The trend and purpose of modern research     

Harrison E. Howe 《Journal of The Franklin Institute》1925,199(2):187-202

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Motor Ability Tests for High School Girls     

Elizabeth Powell  Eugene C. Howe Ph.D. 《Research quarterly for exercise and sport》2013,84(4):81-88

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Statue of Liberty: Columbia's Diadem     

Elizabeth Howe Harris 《The Educational forum》2013,77(3)

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Supporting Conceptual Change in School Science: A possible role for tacit understanding     

Christine Howe  Amy Devine  Joana Taylor Tavares 《International Journal of Science Education》2013,35(5):864-883

When students reason during school science, they often refer to conceptions that are derived from out-of-school experiences and are poor proxies for science orthodoxy. However, for some areas of science, these conceptions represent only a proportion of students' full conceptual knowledge, for tacit understanding exists that is superior to the understanding displayed when reasoning. Noting that tacit understanding is engaged when events are judged as natural or non-natural, the paper is concerned with software that: (a) requires direction and speed of falling objects to be predicted, i.e. a typical science reasoning task that engages conceptual knowledge; (b) presents simulations of predicted motion in the expectation that its naturalness or non-naturalness would be recognised. An evaluation study is reported where children aged 8–12 years worked with the software in contexts that typify computer use in classrooms, i.e. individually under adult guidance (n =? 44 children) or in pairs with a classmate (n = 48 children). They were observed while they did this. Reasoning about object fall was assessed via change from individual pre-tests administered prior to software usage to individual post-tests administered a few weeks afterwards. The children who worked with the software showed greater pre- to post-test gains in conceptual understanding than control children (n =? 47 children), who lacked software experience. The gains were especially marked for the children who worked in pairs. The approach taken is contrasted with traditional approaches to conceptual change in school science, e.g. strategies that rely upon classroom experiments.  相似文献   

Principled Improvement in Science: Forces and proportional relations in early secondary-school teaching     

Christine Howe  Sonia Ilie  Paula Guardia  Riikka Hofmann  Neil Mercer  Fran Riga 《International Journal of Science Education》2013,35(1):162-184

In response to continuing concerns about student attainment and participation in science and mathematics, the epiSTEMe project took a novel approach to pedagogy in these two disciplines. Using principles identified as effective in the research literature (and combining these in a fashion not previously attempted), the project developed topic modules for early secondary-school teaching in the UK, arranged for their implementation in classrooms, and evaluated the results. This paper reports the development, implementation, and evaluation of one of the epiSTEMe science modules. Entitled Forces and Proportional Relations, the module covers standard curricular material in the domain of forces, while paying particular attention to the proportional nature of many key constructs. It was developed in collaboration with a small group of teachers; implemented subsequently in 16 classrooms, in all cases involving students from the first year of secondary school; and evaluated through comparison with first-year students in 13 control classrooms who were studying the topic using established methods. Evaluation addressed topic mastery and opinions about the topic and the manner in which it was taught. While further research is required before definite conclusions are warranted, results relating to topic mastery provide grounds for optimism about the epiSTEMe approach. Furthermore, student opinions about the module were positive.  相似文献   

Australian Experiences with the Effective Classroom Integration of Information Technology: implications for teacher education     

Cathie Sherwood 《Technology, Pedagogy and Education》2013,22(2):167-179

ABSTRACT

In 1992 an Australia‐wide survey was undertaken to determine the most appropriate and effective ways by which classroom teachers have acquired the necessary skills and knowledge to use technology in their curriculum. The survey examined current and changing practice and identified factors which the teachers considered promoted or hindered the effective integration of computer technology. Many teachers felt that their teacher training (pre‐service and in‐service) did not prepare them to effectively integrate computers into their teaching, that it did not include enough time for them to become comfortable with the software, nor did it include support to help them troubleshoot during the early implementation stages. This paper discusses these aspects of the survey results and the implications for teacher education in Australia.  相似文献   

Liberal Studies in Hong Kong: A new perspective on critical thinking through group work     

Dennis Fung  Christine Howe 《Thinking Skills and Creativity》2012,7(2):101-111

This article reports research that is contextualised within reforms of secondary education in Hong Kong and the reintroduction of Liberal Studies, which jointly emphasise the need for a learning environment that facilitates the practice of group work and the development of critical thinking. A study is described that explores the relevance of group work for fostering critical thinking, looking in particular at the participation of teachers in small group activity. While attention is paid to the results of critical thinking tests and excerpts extracted from the students’ dialogues, the research also seeks to highlight the role of the teacher in breaking stalemates in discussion with appropriate interventions. In sum, this article concludes by illustrating the importance of collaborative group work in the development of students’ critical thinking skills.  相似文献   

Fairy Piper     

Elizabeth Howe Harris 《The Educational forum》2013,77(4)

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Thence Has Come Our Greatness     

Elizabeth Howe Harris 《The Educational forum》2013,77(1)

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Transforming the doctorate from residential to online: A Distributed PhD Learning Technologies     

Greg Jones  Scott J. Warren  Demetria Ennis-Cole  Gerald Knezek  Lin Lin  Cathie Norris 《TechTrends》2014,58(4):19-26

This article discusses a systemic change that expanded the doctorate in Learning Technologies at the University of North Texas to include a distributed option, delivered primarily online. It provides an overview of the development process from concept to initial implementation. The article examines the specific differences that make the online version different from its residential counterpart. We share both the challenges that emerged as well as suggestions for improvement that have come from our experience.  相似文献