共查询到20条相似文献，搜索用时 866 毫秒
1.
Karthigeyan Subramaniam 《Research in Science Education》2013,43(2):687-709
This study explores five minority preservice teachers’ conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream White peers served as the framework to identify minority preservice teachers’ instructional ideas, meanings, and actions for teaching science. Data included drawings, narratives, observations and self-review reports of microteaching, and interviews. A thematic analysis of data revealed that the minority preservice teachers’ conceptions of teaching science were a specific set of beliefs-driven instructional ideas about how science content is linked to home experiences, students’ ideas, hands-on activities, about how science teaching must include group work and not be based solely on textbooks, and about how learning science involves the concept of all students can learn science, and acknowledging and respecting students’ ideas about science. Implications for teacher educators include the need to establish supportive environments within methods courses for minority preservice teachers to express their K-12 experiences and acknowledge and examine how these experiences shape their conceptions of teaching science, and to recognize that minority preservice teachers’ conceptions of teaching science reveal the multiple ways through which they see and envision science instruction. 相似文献
2.
Although the participation by females in upper-level occupations and positions has expanded considerably in recent years, science is still considered a masculine career field. The results of this study show that only the physical sciences in particular (not science in general) are clearly viewed as masculine academic areas. Furthermore, the results suggest that the perception by girls of the physical sciences as masculine is much more likely to occur in coed classes than in all-female classes. The results can best be explained by two factors: (1) the attitudes conveyed by teachers and by society may predispose students toward a greater acceptance of women in biology than in the physical sciences; and (2) when girls perceive themselves as a deviant minority in physical science classes, their performance and preference for the physical sciences is reduced, perhaps because of competition and comparison with males. In all-female classes, however, girls are not a deviant minority, and therefore they are able to perform and develop preferences without inhibition. 相似文献
3.
刁国旺 《泰州职业技术学院学报》2012,12(2):1-3
实验教学是许多学科,尤其是理工科学科学生实践能力、创新能力培养的重要环节之一。影响实验教学质量的因素有很多,除了教师和学生的素质外,还与下列因素有关：一是实验教学体系,二是实验教学方法,三是实验教学平台。文章从这三个方面介绍了提高实验教学质量的经验与体会。 相似文献
4.
Muhamad Hugerat 《Learning Environments Research》2016,19(3):383-395
This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire contained 38 statements concerning students’ perceptions of the science classroom climate. The results of the study revealed that students who learned sciences by project-based teaching strategies perceived their classroom learning climate as significantly more Satisfying and Enjoyable, with greater Teacher Supportiveness, and the Teacher–Student Relationships as significantly more positive. The differences between the experimental (project-based learning strategies) and control (non-project) groups regarding their perceptions of the science classroom learning climate could be explained by differences between the two science teaching and learning strategies. 相似文献
5.
This paper will consider issues that are important in the teaching and learning of programming to students in their first year of an undergraduate course in a computer science discipline. We will suggest that the current educational climate offers the opportunity to move the focus onto the learner and their experience, and that second language learning and teaching in the field of English as a Second, or Foreign, Language may be a fruitful area on which to draw. We will review a particular aspect of second language pedagogy-learner strategies-and discuss their applicability to students who are starting to learn how to program. We will consider ways in which these strategies might be useful to support learning programming at this level. 相似文献
6.
In recent years, interactive computer simulations have been progressively integrated in the teaching of the sciences and have contributed significant improvements in the teaching–learning process. Practicing problem-solving is a key factor in science and engineering education. The aim of this study was to design simulation-based problem-solving teaching materials and assess their effectiveness in improving students’ ability to solve problems in university-level physics. Firstly, we analyze the effect of using simulation-based materials in the development of students’ skills in employing procedures that are typically used in the scientific method of problem-solving. We found that a significant percentage of the experimental students used expert-type scientific procedures such as qualitative analysis of the problem, making hypotheses, and analysis of results. At the end of the course, only a minority of the students persisted with habits based solely on mathematical equations. Secondly, we compare the effectiveness in terms of problem-solving of the experimental group students with the students who are taught conventionally. We found that the implementation of the problem-solving strategy improved experimental students’ results regarding obtaining a correct solution from the academic point of view, in standard textbook problems. Thirdly, we explore students’ satisfaction with simulation-based problem-solving teaching materials and we found that the majority appear to be satisfied with the methodology proposed and took on a favorable attitude to learning problem-solving. The research was carried out among first-year Engineering Degree students. 相似文献
7.
We developed a course, as part of our institution's core program, which provides students with a foundation in academic literacy in the social sciences: how to find, read, critically assess, and communicate about social science research. It is not a research methods course; rather, it is intended to introduce students to the social sciences and be better consumers of social science research. In this article, we describe the key learning objectives of this course, the basic content areas, and some of the innovative teaching and learning strategies used in the course. We also provide empirical evidence of the effectiveness of the course in meeting its learning objectives and of student responses to the course. Finally, we discuss some of the challenges in developing interdisciplinary core courses and offer suggestions for best practices for teaching social science literacy as part of the core curriculum. 相似文献
8.
Linking Science Education to the Workplace 总被引：1，自引：1，他引：0
This article examines the issue of linking education in the sciences with the world of work for all students. Traditionally, science teaching has been limited to preparing student for research career in science at the university level. The reform movement in science education is focused on intellectual skills that serve to fortify the human capital of all students and the economic productivity of the nation. The educational issue arises from evolutionary changes that are taking place in the practice of science, the development of a global economy, the nation's entrance into an Information Age, and the changing nature of the workplace. To identify and integrate these factors in the practice of science teaching is the goal of this article. 相似文献
9.
理工科专业课程教学中,在教学内容上,有强调个人贡献,却忽视发明创造是来自广大人民群众生产实践的经验总结,是个人与团体思想相互碰撞、相互融合的现象;在教学方式或教学组织上,有只顾少数不顾多数,只强调独立思考却无视交流合作的情况。这种缺乏群众观思想的专业教学,容易使学生或教师产生目无集体、不懂合作、纪律涣散、自我利益至上的个人主义思想,不利于创新型和谐社会的建设。在理工科专业教学中融入思政要素,研究加强群众观教学的理念和方法具有重要的时代意义。 相似文献
10.
化学与社会课程教学在工科院校自然学科教学中占有重要地位。本课程将化学与物理、生物多个学科都紧密相连。在与其他专业相结合的过程中,可以形成某个新的科研领域,因此对化学与社会课程的深入探究将是推动科学技术和社会发展的重要动力。基于化学与社会课程的重要性,高校一直以来都十分重视该课程教学工作的开展,并将其纳入到教学改革计划中。但受各方面因素的影响,使得目前高校化学与社会课程在教学过程中仍存在一定的不足,从而影响了课程作用的充分发挥。为此,文章对当前化学与社会教学中存在的问题进行了论述,进而提出策略,为化学与社会的教学发展提供更多参考。 相似文献
11.
Brazziel Marian E. Brazziel William F. 《Journal of Science Education and Technology》2001,10(3):273-281
The research described here comprised a pilot study that attempted to identify the factors in decisions of highly capable students from underrepresented minority groups to forego study for science or engineering doctorates. Underrepresented students are defined as Blacks, Hispanics, and Indians. While these groups will soon comprise 30% or more of the population, they receive only 5% of the S & E (Science and Engineering) doctorates. The research was completed under NSF (National Science Foundation) grant no. REC 9908861. The research built on a previous NSF study (RED-9355867) that identified the most effective colleges and universities in the country in the preparation of Black, Hispanic, and Indian science and engineering students for study toward the PhD degree. One of the major concerns raised during the site visits to the top 10 institutions serving these groups was the loss of capable students to other careers. The study obtained information from minority graduates about factors impacting persistence to graduate studies in science and engineering and solicited suggestions for attracting more people like themselves to S & E doctoral study. Twelve underrepresented minority S & E graduates who decided to forego doctoral study in favor of other pursuits. Themes emerging from these conversations regarding reluctance to pursue advanced study included the following: concern for ability to finance such study; weaknesses in advisement practices and systems; lack of full knowledge, early on, about the rewards of doctoral employment; and concern about opportunities for employment after graduation. Suggestions proffered for attracting more underrepresented minorities to S & E doctoral study included the following: early socialization of youngsters into the world of science and its practice; expanded funding for scholarships and fellowships; expanded outreach by colleges and universities; expanded efforts by churches and community groups and deeper commitments by colleges and universities. 相似文献
12.
13.
冯常深 《黑龙江教育学院学报》2006,25(5):108-110
少数民族汉语教学要明确学习语言的根本目的,激发学习兴趣,并通过指导语言学习方法,训练良好的语言学习习惯,巧用多媒体技术,开拓新的教学方式,解决汉语教学费时低效的问题。 相似文献
14.
该研究调查了荷兰乌得勒支大学医学中心课程改革前后医学生对基础科学的态度。结果表明，与旧课程的医学生相比，新课程的医学生认为医学知识并不那么重要，临床实践前并不需要掌握太多的生物学知识，他们更喜欢由临床医生讲授基础课。虽然医学生对基础课的重要性的认识并不全面，但他们更喜欢将基础科学和临床实践相结合的教学方法。 相似文献
15.
The study reported in this article aimed at exploring what teachers know and do about fostering higher‐order thinking skills in teaching science, and how they see themselves involved in achieving this end. Data were collected through semi‐structured interviews with 11 teachers experienced in teaching high school physics, which is considered a relatively difficult but well‐established discipline. The findings highlighted a diversity among the teachers in four areas: meta‐strategic knowledge of the concept of higher‐order thinking; practical utilization of instructional strategies related to fostering higher‐order thinking in the classroom; beliefs about students’ abilities to acquire higher‐order thinking skills; and self‐perception regarding teaching towards higher‐order thinking. Regarding the second area, for example, some of the teachers reported using teaching strategies in class that could impede the development of students as autonomous thinkers; others occasionally try to foster higher‐order thinking among their students but regard this as a way of conveying subject content better; only a minority of the teachers see the fostering of higher‐order thinking as an important objective of teaching physics. In summary, teachers are frequently puzzled or uncertain about the entire issue of fostering higher‐order thinking in school. Introducing elements of constructivist pedagogy combined with the specific steps aimed at fostering higher‐order thinking into the science class is required to make the development of higher‐order thinking a regular ingredient in science teaching within the current schooling. 相似文献
16.
通过对社会需求、教师教学方法、学生学习方法三个方面的现状进行需求分析,作者提出了一些针对现状的适应我国高校理工科学生学习的教师教学与学生学习方法。文中主要从如何引导高校理工科学生的应用创新展开了教学方法研究,提出了从授课对象、授课方法、授课手段三个方面创新教学,以满足目前社会对学生知识结构的需求和学生对所学知识方法的需求。最后从社会需求、教师教学方法、学生学习方法三个方面分析了引导学生应用创新应该深层次思考的问题。 相似文献
17.
Zakiya S. Wilson Lakenya Holmes Karin deGravelles Monica R. Sylvain Lisa Batiste Misty Johnson Saundra Y. McGuire Su Seng Pang Isiah M. Warner 《Journal of Science Education and Technology》2012,21(1):148-156
In the United States, less than half of the students who enter into science, technology, engineering, and mathematics (STEM)
undergraduate curricula as freshmen will actually graduate with a STEM degree. There is even greater disparity in the national
STEM graduation rates of students from underrepresented groups with approximately three-fourths of minority students leaving
STEM disciplines at the undergraduate level. A host of programs have been designed and implemented to model best practices
in retaining students in STEM disciplines. The Howard Hughes Medical Institute (HHMI) Professors Program at Louisiana State
University, under leadership of HHMI Professor Isiah M. Warner, represents one of these programs and reports on a mentoring
model that addresses the key factors that impact STEM student attrition at the undergraduate level. By integrating mentoring
and strategic academic interventions into a structured research program, an innovative model has been developed to guide STEM
undergraduate majors in adopting the metacognitive strategies that allow them to excel in their programs of study, as they
learn to appreciate and understand science more completely. Comparisons of the persistence of participants and nonparticipants
in STEM curricular, at the host university and with other national universities and colleges, show the impact of the model’s
salient features on improving STEM retention through graduation for all students, particularly those from underrepresented
groups. 相似文献
18.
Leah D. Pride 《理论付诸实践》2014,53(1):41-47
All science, technology, engineering, and mathematics (STEM) educators working in urban public school systems are expected to provide opportunities for students to develop foundational scientific literacy skills in mathematics and science learning. However, the demands on STEM educators teaching the “gifted” or “high-performing” students attending STEM-focused schools are much higher. Educators are expected to motivate, nurture, and propel the intrinsic or earned abilities these students possess. This article shares teaching- and learning-informed stories of a STEM educator (the author) and her students attending New York City Specialized High School for the Sciences. The goal is to document the complexities surrounding the notion of a gifted mindset: first from the author's own experiences as a female scientist and person of color and second from the narratives of the students. Teaching and learning within a prestigious public school for the sciences comes with many narratives of challenge and triumph. The learning stories of empowered students reveal that they desire opportunities in the STEM classroom for meaningful learning. Students who want to take ownership in their learning will find a way to appropriate meaningful learning, even in restrictive classrooms. Learning stories, as a theoretical framework and narrative assessment tool, are particularly useful in contextualizing the multi-dimensional aspects of being a STEM professional in education. 相似文献
19.
Expanding and diversifying the STEM (science, technology, engineering, and mathematics) workforce is a national priority. The National Science Foundation is investing efforts at post secondary education institutions to engage individuals who have been historically underrepresented in STEM. This paper investigated the use of strategies to broaden participation in STEM by grantees of NSF’s Advanced Technological Education (ATE), who are primarily located at 2-year colleges. The ATE program focuses on developing and improving technician training programs to prepare students for employment in fields that rely on advanced technologiessuch as nanotechnology, photonics, and mechatronics. A survey, conducted annually by the authors of this study, was used to collect data from ATE grantees on their use and perceptions of strategies to broaden participation in STEM. The findings showed that strategies related to motivation and access to enhance recruitment are more widely used then strategies that improve retention. Respondents identified strategies related to providing financial assistance, mentoring, and conducting outreach activities as the most effective for reaching and engaging underrepresented minority students in academic programs. Despite these perceptions, these strategies seem to be underutilized among this group. 相似文献
20.
Cathryn Kabacoff Vasudha Srivastava Douglas N. Robinson 《CBE life sciences education》2013,12(3):410-418
Internships are an effective way of connecting high school students in a meaningful manner to the sciences. Disadvantaged minorities have fewer opportunities to participate in internships, and are underrepresented in both science, technology, engineering, and mathematics majors and careers. We have developed a Summer Academic Research Experience (SARE) program that provides an enriching academic internship to underrepresented youth. Our program has shown that to have a successful internship for these disadvantaged youth, several issues need to be addressed in addition to scientific mentoring. We have found that it is necessary to remediate and/or fortify basic academic skills for students to be successful. In addition, students need to be actively coached in the development of professional skills, habits, and attitudes necessary for success in the workplace. With all these factors in place, these youths can become better students, compete on a more level playing field in their internships, and increase their potential of participating actively in the sciences in the future. 相似文献