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1.
David Winograd 《TechTrends》2002,46(5):53-57
Moderating computer conferences is both is challenging and stimulating. Knowledge of the dynamics of preparing an asynchronous conference and how the functions of moderators differ at different stages of a conference will help to make the process run smoothly and enjoyably. A few concepts to keep in mind are:
相似文献
| – | • Technical problems are inevitable |
| – | • A conference size of 10 - 15 students is optimal |
| – | • Welcome messages are critical and should be carefully crafted |
| – | • Use appropriate conferencing spaces for different discourses |
| – | • Be responsive and clear |
| – | • Be on the lookout for small problems and solve them promptly before they grow into larger problems. |
2.
Recent research on student learning has given close attention to how students experiences and actions are mediated by the whole university learning–teaching environment in which they find themselves. The current article pursues this focus on learning–teaching environments in two stages. Guided by socio-cultural perspectives on learning, the first part:
The second part of the article then engages with the task of illustrating how this general framework (which foregrounds disciplinary concerns) can be applied within a specific subject. The framework is employed to structure an account of the insights gained from an ongoing research study concerning:
相似文献
| • | examines issues surrounding how best to conceptualise university learning–teaching environments, |
| • | highlights the need to take account of central disciplinary purposes and |
| • | presents a framework for representing disciplinary practices within higher education. |
| • | the ways in which the values and central practices that characterise the disciplinary community of history relate to teaching and learning practices, |
| • | how, taking account of local constraints and affordances, students active engagement with these disciplinary purposes can be fostered. |
3.
Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254
Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children
during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs
and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson
and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize
hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged
them to think more critically about their roles as teachers in creating spaces where all children have access to quality science
learning experiences.
相似文献
| Tamara Holmlund NelsonEmail: |
4.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional
development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs
in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional
teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors
provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge
to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance
by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns
regarding student learning and the supporting professional development.
相似文献
| Charles J. EickEmail: |
5.
Kristina Rolin 《Science & Education》2008,17(10):1111-1125
Physics education reform movements should pay attention to feminist analyses of gender in the culture of physics for two reasons.
One reason is that feminist analyses contribute to an understanding of a ‘chilly climate’ women encounter in many physics
university departments. Another reason is that feminist analyses reveal that certain styles of doing science are predominant
in the culture of physics. I introduce recent philosophical work in social epistemology to argue that the predominance of
certain styles of doing science is not good for science. Scientific communities would benefit from greater diversity in styles
of doing science.
相似文献
| Kristina RolinEmail: |
6.
Interviews with key scientists who had conducted research on Severe Acute Respiratory Syndrome (SARS), together with analysis
of media reports, documentaries and other literature published during and after the SARS epidemic, revealed many interesting
aspects of the nature of science (NOS) and scientific inquiry in contemporary scientific research in the rapidly growing field
of molecular biology. The story of SARS illustrates vividly some NOS features advocated in the school science curriculum,
including the tentative nature of scientific knowledge, theory-laden observation and interpretation, multiplicity of approaches
adopted in scientific inquiry, the inter-relationship between science and technology, and the nexus of science, politics,
social and cultural practices. The story also provided some insights into a number of NOS features less emphasised in the
school curriculum—for example, the need to combine and coordinate expertise in a number of scientific fields, the intense
competition between research groups (suspended during the SARS crisis), the significance of affective issues relating to intellectual
honesty and the courage to challenge authority, the pressure of funding issues on the conduct of research and the ‘peace of
mind’ of researchers, These less emphasised elements provided empirical evidence that NOS knowledge, like scientific knowledge
itself, changes over time. They reflected the need for teachers and curriculum planners to revisit and reconsider whether
the features of NOS currently included in the school science curriculum are fully reflective of the practice of science in
the 21st century. In this paper, we also report on how we made use of extracts from the news reports and documentaries on
SARS, together with episodes from the scientists’ interviews, to develop a multimedia instructional package for explicitly
teaching the prominent features of NOS and scientific inquiry identified in the SARS research.
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
| Siu Ling WongEmail: |
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
7.
Paul G. P. Herfs 《International journal for the advancement of counseling》1995,18(4):263-273
The enormous increase in the number of students at Dutch universities in the sixties and seventies made it impossible for professors to deal with the many different questions students confronted them with. New professionals, student counsellors/psychologists and student advisers entered the universities. Three levels of counselling can be distinguished:
相似文献
| 1) | counselling by professors (for problems linked with the course of study); |
| 2) | counselling by student advisers in the faculty or department (for problems concerning study planning); |
| 3) | counselling by student counsellors/psychologists (for other — e.g., personal problems). |
8.
9.
Teaching and learning in higher education: Recent trends 总被引：1，自引：0，他引：1
Marcel L. Goldschmid 《Higher Education》1976,5(4):437-456
In the last decade, the questioning of traditional teaching and learning methods and instructional systems and the search for more effective alternatives have gained momentum in higher education. Recent trends can be grouped as follows:
These trends, which have been accompanied by intense research and evaluation efforts, will be described and assessed. 相似文献
| – | -facilitation of student learning with an emphasis on individualizing instruction, and increased use of multi-media systems, learning resource centers, and peer teaching; |
| – | -evaluation of teaching: the widespread and systematic use of student evaluations by means of questionnaires and greater use of these data for purposes of faculty selection and promotion; |
| – | -university-teacher training including the creation of pedagogical service units on many campuses, courses and workshops on instruction for faculty and graduate students, and increased collaboration between content specialists and instructional and media consultants in curricular reforms; |
| – | -new systems of higher education, such as the Open University or the University Without Walls, designed to offer radical alternatives to new as well as traditional types of students. |
10.
The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting 总被引：2，自引：2，他引：0
Eli M. Silk Christian D. Schunn Mari Strand Cary 《Journal of Science Education and Technology》2009,18(3):209-223
This study examines the use of engineering design to facilitate science reasoning in high-needs, urban classrooms. The Design
for Science unit utilizes scaffolds consistent with reform science instruction to assist students in constructing a design
solution to satisfy a need from their everyday lives. This provides a meaningful context in which students could reason scientifically.
Eighth grade students from two urban schools participated in the unit. Both schools contained large percentages of racial/ethnic
minority and economically disadvantaged students. Students demonstrated statistically significant improvement on a paper-and-pencil,
multiple-choice pre and post assessment. The results compare favorably with both a high-quality inquiry science unit and a
traditional textbook curriculum. Implications for the use of design-based curricula as a viable alternative for teaching science
reasoning in high-needs, urban settings are discussed.
相似文献
| Eli M. SilkEmail: |
11.
Adel Safty 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(4):473-488
French immersion programs are rapidly becoming an integral part of the Canadian education system. Its educational and linguistic achievements have been the subject of an abundant literature that continues to grow. The popularity of the program has helped it expand at a phenomenal rate. From one school and a handful of students in the experimental classes 25 years ago, there are now more than 17,000 schools offering French immersion instruction to close to 250,000 students in all major Canadian cities.The major theoretical foundations on which French immersion was explicitly and sometimes implicitly based may be summarized as follows:
相似文献
| – | Early exposure to a second language is better than late exposure. |
| – | A second language can be learned effectively through the recreation at school of a natural imitative environment which resembles that in which the child learns his first language. |
| – | There may be interferences between English and the second language being learned, but the similarities between the two languages are much more significant in terms of linguistic and cognitive development than the differences. |
| – | The language is more used as a vehicle for teaching subject matters than it is studied as a subject. |
12.
Gianna Katsiampoura 《Science & Education》2008,17(6):663-668
There is thus nothing paradoxical about the inclusion of alchemy in the ensemble of the physical sciences nor in the preoccupation
with it on the part of learned men engaged in scientific study. In the context of the Medieval model, where discourse on the
physical world was ambiguous, often unclear, and lacking the support of experimental verification, the transmutation of matter,
which was the subject of alchemy, even if not attended by a host of occult features, was a process that was thought to have
a probable basis in reality. What is interesting in this connection is the utilization of the scientific categories of the
day for discussion of transmutation of matter and the attempt to avoid, in most instances in the texts that survive, of methods
reminiscent of magic.
Gianna Katsiampoura is researcher of History and History of Science in the Byzantine Era and she has taught at the University of Crete, Greece. Her Ph.D. Dissertation is about Perception, Transmission and Function of Science in Middle Byzantine Era and the Quadrivium of 1008, Department of Sociology, Panteion University of Social and Political Science, Athens 2004. She has published papers in referred journals on History and Philosophy of Science in Byzantium. Her research interests include history and philosophy of science, history of education and the relation between history of science and political and economic history of Byzantium. 相似文献
| Gianna KatsiampouraEmail: |
Gianna Katsiampoura is researcher of History and History of Science in the Byzantine Era and she has taught at the University of Crete, Greece. Her Ph.D. Dissertation is about Perception, Transmission and Function of Science in Middle Byzantine Era and the Quadrivium of 1008, Department of Sociology, Panteion University of Social and Political Science, Athens 2004. She has published papers in referred journals on History and Philosophy of Science in Byzantium. Her research interests include history and philosophy of science, history of education and the relation between history of science and political and economic history of Byzantium. 相似文献
13.
Julie A. Bianchini 《Cultural Studies of Science Education》2008,3(4):799-810
This article examines Mary Budd Rowe’s groundbreaking and far-reaching contributions to science education. Rowe is best known
for her research on wait-time: the idea that teachers can improve the quality and length of classroom discussions by waiting
at least 3 s before and after student responses. Her wait-time research grew from and helped inform her staunch advocacy of
science education as inquiry; Rowe saw wonder and excitement as central to the teaching and learning of science. She spent
much of her professional life designing professional development experiences and innovative curriculum materials to help teachers,
particularly elementary school teachers, enact inquiry in their classrooms.
相似文献
| Julie A. BianchiniEmail: |
14.
15.
The Durkheimian concept of the density of social relationships may prove more fruitful than the historical materialist notion
of a social hierarchy for thinking about the social location of epistemic agents in science. To define a scientist’s social
location in terms of the density of her professional relationships with other scientists permits us to give a more precise
characterization of marginalization and thus to formulate more testable hypotheses about marginalized groups in science. The
notion of social density helps to explain not only how some individual scientists are more likely than others to get a hearing
for their ideas, but also how scientific inquiry flourishes more in some societies than in others.
Warren Schmaus is Professor of Philosophy at Illinois Institute of Technology. His research focuses on the history and philosophy of the social sciences, and he is the author of Rethinking Durkheim and His Tradition (Cambridge, 2004) and Durkheim’s Philosophy of Science and the Sociology of Knowledge (Chicago, 1994). He received his Ph.D. in History and Philosophy of Science from the University of Pittsburgh. 相似文献
| Warren SchmausEmail: |
Warren Schmaus is Professor of Philosophy at Illinois Institute of Technology. His research focuses on the history and philosophy of the social sciences, and he is the author of Rethinking Durkheim and His Tradition (Cambridge, 2004) and Durkheim’s Philosophy of Science and the Sociology of Knowledge (Chicago, 1994). He received his Ph.D. in History and Philosophy of Science from the University of Pittsburgh. 相似文献
16.
17.
This article reports on the development of a methodology that integrates virtual and hands-on inquiry in a freshman introductory
biology course. Using a two time × two order-condition design, an effective combination (blend) of the two environments was
evaluated with 39 freshman biology participants. The quantitative results documented no significant effect of presentation
order but demonstrated a significant effect of the combined learning experience. The qualitative results showed a strong preference
by students for the virtual work preceding the hands-on laboratory. The study provides practitioners an effective alternative
to traditional instructional practices by combining virtual and hands-on inquiry learning.
相似文献
| Lisa R. LudvicoEmail: |
18.
Gerlese S. ÅKerlind 《Higher Education》2005,50(1):1-32
This paper reports the outcomes of a study, undertaken from a phenomenographic perspective, of university academics’ experiences of their own growth and development, i.e., what it means to them, what they are trying to achieve, how they go about it, why they do things that way ... The outcomes presented are based on a series of interviews with teaching and research academics at a research intensive university. The group as a whole showed a range of views of academic development, representing in particular a varying focus on:
Implications for our understanding of academic development and academic work are discussed. 相似文献
| • | Academic performance, in terms of increasing work output, academic standing or work quality; |
| • | Personal learning, in terms of ongoing accumulation of new knowledge and skills or increasing depth of understanding in one’s field of study; |
| • | Disciplinary or social change, in terms of contributions to one’s field of study or a relevant social community. |
19.
20.
Bryan A. Brown 《Cultural Studies of Science Education》2009,4(2):379-386
A great challenge in education research involves the difficulty of differentiating between studies that apply commonly understood
theoretical perspectives and recognizing studies that merely rename old theoretical frameworks. This conflict between intellectual
innovation and intellectual retrofitting emerges as central to Basu, Calabrese-Barton, Clairmont, and Lock’s exploration of
the relationship between critical agency and student identity development in science.
相似文献
| Bryan A. BrownEmail: |