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1.
Alan J. DeYoung 《The Urban Review》1986,18(1):71-84
The educational literature of the last several years is replete with both continuing calls for educational excellence reforms and for enhancing and upgrading the teaching profession. Importantly, both types of calls rely on the contribution of science. The educational research-and-development community continues to push for and believe in the notion that educational innovation is based on scientific advances in understanding child development and school functioning. Similarly, many teachers and teacher educators continually call for increased classroom autonomy and social status among teachers, based upon the supposedly scientific nature of their professional training. This paper takes issue with both of these points, arguing that the origin and success of most educationally innovative policies have as their origin the changing political, economic, and social forces visible in the country during the history of American education. Relatedly, since the science of teaching and learning takes a back seat in issues of school policy, teachers cannot and will not be able to convince the public and those in authority in the school that their insights and practices derive from any privileged understanding of the real needs of children. Arguing that teachers should, in fact, have more input into policy decisions in education, the paper concludes with a review and discussion of various strategies currently visible for improving the autonomy and control of classroom educators. 相似文献
2.
This study tested for differences between instructors in three college faculties in the frequency with which they exhibited various classroom teaching behaviors, and in the correlation of these behaviors with perceived teaching effectiveness. Trained observers assessed the frequency of 95 classroom teaching behaviors shown by 124 teachers in the arts and humanities, the social science, and the natural science faculties. Teaching effectiveness was measured by formal end-of-term student ratings averaged over a three-year period. Behaviors reflecting interpersonal orientation occurred more frequently in arts and social science teachers than in natural science teachers, whereas behaviors reflecting task orientation occurred more frequently in natural and social science teachers than in arts teachers. However, the pattern of correlations between teaching behaviors and overall effectiveness ratings was quite similar in all three faculties. Results are discussed in terms of understanding, evaluating, and improving college teaching. 相似文献
3.
Peter Hudson 《Journal of Science Education and Technology》2004,13(2):215-225
Final year preservice teachers' perceptions of their mentoring in primary science teaching were gathered through surveys from three separate studies. The three studies (n = 59, n = 331, n = 60) provided an indication of the degree of mentoring preservice teachers perceived they received with mentoring practices linked to Pedagogical Knowledge. This research argues that mentors require pedagogical knowledge of primary science for guiding mentees with planning, timetabling, preparation, implementation, classroom management strategies, teaching strategies, science teaching knowledge, questioning skills, problem-solving strategies, assessment techniques, and developing viewpoints on science pedagogy. The key study findings (n = 331, from nine Australian universities involved in primary teacher education) indicated that 55% or more mentees had not received Pedagogical Knowledge for primary science teaching in each of the associated mentoring practices (mean score range: 2.60–2.91, standard deviation range: 1.10–1.32). The study concludes that mentors require further professional development to ensure that preservice teachers (mentees) receive adequate pedagogical knowledge for teaching primary science, which will involve significant collaboration between universities and schools. 相似文献
4.
In a recent opinion, the Sixth Circuit Court of Appeals ruled that a community college instructor has a constitutional right to utilize the words nigger and bitch in the context of a classroom discussion in a course on interpersonal relations. This article discusses this case in the context of other court decisions concerning a college's right to regulate an instructor's classroom speech. Implications for personnel evaluation in the higher education setting are discussed. 相似文献
5.
Anne Watson 《Educational Studies in Mathematics》2000,41(1):69-91
The purpose of this paper is initially to present findings which identify components of the practices of teachers acting as assessors of students' mathematics in the normal course of classroom work. At an informal level such practice is found to be complex and intimately related to every aspect of teaching and learning. It is found that even teachers who have undergone some assessment training may underestimate the role of interpretation of evidence, and questions about equity in the uses of teachers' judgements are raised in relation to awareness and practice. It is suggested that more care needs to be taken over the formation and use of professional judgements within systems of assessment.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
6.
Elbers grapples with two persistent issues in psychology: (a) the role of the adult and the child in development, and (b) depictions of competence as context specific or generalized. Elbers' entrenchment in a transmission model of meaning undermines his portrayal of the child as an active participant in development. Furthermore, his characterization of competence as something in the head of the individual hinders his attempts to contextualize competence. We outline a framework informed by Vygotsky, Bakhtin, and others, which depicts both the formation and the functioning of mental processes (or competence) as fundamentally interactive. Mental functions arise in social interactions in which all participants accommodate each other, thus obviating the question of who is active or passive in the interaction. Furthermore, the social interactive origins of mental functioning impose a social context on all competencies. Such a framework facilitates movement away from the dilemmas which Elbers cogently raises. 相似文献
7.
Sumit Bhaduri 《Journal of Science Education and Technology》2003,12(3):303-308
The article reviews the strikingly divergent viewpoints of intellectuals—scientists and non-scientists—about Science and Technology. It shows that while scientists implicitly accept the difference between Science and Technology, to non-scientists that difference is irrelevant. The most important differences between Science and Technology that lie in their relative scales, outputs and accuracy of predictions are highlighted. The complexity of and difficulty in trying to quantify the contribution of science and technology to economic growth are discussed. Views of science and technology that include their societal perceptions are recommended. 相似文献
8.
The present article describes research carried out in Badajoz (Spain) with student teachers of Primary and Secondary science education. The preservice teachers conceptions of the nature of science were analyzeda and compared with their classroom practice when teaching a science lesson. The results indicated that there was no correspondence between the conceptions of the nature of science and the classroom practice. The implications of the research for science teacher education are dealt with. 相似文献
9.
This paper discusses the revision of a literacy workshop from its basis in expressivist philosophy and pedagogy toward a more socially and critically based practice with urban adolescents. As part of a larger research project, a classroom teacher and a university researcher collaborated to include social action projects within a workshop approach to reading and writing. This paper presents both the positive developments brought about by these social action projects and the difficult dilemmas raised by the enactment of the projects in the classroom. Specifically, I use one of the social action performances to examine how discursive and relational practices and individualistic ideologies held by classroom and school participants shaped the projects in disturbing ways. I highlight how the students engaged in interesting—albeit often superficial—dialogues but did not necessarily learn to taken action to challenge structures and systems that marginalize or oppress people. The paper concludes with suggestions for future revisions of literacy workshops in ways that would allow students to develop literacy skills for taking action in multiple social worlds. 相似文献
10.
“It's Easier to Be Yourself When You Are Invisible”: Female College Students Discuss Their Online Classroom Experiences 总被引：6，自引：0，他引：6
Patrick Sullivan 《Innovative Higher Education》2002,27(2):129-144
There has been considerable scholarly interest in issues related to gender in the classroom, especially in terms of finding ways in which classrooms might be configured to be more welcoming--and less chilly--to female students. There is some evidence to suggest that the online learning environment may provide educators with opportunities to achieve a more female-friendly classroom, and this study was designed to gather information about that question. 125 female college students who had completed at least one online, college-level class were invited to discuss their experiences learning online. These data show that female college students respond to the online environment in a variety of ways. A small group of students indicated that they did not enjoy learning online, while others expressed mixed feelings. The majority, however, had positive things to say about their online classroom experiences; and of these, a large number identified anonymity as the most important positive aspect of the online learning environment. 相似文献
11.
Science in the Trenches: An Exploration of Four Pre-service Teachers' First Attempts at Teaching Science in the Classroom 总被引：1，自引：0，他引：1
This paper explores four students' attempts at teaching science in the real world classroom during their initial student teaching practicum, including their struggles and successes. When pre-service teachers enter their initial practicum experience they are confronted with differing teaching philosophies of their own, their university professors, and their school mentors (Sullivan, Mousley & Gervasioni, 2000; John, 2001; Fu and Shelton, 2002). Within this situation, preservice teachers struggle to find their own niche of teaching science and learn to reflect as both learner and teacher (Kelly, 2000). Our goal as science teacher educators is to help pre-service teachers have an easy transfer from personal university experiences to teaching science in the real classroom environment while maintaining the integrity of newly learned teaching strategies (Segall, 2001). This work adds to and helps guide science teacher educators in identifying difficulties pre-service teachers' experiences in the transition from methods courses to practice. 相似文献
12.
Innovative doctrines create dilemmas for teachers. These dilemmas arise because, when teachers decide to adopt new practices, they face new uncertainties about their role in the classroom, the effectiveness of their methods and the purposes of their instruction. The way teachers used the materials of a particular innovation, the Schools Council Integrated Science Project, is described and explained in terms of teacher control over the uncertainties of classroom life. The Project proposals, initially seen by teachers as increasing the diffuseness of their work, were modified by them so that it was clearer to them what was to be accomplished and how it was to be done. At the same time, a functional alignment of goals, techniques and social relationships was maintained through teacher influence in the classroom. The translation of the materials into more specific terms meant that important elements of the doctrine of the Project were either ignored or redefined in more traditional terms. Such redefinition of innovation in specific terms raises questions about the effectiveness, as instruments of change, of centralized curriculum projects remote from the practical problems of schools. Implications for curriculum policy and research into the dilemmas teachers face in teaching are discussed.An earlier version of this paper was presented at the Annual Meeting of the American Education Research Association, Boston, Mass., April 1980. 相似文献
13.
Chorng-Jee Guo Huey-Por Chang 《International Journal of Science and Mathematics Education》2004,2(4):435-453
The new Science and Technology Curriculum Framework recently issued in Taiwan advocates the teaching of integrated science and technology with greater emphasis on basic skills. Science teachers are not used to teach in this way, they need different abilities and skills in order to do so. Using various effective professional development strategies, including a collaborative action research approach, the aim of this study was to help science teachers develop professionally through the development of instructional modules on integrated science and technology. A research team was formed consisting of science educators/researchers, graduate assistants and science teachers from six junior high schools in the central area of Taiwan. In order to involve teachers collaboratively over an extended period of time, the entire study went through preparatory, elaborative and disseminative stages for three consecutive years. Various professional development opportunities were built-in. The instructional modules developed were discussed by participants of this study and evaluated by external experts before they were tried out in actual classroom settings. Both qualitative and quantitative methods, including field notes, interviews, observations, video-taping, audio-taping, document analysis, and surveys of students and teachers opinions were used to collect data for a closer examination of the effectiveness of the instructional modules and of the increase in teachers instructional proficiencies. Overall, teachers interdisciplinary experiences and knowledge increased. They were more flexible and resourceful in using instructional strategies that best fit the instructional settings. Their knowledge and skills in using information and communication technologies in science classrooms also increased considerably. 相似文献
14.
Raymond A. Zepp 《Educational Studies in Mathematics》1982,13(2):205-221
Students in Lesotho secondary schools were given a test on the logical connectives and, or, and if-then in either English or Sesotho. In forms 1 and 2, the Sesotho groups performed better than the English groups, although both groups performed poorly. In form 4, the English group excelled. Analysis of responses to certain categories of questions was undertaken, for example, questions with negatives, questions which called for indirect reasoning, or questions whose answers were not determinable. Certain incorrect reasoning patterns, such as inverse reasoning, were investigated. Although certain differences between language groups were found, the differences were attributed to relative understanding of language rather than to Whorfian differences in logic between language groups. 相似文献
15.
A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-orientation and the testing culture—a total separation between testing and learning—in contemporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so. They were quite reserved as far as the applicability of the self-assessment method to nonalgorithmic (correct/incorrect) questions is concerned. The results of this study suggest that the potential for student self-assessment within college science teaching and learning exists. However, still a great purposed effort in HOCS-oriented teaching and learning is required in order for the student self-assessment practice to become a routine integral component of HOCS science examinations. 相似文献
16.
Jackson David F. Doster Elizabeth C. Tippins Deborah J. Rutledge Michael L. 《Journal of Science Education and Technology》1994,3(1):17-26
This is a study of an ongoing collaborative project in which science education faculty and upper elementary school teachers investigate the potential of a project-based, technologyrich, environmentally oriented approach to science education in an urban school serving a racially diverse population. Major conclusions based on the experience of participants in this study include: (1) teachers describe their instructional roles in terms highly consistent with student-centered, project-based, experiential learning; (2) teachers believe that what makes science real for students is the feeling that they are working on a truly current problem that is also being investigated by others outside their classroom. This is achieved by KidsNet, a microcomputer- and telecommunications-mediated curriculum, in a way that would not be possible without this technology; (3) teachers describe the actual and possible role of computer technology in terms which, while insightful and generally positive, are not clearly related to its flexible use in project-based learning; and (4) while teachers recognize meaningful connections between off-line science activities and the use of computer and telecommunications technologies, their students often do not.An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, April 16, 1993, Atlanta, Georgia.This work was partially supported by a Higher Education Grant from the Dwight D. Eisenhower Mathematics and Science Education Improvement Program. 相似文献
17.
18.
This study emerged from a consideration of how some beginning primary school teachers cope when faced with teaching science. Primary teachers typically lack science content knowledge and therefore the science pedagogical content knowledge (PCK) that enables them to teach science. Aspects of a group of beginning primary school teachers' science teaching practices were consequently examined in order to understand better the basis of their practice. In particular, science PCK and its relationship to activities that work were considered, illuminated by findings about activities that work from a separate study with practicing teachers. The main assertion arising from this study is that activities that work have a close relationship with science PCK. A number of implications for primary science curriculum emerge from this assertion, such as considerations for preservice teacher education science courses and the nature of the primary science curriculum. 相似文献
19.
Tarin H. Weiss Allan Feldman Dolly E. Pedevillano Brenda Capobianco 《International Journal of Science and Mathematics Education》2004,1(3):333-356
In this study, part of a larger United States project investigating K16 teachers and science reform, we seek to understand how a science professor's participation in a large-scale reform effort affects her conceptions of teaching, teachers, and reform. The topic in this study concerned how the professor's teaching identity was modified and created by the reform effort as she mediated her participation. A multiple-method approach utilizing (a) semi-structured interviews/correspondences with four students and the professor, (b) classroom observations, and (c) field notes, comprised the data collection. Results indicated that, although the professor was inclined to try out new teaching strategies in her classroom, the project failed to create pedagogical dissonance thus leading to her lack of desire to accommodate a more inquiry-based pedagogy. 相似文献
20.
Lawrence C. Scharmann Mike U. Smith Mark C. James Murray Jensen 《Journal of Science Teacher Education》2005,16(1):27-41
The investigators sought to design an instructional unit to enhance an understanding of the nature of science (NOS) by taking into account both instructional best practices and suggestions made by noted science philosopher Thomas Kuhn. Preservice secondary science teachers enrolled in a course, Laboratory Techniques in the Teaching of Science, served as participants in action research. Sources of data used to inform instructional decisions included students written reaction papers to the assigned readings, transcribed verbal comments made during class discussions and other in-class activities, and final reflection essays. Three iterative implementations of the instructional unit were attempted. The objectives of the study were essentially met. The instructional unit was able to provoke preservice teachers into wrestling with many substantive issues associated with the NOS. Implications concerning the design of explicit reflective NOS instruction are included. 相似文献