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The results are described of two case studies on the conceptions and classroom practice of two Portuguese physics and chemistry teachers on the role of problem solving in the teaching/learning of science. One of these teachers was a novice and the other had about 20 years of teaching experience. The data were obtained from a questionnaire, a semi-structured interview, classroom observation, personal documents, and stimulated recall. The analysis was carried out with instruments organised into categories and specific indicators. The results showed there to be major differences between the intention behind the new curricula, the teachers' conceptions, and their practice. Some suggestions are put forward on the basis of these results for the initial and ongoing education of secondary education teachers of physics and chemistry in Portugal. 相似文献
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Vicente Mellado María Luisa Bermejo Lorenzo J. Blanco Constantino Ruiz 《International Journal of Science and Mathematics Education》2008,6(1):37-62
We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher’s conceptions
of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when
teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom
observations. The results reflected Miguel’s relativist conceptions of the nature of science that were consistent with his
constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of
external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that
knowledge. Miguel’s classroom behavior was completely contrary to his conceptions, which were to reinforce the students’ alternative
ideas through debate, and not by means of teacher explanation. 相似文献
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《Teaching and Teacher Education》2004,20(5):405-422
A sociocultural perspective on teacher learning was used to investigate how three beginning teachers’ conceptions of classroom management affected their developing teaching practices. Students were followed from student teaching through their first 2 years of teaching. Data sources included interviews, classroom observations, and teacher education portfolios. Although all three teachers shared common conceptions of management as establishing positive learning environments, only two of the teachers were successful in doing so. Four key ideas shared by these two teachers served as pedagogical tools that framed their decision-making and scaffolded their early practice. These four conceptions are linked to a course on classroom management not taken by the third teacher. Implications of these findings for teacher education are discussed. 相似文献
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Metaphors as blueprints of thinking about teaching and learning 总被引：6，自引：0，他引：6
This study analyses the metaphorical conceptions of learning based on the reflections of 50 experienced teachers in an evening course on instructional psychology. The metaphors were achieved by collaboration in small groups. “Co-reflection” of group members was well suited to promote metaphorical reconstructions of teachers’ tacit theories about learning. The results show that the majority of these teachers shares traditional metaphors depicting teaching and learning as transmission of knowledge, followed by a smaller group of teachers expressing constructivist metaphors. Only a minority seems to conceive of teaching and learning as a social process. These results are compared with metaphors formulated by 38 prospective teachers without classroom experience participating in a course on curriculum design. In further collaborations these metaphors should serve as stepping stones to broader and more profound conceptions of the nature of teaching and learning. 相似文献
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在新世纪初启动新课程改革的情境下,我们期望教师能在教学观念上产生＂双主体＂、＂民主平等＂、＂科学探究＂、＂合作学习＂等方面的转变。个案研究发现：教师的＂知识观＂并没有发生实质性的变化,教师仍视自身为知识的＂垄断者＂与＂销售者＂。这种传统的知识观导致了课堂师生互动单一化,促使我们反思与检讨教师通过课堂教学行动所呈现出来的＂实然教学观念＂。 相似文献
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Carey Jewitt 《Assessment in Education: Principles, Policy & Practice》2003,10(1):83-102
All teaching and learning in the school classroom involves a range of modes including speech, writing, gesture, gaze, body-posture, movement, and so on--in other words teaching and learning are multimodal. This is as true of school English, where common-sense would have it that teaching and learning are fully realised in language, as it is of school Science where the role of action is firmly established in the curriculum. While all teaching and learning is multimodal, the use of computers in the classroom serves to emphasise the multimodal character of pedagogy. Computer applications introduce new kinds of texts into the classroom and these demand different practices of students. In turn this suggests the need to re-think conceptions of literacy, learning and assessment--to move beyond the narrow definition of literacy apparent in recent government policy to a broader definition that realises the connections between literacy and social practices in a multimodal digital era. The questions raised by the move from a language-based curriculum to a multimodal curriculum are explored in this paper through an illustrative example of computer mediated learning in the school English classroom. 相似文献
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Relational analysis of personal epistemology and conceptions about teaching and learning 总被引：3，自引：0，他引：3
Four epistemological belief and two teaching and learning conception dimensions were identified from a survey study of a sample of Hong Kong teacher education students. The epistemological belief dimensions were labeled Innate/Fixed Ability, Learning Effort/Process, Authority/Expert Knowledge and Certainty Knowledge. The results on epistemological beliefs were somewhat different from Schommer's findings with North American college students and reflected the influence of cultural contexts. The two teaching and learning conceptions were labelled Traditional and Constructivist Conceptions. Pearson correlation analysis showed significant relations between Innate/Fixed Ability, Authority/Expert Knowledge and Certainty Knowledge with Traditional Conception and Learning Effort/Process with Constructivist Conception. Confirmatory factor analysis also showed the possible causal effect of epistemological beliefs on conceptions about teaching and learning. All these analyses tended to support the suggested views in literature that teachers’ conceptions about teaching and learning are beliefs driven. Implications were drawn for future research in teacher education with respect to the relation of epistemological beliefs and teaching/learning conceptions in different cultures. 相似文献
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《The Journal of educational research》2012,105(4):262-270
Abstract A model that hypothesized relationships between high school students' conceptions of learning, their percpetions of the classroom environment, and their approaches to learning was tested using structural equation modeling. Results suggested that important associations exist between conceptions of learning and approaches to learning. Students who reported qualitative and experiential conceptions were likely to use deep approaches to learning, whereas students who had quantitative conceptions of learning tended to use surface approaches. The implications of these findings for teachers and the way they function in the classroom environment are discussed. 相似文献
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This paper outlines the findings of a study that examined the conceptions of academics regarding the nature of ‘leading’ and ‘managing’ learning and teaching in six Australian universities. These data were considered in the light of institutional systems and documentation regarding the leadership and management of learning and teaching and the contemporary literature on leadership and management, particularly in higher education. The research found that there was congruence between academic conceptions of the roles of leaders and managers in HE and those found in other contexts. In contrast, there was considerable variance and significant gaps between these conceptions and HR and professional development practices. The paper reports findings that have significant implications for more systematic and explicit professional development for University leaders and managers of teaching and learning. In addition, it argues that changes are required to the prevailing approaches in the current HR systems and policies in order to effectively develop, support and recognize effective leadership and management practices as they relate to learning and teaching. 相似文献
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Relations between teachers' approaches to teaching and students' approaches to learning 总被引：16，自引：0，他引：16
This paper reports on an empirical study which shows that qualitatively different approaches to teaching are associated with qualitatively different approaches to learning. More specifically, the results indicate that in the classes where teachers describe their approach to teaching as having a focus on what they do and on transmitting knowledge, students are more likely to report that they adopt a surface approach to the learning of that subject. Conversely, but less strongly, in the classes where students report adopting significantly deeper approaches to learning, teaching staff report adopting approaches to teaching that are more oriented towards students and to changing the students conceptions. The study made use of a teaching approach inventory derived from interviews with academic staff, and a modified approach to learning questionnaire. These conclusions are derived from a factor and cluster analysis of 48 classes (involving 46 science teachers and 3956 science students) in Australian universities. The results complete a chain of relations from teacher thinking to the outcomes of student learning. Previous studies have shown relations between teachers' conceptions of teaching and learning and their approaches to teaching. Numerous studies have shown correlations between students' deeper approaches to learning and higher quality learning outcomes. The results reported here link these two sets of studies. They also highlight the importance, in attempts to improve the quality of student learning, of discouraging teacher-focused transmission teaching and encouraging higher quality, conceptual change/student-focused approaches to teaching. 相似文献
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Lecturers' approaches to teaching and their relationship to conceptions of good teaching 总被引：13，自引：2，他引：11
Previous research has established a close link between students'conceptions of learning, approaches to study and learning outcomes.Until recently, there have been few studies of lecturers' approaches toteaching in higher education and their relationship with conceptions ofteaching. This study aimed to characterise the alternative approaches toteaching of university lecturers, and to examine the relationshipbetween lecturers' approaches to teaching and their conceptions of goodteaching. This study adopted an open naturalistic approach. Seventeenlecturers in three departments in a university were selected forinterview based on their rank, years of teaching and industrial orprofessional experience. Lecturers were interviewed individually abouttheir conceptions of good teaching, motivational strategies andeffective teaching. The interview records were then content analysed bythe two researchers of the study. The study found that (a) it waspossible to characterise lecturers' approaches to teaching with onemotivation and five strategy dimensions; (b) the conceptions of teachingof the lecturers were best described by two main orientations oftransmissive and facilitative teaching; (c) lecturers who conceivedteaching as transmitting knowledge were more likely to usecontent-centred approaches to teaching, while those who conceivedteaching as facilitative tended to use learning-centred approaches. Thestudy concludes by suggesting that fundamental changes to the quality ofteaching and learning are unlikely to happen without changes tolecturers' conception of teaching. 相似文献
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Onno De Jong 《欧洲师范教育杂志》1997,20(2):191-201
With respect to European science teacher education, a growing interest can be noticed in the idea that teachers should not be confronted with solutions to teaching problems but be given real teaching problems which are open to different interpretations. This ‘problem posing’ course strategy should pay attention to school students’ conceptions as well as existing and new (student) teachers’ conceptions. The present article deals with classroom protocol analysis as a tool for a problem posing teacher education. Some methodological aspects of the production and interpretation of this type of protocol are described. Experiences with classroom protocol analysis in the context of inservice courses in teaching and learning electrochemistry and in problem solving in chemistry are reported. The impact of the analysis method on chemistry teachers’ thinking is investigated by analysing protocols of teacher meetings. Implications for innovating science teacher education are discussed. 相似文献
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Conceptions of,and approaches to,teaching online: a study of lecturers teaching postgraduate distance courses 总被引：1，自引：0，他引：1
Carlos Gonzalez 《Higher Education》2009,57(3):299-314
This paper presents the outcomes of a study into online teaching. It builds upon previous research and conceptual frameworks
produced by Kember and Kwan (Instr Sci 28(5):469–490, 2000) and Roberts (Instr Sci 31(1–2):127–150, 2003). It advances research
on conceptions of, and approaches to, teaching by examining teaching in a novel context: distance-taught courses at the postgraduate
level. Lecturers were interviewed from a Faculty of Health Sciences in a research-intensive Australian University. Relationships
between conceptions and approaches found in previous research were confirmed in this study. However, it was found that the
conceptions of online teaching proposed by Roberts (Instr Sci 31(1–2):127–150, 2003) did not adequately distinguish between
the conceptions held by the lecturers interviewed in this study. Three modified conceptions of online teaching are proposed:
‘for individual access to learning materials and information; and for individual assessment’; ‘for learning related communication
(asynchronous and/or synchronous)’; and ‘as a medium for networked learning’. Some of the dimensions developed by Roberts
to describe approaches to online teaching were not applicable in this study setting and needed further modification. Two broad
approaches emerged: ‘informative/individual learning focused’ and ‘communicative/networked learning focused’. Contextual influences
on teaching reported by Kember and Kwan (Instr Sci 28(5):469–490, 2000)—that is, institutional influence, nature of students
and subject and curriculum—were revealed in this study to have different levels of influence over approaches to online teaching:
the first two being the more relevant ones. 相似文献
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A comparison of Hungarian and English teachers' conceptions of mathematics and its teaching 总被引：5，自引：0，他引：5
This paper reports on a statistical study of English and Hungarian teachers' conceptions of mathematics and its teaching.
A questionnaire was developed and distributed to teachers of mathematics in 200 English and40 Hungarian schools teaching children
in the 11–14 age range. Factor analyses identified four conceptions of mathematics and five of mathematics teaching. These
were compared with those yielded by an earlier study involving the same English teachers and found to be consistent indicating
the existence of similar conceptions in different educational systems. Differences and similarities in the strengths with
which those conceptions are held were suggestive of both global and national conceptual traditions. The significant similarity
to emerge concerned teachers from both countries sharing, with similar strengths, a general conception of mathematics teaching
incorporating the teaching of mathematical skills, a variety of classroom approaches including investigations and problem-solving,
and a recognition that mathematics provides an essential lifetool. Multi-dimensional scaling indicated that English teachers
have their perspectives informed by two underlying, and possibly conflicting, traditions– pedagogic relevance and mathematical
utility. The Hungarians appeared concerned only with notions of pedagogic relevance – those practices perceived to facilitate
effective learning of a subject which is untainted by utilitarian perspectives.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Thomas Koballa Jr. Wolfgang Graber Dava C. Coleman Andrew C. Kemp 《International Journal of Science Education》2013,35(2):209-224
The aim of the study was to investigate prospective gymnasium teachers' conceptions of chemistry learning and teaching. Data were collected through individual interviews with nine prospective teachers at one German university. Phenomenography served as the methodological framework for the study. The findings revealed that chemistry learning is conceptualized as gaining knowledge, problem-solving and constructing personal understandings; and that chemistry teaching is conceptualized as transferring knowledge, problem-posing and interacting with pupils. The majority of the prospective teachers' conceptions of learning chemistry were considered reproductive rather than constructive and their conceptions of chemistry teaching were viewed as facilitating reproductive learning. Comparisons of the dominant conceptions of learning chemistry and teaching chemistry held by each prospective teacher revealed mixed support for the assumption that if one holds a reproductive (or constructive) conception of teaching, then (s)he will also hold a reproductive (or constructive) conception of learning. Support for the assumption was found in the reproductive-oriented relationship between conceptions of learning chemistry as gaining knowledge and of teaching chemistry as transferring knowledge, but not found in the relationships between learning chemistry as problem-solving and teaching chemistry as problem-posing and between learning chemistry as gaining knowledge and interacting with pupils. 相似文献
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Marcelo Arancibia Herrera Antoni Badia Garganté Carmen Paz Soto Caro 《Technology, Pedagogy and Education》2018,27(1):101-114
During the past 15 years, various studies have described factors affecting the use of computers in the classroom. In analysing factors of influence, many studies have focused on technology-related variables such as computer experience or attitudes toward computers, and others have considered teachers’ beliefs as well; most of them have studied undefined categories of teachers and focused on explaining the frequency of technology in classrooms. The present study centres on secondary history teachers’ teaching conceptions as a precursor to the ways in which they use computing technology in the classroom. The research is a qualitative study examining the theoretical assumption that teachers’ conceptions of teaching and learning guide their pedagogical action. Semi-structured interviews were conducted with 10 Chilean history teachers, and their didactic sequences were filmed extensively. The research found patterns among educational uses of technology in relation to teaching conceptions (defining the latter based on three conceptual groups: direct instruction or individual or social construction of knowledge) in terms of the allotment of time and the manner of teacher technology use, and less sharply defined patterns were also noted in student technology use and teacher–student–technology interactions. 相似文献
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This study examined the relationships between university mathematics classroom environments, mathematics beliefs, and achievement in the context of mainland China. As a type of affect in mathematics learning, mathematics beliefs including mathematics conceptions and efficacy were examined as mediators. Based on analysis of a sample of 1443 undergraduate students from a university in northern China, the study not only found that the mathematics classroom environment was associated with both affective and cognitive mathematics outcomes, but also confirmed the mediating role of mathematics beliefs. Specifically, a desirable classroom environment was related to students’ cohesive conceptions, enhanced self-efficacy, and higher mathematics achievement. In contrast, students’ perceived difficulty of learning mathematics was connected to their fragmented conceptions, reduced self-efficacy and lower mathematics achievement. Implications of the study are discussed. 相似文献
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ABSTRACT Teachers’ conceptions can affect any teaching practice, including assessment. Compared with the previous learning stages in Spain, the accreditation-based focus increases in secondary education. Therefore, it is necessary to study the conceptions teachers have of assessment during this stage and the role these play in their teaching practices. The study participants comprised 219 secondary education teachers. A mixed methodology including a questionnaire, dilemmas and the analysis of test contents was used. An analysis was implemented of the relationship between the conceptions of assessment and the type of tests used, self-assessment and peer assessment, and characteristics of feedback. The teachers reported having a formative conception, but this was incoherent with their assessment methods characterized by a scarce use of self-assessment and peer assessment and a hardly formative feedback. In conclusion, we highlight the relevance of the teaching-related conceptions in the education system and the need for working jointly with teachers to implement an authentically formative assessment in the classroom, with an emphasis on consistency between conceptions and practices. 相似文献