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Warren Beasley 《International Journal of Science Education》2013,35(4):403-414
ABSTRACTThe purpose of the investigation was to investigate the consistency of NOS views among high school students across different scientific and socio-scientific contexts. A total of 261 high school students from eight different schools in Lebanon participated in the investigation. The schools were selected based on different geographical areas in Lebanon and the principals’ consent to participate in the study. The investigation used a qualitative design to compare the responses of students across different contexts/topics. All the participants completed a five-item open-ended questionnaire, which includes five topics addressing scientific and socio-scientific contexts. The items of the questionnaire addressed the empirical, tentative, and subjective aspects of NOS. Quantitative and qualitative analyses were conducted to answer the research questions. Results showed that participants’ views of the emphasised NOS aspects were mostly inconsistent. Plus, there was variance in participants’ views of NOS between scientific and socio-scientific issues. Discussion of the results related to differential developmental progression, contextual factors, social constructivist perspective, different domains of knowledge, and students’ individual differences. 相似文献
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Warren Beasley 《科学教学研究杂志》1983,20(8):713-719
A major concern of many beginning and experienced teachers is that of classroom management and control. This article describes recent research into defining classroom management procedures that are used by high school science teachers and their relationship to pupil ontaskness. The classroom is conceptualized as a manipulable behavioral system. This construct arises directly from Barker's (1968) ecological psychology, the classroom and its occupants being conceptualized as a behavior setting. The behaviors of the teacher and the pupils are an integral part of the unit (behavior setting), which in turn coerces certain behaviors from its participants. Thus settings, and, in particular, subsettings, are seen as more important determiners of social behavior than the personality of individual teacher or pupil. The methodology employed in this research has involved the extensive use of video in naturalistic science classrooms. Tapes of both teacher and pupil behaviors were continuously and independently recorded. Intensive analysis using electronic recording instruments interfaced with the computer has allowed the collection and sophisticated analysis of the observational data. Data relating to teacher management behavior in small group settings have been analyzed and the relationships to pupil task involvement have been explored. 相似文献
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Constructivist views of learning have been applied to science education largely as a response to attempts to understand the
origins of students' misconceptions in science, and therefore the learning process. As part of this effort to understand learning
in science lessons, Appleton (1989) proposed a learning model drawn mainly from Piagetian (1978) ideas and generative learning
theory (Osborne & Wittrock, 1983). This paper explores the development and evolution of the learning model as other constructivist
view were applied, and as the model was tested against students' responses in science lessons. The revised model finally arrived
at is then examined. It was found to be a useful means of describing student's learning processes during a science lesson.
Specializations: primary teacher education, teaching strategies in science, cognitive change and learning theories.
Specializations: secondary science teacher education, chemical education. 相似文献
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Online education has grown over the last ten years and with it has been an increase in diverse learners. In an effort to understand how online teachers meet the needs of diverse learners, researchers surveyed teachers in two cyber schools. 118 participants were asked their definition of differentiation and how differentiation is seen in their practice. After the survey was collected, NVivo qualitative software was used to continually reduce the data through constant comparison. The results from the survey data revealed that online teachers defined differentiation from two distinct perspectives: a) why a student needs differentiation, and b) what a student needs differentiated. Online teachers stated learning styles as their primary reason for differentiation. This result was not only different from findings in face-to-face classrooms, but does not support research on what impacts student achievement. Online teachers also cited when they differentiate, they adjust content, product, and process (63% coverage). Finally, noticeably absent from the data were references to using assessments in the classroom to inform differentiation. Future research should consider how online teachers differentiate in their learning environments and how they make day-to-day decisions as they adjust instruction to meet the needs of their learners. 相似文献