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This paper reports findings from an exploratory study investigating working notes created during encoding and external storage (EES) processes, by human search intermediates using a Boolean information retrieval (IR) system. EES processes have been an important area of research in educational contexts where students create and use notes to facilitate learning. In the context of interactive IR, encoding can be conceptualized as the process of creating working notes to help in the understanding and translating a user's information problem into a search strategy suitable for use with an IR system. External storage is the process of using working notes to facilitate interaction with IR systems. Analysis of 221 sets of working notes created by human search intermediaries revealed extensive use of EES processes and the creation of working notes of textual, numerical and graphical entities. Nearly 70% of recorded working notes were textual/numerical entities, nearly 30% were graphical entities and 0.73% were indiscernible. Segmentation devices were also used in 48% of the working notes. The creation of working notes during EES processes was a fundamental element within the mediated, interactive IR process. Implications for the design of IR interfaces to support users' EES processes and further research is discussed. 相似文献
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Laboratory work has always been the most distinctive feature of secondary science teaching and learning. With the increasing
emphasis on student centred learning and the importance of developing investigation and problem-solving skills there is value
in reflecting on the type of laboratory work that is carried out in the science curriculum. The purpose of this study was
to determine the nature of the laboratory work undertaken by lower secondary science students, and in particular, to determine
the openness to inquiry of these activities. The study also examined the factors that influence teachers in determining the
type of student investigations that occur in the science laboratory. Data from a survey of Perth lower secondary science teachers
reveal low levels of inquiry and interesting insights into teacher's perceptions about the benefits of open inquiry for students
and the difficulities for teachers. The difficulties identified by teachers represent barriers to change that must be addressed
if more open inquiry laboratory work is to be implemented in schools. 相似文献
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Dr Denis Goodrum MS Judith Cousins Dr Adrianne Kinnear 《Research in Science Education》1992,22(1):163-169
The study attempts to identify the factors which affect teacher's reluctance to teach science, then explains an approach to
help teachers teach science in a worthwhile manner over the school year while monitoring any changes in their confidence and
competence. It was found that the condidence and competence of the teachers improved during the year such that they were able
to teach successful science lessons on a regular basis.
Specializations: primary science and technology education, curriculum development and implementation, teacher education.
Specializations: primary science curriculum, early childhood education, gender and science.
Specializations: primary science and technology education, issues related to girls in science and technology. 相似文献
14.
This paper reports on a large scale study that investigated the quality of teaching and learning in science in Australian schools. Its purposes were first, to describe ideal practice in the teaching and learning of school science; second, to describe the nature of teaching and learning of science in Australian schools; and third, to make recommendations to move the actual closer to the ideal.Fundamental to the research was the belief that scientific literacy is a high priority for all citizens, helping them to be interested in, and understand the world around them, to be sceptical and questioning of claims made by others about scientific matters, to be able to identify questions, investigate and draw evidence-based conclusions, and to make informed decisions about the environment and their own health and well-being.Based on national and international reports and research literature, and substantial new data collected from teachers, students and other Australian stakeholders in science education, the ideal picture was described in nine themes relating to the curriculum, teaching and learning strategies, professionalism of teachers and their career path, resources and facilities, and the value of science and science education to the community. The actual picture was one of great variability, but overall, it was bleak. The actual curriculum implemented in most schools differs from the intended curriculum, which is focused on developing scientific literacy and helping students progress towards achieving the stated outcomes. Science in primary schools is generally student-centred and activity-based. When students move to high school, many experience disappointment, because the science they are taught is neither relevant nor engaging and does not connect with their interests and experiences. Disenchantment with science is reflected in the decline in science subjects taken by students in upper secondary school. Many science teachers feel undervalued, under-resourced and overloaded with non-teaching duties.The recommendations developed to improve the status and quality of science education were underlain by five fundamental premises: the purpose of science education is to develop scientific literacy, the focus for change is closing the gap between the actual and ideal, teachers are the key to change, change takes time and resources, and collaboration is essential for quality science education. Preliminary recommendations were prepared and scrutinised by members of a government-appointed Steering Committee for the project, critical friends, and teacher focus groups. Recommendations concerning awareness, teachers, resources, assessment, and national collaboration were developed incorporating feedback from the process described, each including a range of suggested actions for implementation that were feasible in the Australian context. If Commonwealth and State governments choose to act on these recommendations, the gap between the actual picture of science teaching and learning in Australia and the ideal will be significantly reduced. 相似文献
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