L. Nowicki Barbara Sullivan-Watts Minsuk K. Shim Betty Young Robert Pockalny 《Research in Science Education》2013,43(3):1135-1154
Elementary teachers face increasing demands to engage children in authentic science process and argument while simultaneously preparing them with knowledge of science facts, vocabulary, and concepts. This reform is particularly challenging due to concerns that elementary teachers lack adequate science background to teach science accurately. This study examined 81 in-classroom inquiry science lessons for preservice education majors and their cooperating teachers to determine the accuracy of the science content delivered in elementary classrooms. Our results showed that 74 % of experienced teachers and 50 % of student teachers presented science lessons with greater than 90 % accuracy. Eleven of the 81 lessons (9 preservice, 2 cooperating teachers) failed to deliver accurate science content to the class. Science content accuracy was highly correlated with the use of kit-based resources supported with professional development, a preference for teaching science, and grade level. There was no correlation between the accuracy of science content and some common measures of teacher content knowledge (i.e., number of college science courses, science grades, or scores on a general science content test). Our study concluded that when provided with high quality curricular materials and targeted professional development, elementary teachers learn needed science content and present it accurately to their students. 相似文献
16.
James A. Shymansky Tzu-Ling Wang Leonard A. Annetta Larry D. Yore Susan A. Everett 《International Journal of Science and Mathematics Education》2012,10(1):1-19
This paper is a report of a study that examines the relationship between teacher participation in a multi-year, K–6 professional
development effort and the “high stakes” science test scores of different student groups in 33 rural mid-west school districts
in the USA. The professional development program involved 1,269 elementary school teachers and utilized regional summer workshops
and distance delivery technologies to help the teachers learn science concepts, inquiry teaching strategies, and how to adapt science inquiry lessons to teach and reinforce skills in the language arts. Regression analyses revealed a significant positive
relationship between the professional development hours experienced by teachers and student gains on high stakes test scores.
But the analyses also suggest that primary grade teachers need less professional development than upper grade teachers on
instructional strategies where the focus is on the integration of language arts and science inquiry. The implications for
funding and implementing professional development projects are discussed. 相似文献
17.
Felicia Moore Mensah 《Cultural Studies of Science Education》2010,5(4):977-983
In this commentary, I discuss how policy initiatives play out in two different contexts for elementary school teachers yet
produce very similar outcomes regarding teachers’ professional development and school science learning for elementary students.
Ironically, the outcomes that we want see in elementary school science learning and professional development are not realized
when policies are introduced that distract from practices that were working prior to new reforms. 相似文献
18.
The focus of this study was elementary preservice teachers’ development as effective teachers of science and mathematics as
influenced by their participation in elementary science and mathematics methods courses. Preservice teachers’ reports of factors
that influenced their perception of their teaching abilities were analyzed according to Bandura’s (1994) 4 sources of efficacy:
mastery experiences, vicarious experiences, social persuasion, and stress reduction. This investigation allowed the researchers
to evaluate the courses based on these sources. The analysis indicated all 4 sources influenced preservice teachers’ teaching
self-efficacy beliefs, with mastery experiences considered the most influential. Embedded within discussions of mastery experiences
were references to the other sources of efficacy, which suggest an interrelationship between mastery experiences and the other
sources. 相似文献
19.
Kathryn Scantlebury Dale Baker Ayumi Sugi Atsushi Yoshida Sibel Uysal 《International Journal of Science and Mathematics Education》2007,5(3):415-438
This paper describes how the patriarchal structure of Japanese society and its notions of women, femininity, and gendered
stereotypes produced strong cultural barriers to increasing the participation of females in science education. Baseline data
on attitudes toward science and the perceptions of gender issues in science education, academic major and career choice were
collected from 175 university students (124 female, 51 male). Students responded to a Likert scale that included the option
“I don't understand the question”. All respondents took advantage of the option for items related to gender issues. On some
items up to 67% of the males responded that they did not understand the question. Females in science choosing this option
did not exceed 19%. In Japan, gender is an invisible, pervasive construct that impacts females' participation in science and
science education. In other ways, attitudes toward science among Japanese students mirrored those found in the United States
and in other countries. Respondents held the most favorable views of science when they were in elementary school and females
preferred biology while males preferred the physical sciences. The exception to the Western pattern of liking science and
science teachers is that male non-science majors rather than female non-science majors reported poor academic performance
in elementary school, declining attitudes in middle school, and they held the most negative attitudes toward their science
teacher and science subjects. 相似文献
20.
Sedat Ucar 《Journal of Science Education and Technology》2012,21(2):255-266
Every aspect of teaching, including the instructional method, the course content, and the types of assessments, is influenced
by teachers’ attitudes and beliefs. Teacher education programs play an important role in the development of beliefs regarding
teaching and learning. The purpose of the study was to document pre-service teachers’ views on science, scientists, and science
teaching as well as the relations between these views and the offered courses over several years spent in an elementary science
teacher training program. The sample consisted of 145 pre-service elementary science teachers who were being trained to teach
general science to students in the 6th through 8th grades. The research design was a cross-sectional study. Three different
instruments were used to collect the data, namely, the “Draw a Scientist Test”, “Draw a Science Teacher Test”, and “Students’
Views about Science” tests. The elementary science teacher training program influenced pre-service science teachers’ views
about science, scientists and science teaching to different degrees. The most pronounced impact of the program was on views
about science teaching. Participants’ impressions of science teaching changed from teacher-centered views to student-centered
ones. In contrast, participants’ views about scientists and science did not change much. This result could be interpreted
as indicating that science teacher training programs do not change views about science and scientists but do change beliefs
regarding teaching science. 相似文献