Good writing: what role for the educator?     

Keith Allan Noble 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(2):142-142

  相似文献   

Improving the quality of primary science teaching through a pre-service course     

Garry Henderson 《Research in Science Education》1992,22(1):188-193

This paper describes a study involving second and third year primary Diploma of Teaching students. It considers their discipline competence, their confidence in teaching particular topic areas and their views of the nature of science teaching in the classes in which they were placed during teaching rounds. It then describes attempts made within the science curriculum course to overcome particular problems. Specializations: Science teacher education, the practicum.  相似文献   

Reflection‐Impulsivity in Retarded Adolescents and Non‐retarded Children     

Merrill S. Jackson  Allan T. Haines 《International Journal of Disability, Development & Education》1983,30(3):230-232

This study examined the responses to Kagan's Reflectivity‐Impulsivity test (and its relevance to temptation to steal dilemmas) of mentally retarded and non‐retarded subjects matched for both MA and CA and for sex. Retarded subjects were less reflective than non‐retarded children when matched on the basis of CA but showed no difference when matched on the basis of MA, confirming findings by Borys and Spitz (1978).  相似文献   

Observations from the classroom: When analogies go wrongi     

Dr David F. Treagust  Susan M. Stocklmayer  Allan Harrison  Grady Venville  Rodney Thiele 《Research in Science Education》1994,24(1):380-381

Specializations: teachers' pedagogical knowledge, analogical reasoning, conceptual change.  相似文献   

Reviews of reward contrast effects: An addendum     

Allan M. Schrier 《Learning & behavior》1985,13(2):207-207

  相似文献   

Chronicling decentralization initiatives in the Philippine basic education sector     

Allan B. de Guzman   《International Journal of Educational Development》2007,27(6):613-624

The Philippine school system is considered as one of the largest in the world with 41,989 public elementary and secondary schools and 7790 private schools under the supervision and regulation of the Department of Education (DepEd Fact Sheet, 2005). This paper chronicles various decentralization initiatives carried out by the basic education sector in the country specifically along the areas of education financing, teacher effectiveness, curriculum development, textbooks and instructional materials, and school–community dynamics and student learning and assessment. This discourse culminates with the discussion of the lessons learned from a decentralized system of education for better school operation and management.  相似文献   

Factors that prevent learning in electrochemistry   总被引：1，自引：0，他引：1  

Hans‐Jürgen Schmidt  Annette Marohn  Allan G. Harrison 《科学教学研究杂志》2007,44(2):258-283

Electrochemistry plays an important role in curricula, textbooks, and in everyday life. The purpose of the present study was to identify and understand secondary‐school students' problems in learning electrochemistry at an introductory chemistry level. The investigation covered four areas: (a) electrolytes, (b) transport of electric charges in electrolyte solutions, (c) the anode and the cathode, and (d) the minus and plus poles. Written tests were given to high‐school students in five cycles. The population from which random samples were drawn totalled 15,700 subjects. Students were asked to select the correct answers and to justify their choices. It was found that students based their reasoning on four alternative concepts: (a) During electrolysis, the electric current produces ions; (b) electrons migrate through the solution from one electrode to the other; (c) the cathode is always the minus pole, the anode the plus pole; and (d) the plus and minus poles carry charges. The results suggest a teaching strategy in which students first experience and learn about electrochemistry concepts. In the second step, appropriate concept terms are added, and students then are confronted with the alternative concepts described in this article. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 258–283, 2007  相似文献   

Developing different forms of student feedback to promote teacher reflection: A 10-year collaboration     

Garry Hoban  Geoff Hastings   《Teaching and Teacher Education》2006,22(8):1006-1019

This paper describes a 10-year collaboration between a teacher educator and a high-school science teacher as they investigated different ways to gather student feedback to enhance teacher reflection. Four different procedures were developed during this time: (i) interviews by a teacher educator with students; (ii) learning logs written by students; (iii) observation schedules completed by students; and (iv) a survey completed by students and teachers. Of the four procedures, the most meaningful for teacher reflection was the student interviews because they were the most personal. However, other procedures for gathering student feedback may be more useful to initiate teacher reflection because they are less confronting.  相似文献   

Preface     

Richard S. Johnson  Dennis P. Jones  Wayne R. Kirschling  G. Ben Lawrence  Sidney S. Micek  Allan L. Service  James R. Topping  Robert A. Wallhaus 《ASHE Higher Education Report》1977,6(4):ii-iii

  相似文献   

Teaching Science Effectively With Analogies: An Approach for Preservice and Inservice Teacher Education   总被引：1，自引：0，他引：1  

Treagust  David F.  Harrison  Allan G.  Venville  Grady J. 《Journal of Science Teacher Education》1998,9(2):85-101

Journal of Science Teacher Education -  相似文献