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1.
Five teachers were interviewed as to their perceptions of the effect of an intervention to teach scientific literacy on learning in subsequent biology courses. The sample consisted of 450 students who had a literacy course in ninth grade and had completed tenth-grade biology. At the end of the academic year the biology teachers were interviewed and asked to compare the biology students who had the literacy course to students they had taught in earlier years. The biology teachers concluded that the literacy course did have an effect on students' subsequent ability to learn biology. The strength of the effect varied according to level of biology. Students had a better understanding of the nature of science and better laboratory and process skills. They were also better at analyzing data. The advanced and intermediate biology students were more creative, more likely to take risks, and engage in hypothetical thinking than other groups of students that the teachers had taught. Although the purpose of the literacy course was to teach literacy skills the advanced students retained a substantial amount of content material that was applicable to biology. 相似文献
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Ann FRKOVICH 《Frontiers of Education in China》2015,10(2):175-200
This case study contributes to counterpoints made to world culture theory and underscores that at the micro, classroom-level, rural Chinese teachers in a reform-oriented professional development course, and reform-oriented U.S. teacher trainers, understand educational reform, and the realities of education in these two cultures, very differently. This study examines interviews conducted with U.S. teachers of English who taught the Oral English Training Course (OETC), a professional development course for rural Chinese teachers of English in Jiangxi province from 2007 to 2013. These teachers reveal how their own understandings and assumptions around teaching and learning shape what and how they teach, and how they evaluate the work of others. This study explains that included in the literal baggage of these foreign teachers teaching in China, is their figurative baggage, which includes their own cultural lens. The thrust of this study lies in uncovering the ideologies, assumptions, and educative constructs of foreign teachers, how these may be perceived by the Chinese teachers that they teach, and how all of this is steeped in the realities in education and the individual experiences of local actors. This study ends with recommendations for collaboration between foreign teachers of English in China, and their students, particularly Chinese teachers of English in China. 相似文献
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Maria Goulding 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(2):98-107
How do student teachers see computers being used in secondary mathematics lessons, and how do they themselves use them on teaching practice? These questions were prompted by the need to provide appropriate experiences for students on the Postgraduate Certificate of Education course. Information collected over a two year period suggests that although computer use was not widespread, more students used computers, and applications software in particular, than practising teachers. Strategies for course provision are outlined and the examination of assumptions and beliefs is indicated as an important dimension in future work. 相似文献
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Yilmaz Kara 《欧洲师范教育杂志》2012,35(1):111-129
The work presented here represents a preliminary attempt to address the role of teachers in supporting students’ learning on socio-scientific issues (SSI) by characterising pre-service biology teachers’ perceptions and adaptation of curriculum and identifying factors that serve to mediate this process. A hundred and two undergraduate pre-service biology teachers took part in this study over the course of one semester. The teacher candidates (72% female) completed a questionnaire comprising Likert-type and open-ended questions. The results indicated that the teacher candidates perceived a need to address SSI positively. Pre-service teachers had moderate personal teaching efficacy beliefs related to teaching about SSI. They also identified the lack of instructional time and the unavailability of relevant materials as the primary obstacles hindering the teaching of SSI. The implications for teacher education and the design of curriculum materials with respect to SSI are discussed. 相似文献
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当前 ,正在进行的基础教育课程改革标志着我国基础教育进入了一个全新的发展阶段 ,课程改革对中学生物教师的素质和能力提出了严峻的挑战 ,高师生物专业是培养中学生物教师的摇篮 ,为全面提高未来中学生物教师的职业素质和教学能力 ,高师生物教学法课必须面向基础教育开展教学研究 ,改革教学内容、教学方法才能满足基础教育发展的需要。 相似文献
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This study examines the evolution of 11 prospective teachers’ understanding of mathematical modeling through the implementation of a modeling module within a curriculum course in a secondary teacher preparation program. While the prospective teachers had not previously taken a course on mathematical modeling, they will be expected to include modeling as part of the school curriculum under current state standards. The module consisted of readings, analysis of the Common Core State Standards, carefully designed modeling activities, individual and group work, discussion, presentations, and reflections. The results show that while most prospective teachers had misconceived definitions of mathematical modeling prior to the module, they developed the correct understanding of modeling as an iterative process involving making assumptions and validating conclusions connected to everyday situations. The study reveals how the prospective teachers translated the modeling cycle into practice in the context of a carefully designed open-ended problem and the strong connections between modeling activities and promoting mathematical practices. 相似文献
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To alleviate teachers’ reluctance toward practical work, there has been much discussion on teachers’ pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers’ conflicts in practical work, this study examines teachers’ ideas about teaching and learning that influence teachers’ decision‐making and action on teaching practical work. More important than knowing technical–rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third‐year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants’ ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre‐service teachers’ understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre‐service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre‐service elementary teachers to appreciate the balance between science teaching and practical work. 相似文献
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朱艳玲 《开封教育学院学报》2009,29(3):111-112
情感教育在教学中起着至关重要的作用,已成为国内外教育工作者日益关注的话题。在生物教学中,以兴趣培养为出发点,以情感教育为最终目的,让学生愉快学习,提高课堂效率。 相似文献
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杨广军 《安徽教育学院学报》2006,24(5):125-128
基础教育改革中自然科学课程的设立呼唤高素质的科学教师,高师培养中学理科分科教师的一贯模式必须要打破,自然科学专业的设立或理、化、生分科院系互选课程是高师培养科学教师的两条可行路径。 相似文献
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Michael P. Clough 《Interchange》1997,28(2-3):191-204
Many science teachers devote a portion of their course to improving students' understanding of the nature of science. However, despite a one- or two-week effort, students often cling to their misconceptions. This tenacity is not surprising in light of conceptual change theory. How then are teachers to facilitate more contemporary portrayals of the nature of science? The key is to maintain in students a sense of dissatisfaction with their archaic notions of the nature of science. Drawing from my recent six year experience teaching high school biology and chemistry, this paper provides examples of how science teachers might initiate and maintain pressure on students' misconceptions regarding the nature of science, and facilitate student consideration of more contemporary views. 相似文献
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The Measure of Acceptance of the Theory of Evolution (MATE) was constructed to be a single-factor instrument that assesses an individual's overall acceptance of evolutionary theory. The MATE was validated and the scores resulting from the MATE were found to be reliable for the population of inservice high school biology teachers. However, many studies have utilized the MATE for different populations, such as university students enrolled in a biology or genetics course, high school students, and preservice teachers. This is problematic because the dimensionality and reliability of the MATE may not be consistent across populations. It is not uncommon in science education research to find examples where scales are applied to novel populations without proper assessment of the validity and reliability. In order to illustrate this issue, a case study is presented where the dimensionality of the MATE is evaluated for a population of non-science major preservice elementary teachers. With this objective in mind, factor analytic and item response models are fit to the observed data to provide evidence for or against a one-dimensional latent structure and to detect which items do not conform to the theoretical construct for this population. The results of this study call into question any findings and conclusions made using the MATE for a Hispanic population of preservice teachers and point out the error of assuming invariance across substantively different populations. 相似文献
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从基本概念入手,对生物学课程资源及其开发方式进行论述,并就生物教师在教学过程中如何开发、利用、整合课程资源的问题进行系统的阐述. 相似文献
13.
沙丽华 《大连教育学院学报》2003,19(1):18-19
生物课程改革是生物教师极为关注的,因此,帮助生物教师提高课程理论水平,理解新一轮课程改革的理念,增强对新课程的适应能力,是"生物课程改革专题"选择课程内容的原则。 相似文献
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文章详细论述了细胞生物学双语教学的意义、面临的问题及解决的对策,实施双语教学的具体方法、思路,重点讲述了课堂的教学组织以及课余的准备工作,为开展细胞生物学双语教学提供了理论基础. 相似文献
16.
Elke Grimminger 《欧洲师范教育杂志》2011,34(3):317-337
As intercultural competence among young people is one of the educational missions at European schools, teachers should themselves be able to deal constructively with cultural diversity, as well as encouraging and shaping intercultural learning processes in their classes. This article focuses on the intercultural competence of physical education teachers. ‘Intercultural competence’, often used as a ‘container term’, will be theoretically founded in reference to the challenges physical education teachers meet. Based on these theoretical assumptions, a special education course was developed and conducted with physical education teachers to further their intercultural competence. With a mixed-method approach, i.e., a systematic interlocking of qualitative and quantitative data, the efficiency of the course has been empirically proved: knowledge competence and methods competence as sub-competencies of intercultural competence are enhanced while educational beliefs and acculturation attitudes as performance indicators are changed. 相似文献
17.
From national policy to classroom practice: Promoting reading for pleasure in post‐primary English classrooms 
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下载免费PDF全文 In 2011, a national strategy Literacy and Numeracy for Learning and Life was published in the Republic of Ireland. One key aspect of the strategy was that it placed a renewed focus on reading for pleasure in post‐primary classrooms. The researchers involved in this article worked for the Professional Development Service for Teachers, a national, government‐funded professional development organisation. In response to the strategy, the researchers worked with teachers from nine post‐primary schools across the Republic of Ireland. Through working closely with these English teachers, it was possible to identify assumptions that the teachers made around their students' reading in post‐primary education. This article considers and challenges some of these assumptions and demonstrates what happened when the teachers were invited to do the same. In the course of the research, questions were also raised about some of the recommendations made within the national strategy, recommendations which were themselves based on contestable assumptions, assumptions such as the fact that boys prefer to read non‐fiction. The need for national policy to be rooted in research was, therefore, also identified. Finally, through feedback from teachers and students involved in the research project, the authors of this article were able to devise a series of recommendations for schools seeking to focus on reading for pleasure in the post‐primary English classroom. 相似文献
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付善民 《洛阳师范学院学报》2009,28(2):114-116
对河南省7所"2005～2008"国家高水平体育后备人才培训基地学校中文化课教师的教学工作状态进行了调查分析.研究结果发现,7所培训基地文化课教师基本发挥了工作能力,完成工作任务信心较足.但由于管理层受"重竞技、轻文化课"的影响,造成文化课师资队伍结构不太合理,文化课教学软硬件基础较差,影响到文化课教师工作能力的发挥,进而影响了文化课教学的质量. 相似文献
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科学课程需要数量巨大且高素质的科学教师,设立专门的自然科学教育专业,对中学分科理科教师进行自然科学专业的在职培养和进修,加快高层次师资的培养,是当前培养科学教师、提高教师素质的重要且必须的手段。 相似文献