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1.
Garry Hoban 《Research in Science Education》1991,21(1):178-187
Teachers in one-teacher schools have often experienced problems when implementing enquiry-based science programs. An innovation
was developed to address these problems in isolated one-teacher schools in the far-west of NSW. It consisted of 18 science
kits and an associated teaching sequence. Each kit contained 15 student activity sheets, equipment and supplementary resources.
An intervention program was designed to support the implementation of the innovation. The purpose of this study was to monitor
the teacher's process of change and to ascertain the outcomes of the intervention program in one of the schools. Data were
collected using, diagnostic dimensions from the Concerns-Based Adoption Model Project as well as qualitative methods. The
results indicated that the teacher's concerns about the innovation focused on how it affected the students. The teacher used
the innovation to support her student-centred teaching methods and the students had positive perceptions about learning science.
Specializations: K-6 Science and Technology curriculum and instruction. 相似文献
2.
In recent years Australian primary schools have adopted an across-the-curriculum approach to writing. However, relatively
little research has been conducted in the area of primary science. This paper reports the result of a small scale collaborative
study involving a Year 2 and a Year 5 class, and their classroom teacher, which used science activities as the basis for developing
report-writing skills using a framework consisting of three focus questions. Students in both classes learned to use the framework
in one term and it was found that it improved the quality of reports.
Specialisations: science and technology curriculum development, secondary and primary teacher education in agriculture, science and environmental
education.
Specialisations: cognition and curriculum, early childhood and primary teacher education in science and social education. 相似文献
3.
4.
Mr Ken Appleton 《Research in Science Education》1991,21(1):1-9
Mature-age students have formed a significant proportion of preservice students in primary teacher education over recent years.
Academic staff have reported a difference between mature-age students and school-leavers, particularly in motivation and achievement.
This report examines part of a study which explored mature-age students' views about aspects of teaching science and technology,
compared to the views of students who came to university straight from school. It examines, in particular, students' personal
feelings of adequacy in teaching science and technology in primary schools.
Specialisations: primary teacher education, teaching strategies in science. 相似文献
5.
This paper reports an empirical study of science education in Australian primary schools. The data show that, while funding
is seen as a major determinant of what is taught and how it is taught, teacher-confidence and teacher-knowledge are also important
variables. Teachers are most confident with topics drawn from the biological sciences, particularly things to do with plants.
With this exception there is no shared body of science education knowledge that could be used to develop a curriculum for
science education. There was evidence that most teachers see a need for a hands-on approach to primary science education involving
the use of concrete materials. A substantial proportion of teachers agree that some of the problems would be alleviated by
having a set course together with simple, prepared kits containing sample learning experiences. Any such materials must make
provision for individual teachers to capitalise on critical teaching incidents as they arise and must not undermine the professional
pride that teachers have in their work.
Specializations: science education, school effectiveness, teacher education
Specializations: science education, teacher education in science 相似文献
6.
This study examines the differences between teachers' and students' perceptions of textbook usage in the science classroom.
Four categories of use were identified: teacher directed student activities; teaching/studying guidance; as a source of information
for the user and as preparation for assessment. The results of the study show that differences do occur between teachers and
students with respect to their perceptions of the extent to which textbooks are used in the classroom and the purposes for
which they are used, namely as a teaching/studying guide and as preparation for assessment. The findings of the study should
be important to all those who use, write and publish high school science textbooks.
Specializations: science education. 相似文献
7.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
8.
Peter Aubusson 《Research in Science Education》1994,24(1):21-30
This paper reports on a study of the mismatch between science teachers' stated purposes and their actual teaching of science
in a secondary school. Factors affecting teachers' practices include their personal beliefs about teaching, learning and the
purposes of science education, the school program and the school culture.
Specializations: science and technology education, professional development. 相似文献
9.
Mary Hanrahan 《Research in Science Education》1994,24(1):156-165
This paper presents a model for the type of classroom environment believed to facilitate scientific conceptual change. A survey
based on this model contains items about students' motivational beliefs, their study approach and their perceptions of their
teacher's actions and learning goal orientation. Results obtained from factor analyses, correlations and analyses of variance,
based on responses from 113 students, suggest that an empowering interpersonal teacher-student relationship is related to
a deep approach to learning, a positive attitude to science, and positive self-efficacy beliefs, and may be increased by a
constructivist approach to teaching.
Specializations: secondary school science learning environments, writing in science, alternative frameworks, the language of science. 相似文献
10.
Margaret Bearlin 《Research in Science Education》1990,20(1):21-30
Female teachers predominate in primary schools, and tend both to have more negative perceptions of their teaching skills in
the physical sciences than males, and to expect girls to perform less well in these areas than boys, with likely serious consequences
for girls. In this context the WASTE (Women and Science Teacher Education) Project sought to identify characteristics for
teacher education programs which, in the opinion of their conveners, were productive in changing the attitude toward the teaching
of science, or in changing the actual mode of teaching science, of women preservice and practising teachers. This paper reports
the findings of the WASTE Project which surveyed the conveners of pre- and inservice programs and outlined the three models
of exemplary practice used to classify responses:subject-centred, learner-centred andknowledge and person-centred. These models were based largely on differing explanations given for attitude change and on implicit concepts of knowledge,
persons, and teaching and learning, and on the importance attributed to gender as a variable. Secondly, it shows how the Primary
and Early Childhood Science and Technology Education Project, a gender-sensitive action-research project, was built on these
findings. Finally, using these models, it offers a critique of the gender perspective of the Discipline Review of Teacher
Education (DEET, 1989).
Specializations: gender and science/science teacher education, feminist theory, curriculum theory. 相似文献
11.
The study of Aboriginal culture in schools is supported by an increasing number of educators and government committees. However,
in the absence of substantial research evidence, it has been difficult to propose justifiable curricular recommendations.
The results of this exploratory study suggest that student attitudes towards Aborigines and Aboriginal culture can be improved
by a science program which features an Aboriginal Studies component. Further, it is suggested that there is scope for the
development of up-to-date curriculum materials and more comprehensive studies.
Specializations: science education, teaching thinking.
Specializations: science education, curriculum theory and design, teacher development. 相似文献
12.
The preservice training of primary teachers is an opportunity to provide positive experiences which may ameliorate students'
anxiety about science and science teaching, and enhance their beliefs that they may become effective science teachers. The
previous and current science related experiences, and beliefs, of an intake of primary teachers participating in an introductory
science content subject, were explored. Matter and energy concepts were major content components of the subject. Data were
collected from pre- and post-test administrations of psychometric tests designed to measure students' science teaching self-efficacy,
science related attitudes, interest in science teaching, and preferred learning environment. A randomly selected sample of
students was interviewed at the commencement and finish of the subject. One third of the sample was assigned to a study group
in which a constructivist approach to laboratorys sessions was adopted. The remainder of the sample experienced a more traditional
transmissive format in laboratory sessions. Analysis of the quantitative data revealed no group differences in self-efficacy.
Interesting contrasts between students evident in the data from the interviews facilitated the articulation of tentative assertions
about the causative factors that may influence the development of students' sense of self-efficacy and possible science related
anxiety.
Specialisations: science teacher education, conceptual change, scientific reasoning.
Specialisations: science teacher education, conceptual change, scientific reasoning. 相似文献
13.
It is argued that the introduction of many new curricular with their associated teaching practices have failed because the
beliefs, views and attitudes of teachers have been ignored. This paper reports the implications of the initial belicfs of
primary school teachers involved in a professional development program about science and technology education. In particular,
a mismatch between teachers views of learning and teaching is identified and analysed.
Specializations: Science education, professional development
Specialisation: primary science and technology education 相似文献
14.
Water is an important resource. Surprisingly, research into students' conceptions of water has been confined largely to studies
of change of state. This paper reports the results of interviews about underground water, water pollution, the water cycle,
and change of state). There were 45 students interviewed about these phenomena: all were in Year 9 or Year 10 in Western Australia
from three schools, two country, on emetropolitan. In addition, 715 students in Years 9 and 10 in five government schools,
three metropolitan and two country, completed a teacher-made, water topic test. Students appear to have a good understanding
of some water-related phenomena, such as the water cycle, but have conceptions about other phenomena, such as the water table,
which are not in accord with scientific views. As others have reported, interviews reveal that students often use scientific
language without understanding.
Specializations: educational technology and the teaching-learning process; public understanding of science and technology. 相似文献
15.
Dr. Campbell J. McRobbie Dr. Barry J. Fraser Dr. Geoffrey J. Giddings 《Research in Science Education》1991,21(1):244-252
Existing instruments in classroom environment research have limitations when subgroups are investigated or case studies of
individual students conducted. This study reports the validation and development of a personal form of the Science Laboratory
Environment Inventory which is better suited to such studies. Further, systematic differences between scores on the class
and personal forms of the instrument are reported along with comparisons of their associations with inquiry skill and attitudinal
outcomes.
Specializations: Science education, Preservice science teacher education.
Specializations: Learning environments, science education, educational evaluation, curriculum.
Specializations: Curriculum, science education, science laboratory teaching. 相似文献
16.
P. K. Tao 《Research in Science Education》1994,24(1):322-330
This paper reports on an investigation into Hong Kong students' comprehension of English non-technical words used in science.
The investigation was conducted in a context in which English, a foreign language to students, is the medium of instruction,
in that textbooks and examinations are all in English but the classroom language used is mainly Chinese, with frequent Chinese-English
code-switching. A total of 4644 Secondary 4, 5 and 6 students participated in the study. Many students did not correctly comprehend
a large proportion of the words, confused them with words that were graphologically or phonetically similar, and even took
them for their antonyms. Such poor performance raises doubts as to whether the majority of Hong Kong students have attained
a ‘threshold level’ of competence in English to benefit from learning science in English.
Specializations: physics education, students' alternative conceptions in science, conceptual change, computer-assisted learning in physics. 相似文献
17.
Dr J. R. Baird Associate Professor R. F. Gunstone Mr C. Penna Professor P. J. Fensham Professor R. T. White 《Research in Science Education》1990,20(1):11-20
This paper is based on findings from a three year collaborative action research project on classroom teaching and learning.
The research, which involved 33 teachers, over two thousand students from six schools, and the authors, centred on exploring
how various features of the classroom context influence teaching and learning processes. We interpret project findings as
indicating the importance of balance between cognition and affect for effective teaching and learning. We advance the notion
of challenge as a way of conceptualising this balance. Challenge comprises a cognitive/metacognitivedemand component and an affectiveinterest component. Nine major features of a teaching/learning event were found to interact to influence these cognitive and affective
components of challenge.
Specializations: Collaborative research on science teaching and learning; staff development and school improvement; quality of science education.
Specializations: Learning and teaching science; pre-service teacher education.
Specializations: teacher development in science education; technology education.
Specializations: Science and teachnology curriculum, environmental education, educational disadvantage.
Specializations: learning theory, probing of understanding, conceptual change. 相似文献
18.
Mr. Max Walsh 《Research in Science Education》1990,20(1):282-291
The evaluations of teacher performance as carried out in most schools are brief, superficial affairs involving a few moments
of classroom observation, followed by the completion of an evaluation report form which is read and signed by all interested
parties, filed away and never referred to again. Such cursory processes do very little to promote the professional development
of teachers, and yet the use of alternative schemes for appraising teaching or providing feedback to teachers is still not
widespread in Australian schools. Students can play a role in providing feedback to teachers, yet whether this feedback is
valid and welcomed is still a contested issue. Some published research shows that it can be a valid and valuable exercise.
This paper reports some work-in-progress in which students in secondary science classes in Tasmania were interviewed, with
some very insightful responses being provided. Broader issues associated with "Teacher Appraisal" are also discussed.
Specializations: Science teacher education, teacher appraisal, classroom practice, environmental education. 相似文献
19.
Mr Ken Appleton 《Research in Science Education》1992,22(1):11-19
There has been renewed debate in recent years about the relatively poor science discipline background knowledge of primary
and preschool teachers, and their lack of confidence to teach science stemming from this. A reaction from teacher educators,
such as recommended by theDiscipline Review of Teacher Education in Mathematics and Science Report, has been to provide more explicit science discipline units in pre-service teacher education courses. However, a few
studies have cast some doubt on the notion that more science discipline studies (Skamp, 1989; Stepans & McCormack, 1985).
This paper reports on pre-service students' perceptions of their cofidence to teach science before and after a science education
unit adapted from the PECSTEP work (Kirkwood, Bearlin & Hardy, 1989), which included only a small amount of physical science,
and took an explicit gender approach emphasising the students as learners.
Specializations: primary teacher education, teaching strategies in science. 相似文献
20.
Towards a theoretical basis for students' alternative frameworks in science and for science teaching 总被引：1，自引：0，他引：1
Dr Brian L. Jones Professor Kevin F. Collis Dr Jane M. Watson 《Research in Science Education》1993,23(1):126-135
As there is nothing as practical as a good theory, there is a continuing need in the field of science education enquiry to
look for theories which help to interpret the findings about students' alternative frameworks and to inform the design of
teaching strategies which relate to a research focus on ‘how the student learns’. The developmental model of cognitive functioning
based on the SOLO Taxonomy (Biggs & Collis, 1982) as updated in 1991 (Biggs & Collis, 1991; Collis & Biggs, 1991) is being
applied in this way. Questionnaire data from two large studies of science learning of Australian students (conducted by ACER
and NBEET) are being re-analysed in terms of the current theory. This paper illustrates the theory and describes a plan of
further research.
Specializations: science education, students' understandings of phenomena in science.
Specializations: cognitive development, evaluation, mathematics and science education.
Specializations: mathematics education, students' understanding of chance and data concepts. 相似文献