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Much is known about high school students’ attitudes towards science but there is almost no research on what passion for science might look like and how it might be manifested. This exploratory case study took advantage of a unique group of highly gifted science students participating in the Australian Science Olympiad (N = 69) to explore their attitudes towards school science and science as presented in the Olympiad summer camp. In particular the role the summer camp might play in igniting the students’ passion for science was a focus of the research. Data were collected through a two-tiered survey of students’ attitudes towards school science, an evaluative survey of the Olympiad summer camp and in-depth interviews with six participants. Findings indicated that Olympiad students generally had positive attitudes towards school science with most selecting science as one of their favourite subjects. However, an underlying ambivalence about school science was noted in the data. In contrast, the Olympiad summer camp transformed students’ positive attitudes into passion for science. Seven themes emerged from the data providing a foundation for a model of what academic passion for science looks like. 相似文献
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Martin Ashley 《Environmental Education Research》2000,6(3):269-280
This article focuses upon the uneasy relationship between science and environmental education. It argues that science probably offers the strongest justification for the adoption of pro-environmental behaviours and policies, but that the relationship between science and environmentalism is strained by conflicts over fundamental values that are apparent in interpretation of the precautionary principle. An understanding of risk and scientific uncertainty is seen as an essential element of citizenship education for a sustainable society. Curriculum design needs to respond to the challenges of living in a risk society. The article argues for changes to the curriculum which lead to a scientific action competence founded in an understanding of the limits of science and an appreciation of the fact that scientists are moral agents who face ethical dilemmas in their work. 相似文献
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高素菊 《中学英语园地(高三版)》2006,(2)
Tom saw an advertisement in a newspaper for a beautiful modern bicycle which cost ￡50, so he went to the shop to have a look.After examining the bicycle carefully, Tom turned to the shopkeeper and said, "There isn't a lamp on this bicycle, but there was one on the bicycle in your advertisement."“Y es,sir,”answered the shopkeeper,“but the lam p isn tincluded inthe price ofthe bicycle.Its an extra.”“N otincluded in the price ofthe bicycle?”Tom said angrily,“Butthats not honest.If the l… 相似文献
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Teachers and administrators who participate in developing a philosophy statement for gifted education learn more about the field and are able to realistically apply what they have learned to their specific responsibilities. 相似文献
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雷玉勇 《重庆大学学报(英文版)》2003,2(1)
1. Introduction With the development of transportation, more and more road tunnels, especially the long tunnels, such as Erlangshan Tunnel (4176 m, China), Arlberg Tunnel (13972 m, Austria), Kan-etsu Tunnel (11055 m, South tube, Japan) and Laerdal Tunnel (24510m, Norway) have been built on the highway lines [1]. In a road tunnel, the exhaust gases given off by automobile engines, such as smoke, carbon monoxide (CO), oxynitride (NOx), hydrocarbon, etc., and dust produced by the passing a… 相似文献
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Undergraduate students pursuing a three‐year marine biology degree programme (n = 86) experienced a large‐group drama aimed at allowing them to explore how scientific research is funded and the associated links between science and society. In the drama, Year 1 students played the “general public” who decided which environmental research areas should be prioritised for funding, Year 2 students were the “scientists” who had to prepare research proposals which they hoped to get funded, and Year 3 students were the “research panel” who decided which proposals to fund with input from the priorities set by the “general public”. The drama, therefore, included an element of cross‐year peer assessment where Year 3 students evaluated the research proposals prepared by the Year 2 students. Questionnaires were distributed at the end of the activity to gather: (1) student perceptions on the cross‐year nature of the exercise, (2) the use of peer assessment, and (3) their overall views on the drama. The students valued the opportunity to interact with their peers from other years of the degree programme and most were comfortable with the use of cross‐year peer assessment. The majority of students felt that they had increased their knowledge of how research proposals are funded and the perceived benefits of the large‐group drama included increased critical thinking ability, confidence in presenting work to others, and enhanced communication skills. Only one student did not strongly advocate the use of this large‐group drama in subsequent years. 相似文献
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Hassan H. Tairab 《Research in Science & Technological Education》2013,31(2):235-250
This study explored views held by pre-service and in-service science teachers regarding the nature of science and technology particularly: (a) the characteristics of science and technology; (b) the aim of science and scientific research; (c) the characteristics of scientific knowledge and scientific theories; and (d) the relationship between science and technology. The views held by science teachers at pre-service and in-service levels were assessed using a questionnaire. The findings revealed that generally science teachers at both pre-service and in-service levels showed similar views in relation to the nature of science and technology. While the participants displayed mix views regarding science as content oriented or process oriented, technology was viewed as an application of science. Implications of these views for classroom teaching and learning are presented. 相似文献
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The need to equip science teachers with knowledge, skills, and habits of mind to face the challenges of teaching science through
inquiry informed this study, which analyzed the secondary science intern teachers’ beliefs about inquiry before, during, and
following a series of 2 consecutive science methods courses in an attempt to document the effect of such experiences on their
ability and willingness to infuse science inquiry in their science curricula. Nine science credentialing interns participated
in the study. Data was gathered from their written reflections and various assignments throughout the methods courses. Results
suggested that their beliefs changed significantly after the science methods courses. The implications of the study to secondary
science teacher educators and researchers were highlighted. 相似文献
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Developing scientifically literate students who understand the socially contextualized nature of science and technology is
a national focus of science education reform. Science educators’ perceptions of risks and benefits of new technologies (such
as biotechnology) may shape their instructional approaches. This study examined the perceived risk of biotechnology of four
groups of science educators: pre-service science teachers, in-service science teachers, biology graduate teaching assistants,
and biology professors (n = 91). Data sources included a survey instrument and card sort task designed to determine the respondents’ structure of risk
perception and factors contributing to this structure. The perceptions of the four educator groups were compared and contrasted
along these dimensions. Results showed that the teacher groups were similar along many aspects of risk perception, but university
professors were more likely to view the more subtle “gray areas” between biotechnology risks. The results are discussed in
the context of understanding teacher risk perception on science pedagogical practice as well as the role of content knowledge
and teaching experience on risk perception formation. 相似文献
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Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative‐based representation rather than learners’ cognitive constructs. In this paper we analyse data from a longitudinal study of primary school children’s learning to outline a framework based on these contemporary accounts and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re‐interpreted in terms of the development of students’ representational resources. 相似文献
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The purposes of this study were to validate an instrument of attitudes toward science and to investigate grade level, type of school, and gender differences in Taiwan’s students’ personality traits and attitudes toward science as well as predictors of attitudes toward science. Nine hundred and twenty‐two elementary students and 1,954 secondary students completed the School Student Questionnaire in 2008. Factor analyses, correlation analyses, ANOVAs, and regressions were used to compare the similarities and differences among male and female students in different grade levels. The findings were as follows: female students had higher interest in science and made more contributions in teams than their male counterparts across all grade levels. As students advanced through school, student scores on the personality trait scales of Conscientiousness and Openness sharply declined; students’ scores on Neuroticism dramatically increased. Elementary school and academic high school students had significantly higher total scores on interest in science than those of vocational high and junior high school students. Scores on the scales measuring the traits of Agreeableness, Extraversion, and Conscientiousness were the most significant predictors of students’ attitudes toward science. Implications of these findings for classroom instruction are discussed. 相似文献
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INTRODUCTIONSeveralchaoticsystemshavebeendevelopedandthoroughlyanalyzedinrecentdecades.Achaoticsystemisanonlineardeterministicsys temhavingcomplexandunpredictablebehav iour.Thecontrolofchaoticsystemshasreceivedincreasinginterestinrecentyears (Ottetal.,199… 相似文献
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We present a science centre established in Genoa on an agreement between Municipality of Genoa and Department of Physics of University of Genoa. The aim is to offer children, young people and community an opportunity to approach science in a playful way. The centre staffs guide the visitors through the exhibits, attracting their interests towards the most amusing aspects of the phenomena. According to the principles of constructivism, kids and children are encouraged to handle objects, play with geometrical shapes, observe materials collected from natural and human environment and make ＂discoveries＂, and students can take advantage of the visit and from the exhibits to study in depth a specific topic afterwards in their class, thus preventing the aridity of a purely formal presentation of the discipline, while a general public can realize how much science affects people＇s lives, enjoy its fun aspects and meet scientists during special events. 相似文献
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INTRODUCTION There is growing consensus among computa-tional scientists that observational data, result of computation and other forms of information produced by an individual or a research group need to be shared and used by other authorized groups across the world through the entire life cycle of the information (Wil-liams, 1998; Rowe et al., 2001). The Web has revo-lutionized the electronic publication of data. It has relied primarily on HTML that emphasizes a hypertext document app… 相似文献
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An improved TF-IDF approach for text classification 总被引：5，自引：0，他引：5
This paper presents a new improved term frequency/inverse document frequency (TF-IDF) approach which uses confidence, support and characteristic words to enhance the recall and precision of text classification. Synonyms defined by a lexicon are processed in the improved TF-IDF approach. We detailedly discuss and analyze the relationship among confidence, recall and precision. The experiments based on science and technology gave promising results that the new TF-IDF approach improves … 相似文献
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INTRODUCTIONMiningfrequentitemsetsisafundamentalandessentialprobleminmanydataminingapplica tionsincludingthediscoveryofassociationrules,strongrules,correlations,sequentialrules,epi sodes,multi dimensionalpatterns,andmanyoth erimportantdiscoverytasks (AgarwalandSri kant,1994;Wangetal.,2 0 0 2 ) .Mostalgo rithmsproposedsofarworkwellondatasetswherethesizesofitemsetsarerelativelysmall.Howev er,theyusuallycrashwithdensedatasetswheretheitemsetsizesarelarge.Suchdatasetsincludethosecomposedofque… 相似文献
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Science & Education - 相似文献
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Sherry Southerland Alejandro Gallard Laurie Callihan 《International Journal of Science Education》2013,35(16):2183-2213
The goal of this research is to identify science teachers' beliefs and conceptions that play an important role in shaping their understandings of and attempts to enact inclusive science teaching practices. We examined the work products, both informal (online discussions, email exchanges) and formal (papers, unit plans, peer reviews), of 14 teachers enrolled in a master's degree course focused on diversity in science teaching and learning. These emerging understandings were member-checked via a series of interviews with a subset of these teachers. Our analysis was conducted in two stages: (1) describing the difficulties the teachers identified for themselves in their attempts to teach science to a wide range of students in their classes and (2) analyzing these self-identified barriers for underlying beliefs and conceptions that serve to prohibit or allow for the teachers' understanding and enactment of equitable science instruction. The teachers' self-identified barriers were grouped into three categories: students, broader social infrastructure, and self. The more fundamental barriers identified included teacher beliefs about the ethnocentrism of the mainstream, essentialism/individualism, and beliefs about the meritocracy of schooling. The implications of these hurdles for science teacher education are discussed. 相似文献