International student media festival lights,camera, learning! the power of student produced media in the classroom     

Connelly  John  Connelly  Marilyn 《TechTrends》2004,48(2):10-10

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Developing a Research Agenda in Science Education     

Patricia?E.?SimmonsEmail author  Herb?Brunkhorst  Vincent?Lunetta  John?Penick  Jodi?Peterson  Barbara?Pietrucha 《Journal of Science Education and Technology》2005,14(2):239-252

The Science Summit reinforced a question upon which many of us in science education are focused: How can we, the science education community of researchers, practitioners, and consumers, lead policy? We include a brief review of the No Child Left Behind Act and its implications for teachers, and elaborate about one ongoing and growing effort to answer the concerns about the paucity of research expressed at the Summit. We describe a unique and growing collaboration across professional science education and science organizations and societies that focuses on the development of a research agenda. The term ‘consilience’ refers to the “jumping together of knowledge” that leads to scientific advancements, progressive, creative, fluid scientific research and intellectual capacity to move a research community toward an enlightened research agenda. A coherent research agenda enables us to specify what we know, what we need to know, and how research can be employed for creating and implementing policy. The use of a dynamic organizer (such as Pasteur’s Quadrant) for a research matrix of topics provides a possible structure for organizing and cataloging research questions, designs, findings from past studies, needed areas for research, and policy implications. Through this unique collaboration, the science education community can better focus on needs and priorities and ensure that teachers, policy makers, scientists, and researchers in education at local through national levels have an important stake in research priorities and actions.  相似文献   

Approaches to studying and perceptions of academic quality in distance education   总被引：1，自引：0，他引：1  

Clive J. Lawless  John T.E. Richardson 《Higher Education》2002,44(2):257-282

The Course ExperienceQuestionnaire (CEQ) and a short form of theApproaches to Studying Inventory (ASI) wereadapted for use in distance education and wereadministered to students taking six differentcourses with the Open University. Theconstituent structure of the CEQ was preservedin this distinctive context, and a second-orderfactor analysis confirmed its status as ameasure of perceived academic quality. Thestudents' scores on the individual scales ofthe CEQ and the ASI shared almost half of theirrespective variance. It is concluded thatapproaches to studying in distance educationare strongly associated with students'perceptions of the academic quality of theircourses.  相似文献   

Ask the Children     

John Beresford 《Literacy》1997,31(1):17-18

Actively canvassing the views of pupils on aspects of their learning is rapidly becoming accepted as an important part of a teacher’s planning and evaluation. In this article, John Beresford shows how the views of nursery, reception and infant children in a Barking infants’ school helped inform staff about the effectiveness of the school’s reading policy.  相似文献   

Book reviews     

Mercy Abreu De Armengol  Arthur J. Cropley  R. A. Garden  Lilian G. Katz  J. P. Keeves  John Lowe  Claudine Michel  Hans Pelgrum  T. N. Postlethwaite  Alfred Yates 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(4):485-499

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Games and education for an NIEO     

John Oxenham 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(4):509-512

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Mastery,insight, and the teaching of chemistry     

Beall  Herbert  Trimbur  John  Weininger  Stephen J. 《Journal of Science Education and Technology》1994,3(2):99-105

The learning of chemistry is described as a process analogous to the process of making chemical discoveries. Historical examples are given to show how chemists have used their insight to break out of a conceptual loop in order to advance the science. Having the insight to make the intuitive leap necessary to break a conceptual loop is as important as having the mastery of the pertinent facts. As in making chemical discoveries, learning elementary chemistry requires developing insight as well as acquiring mastery of the facts. However, current general chemistry teaching tends to teach facts first and insight later. Suggestions for improving this situation so that insight and facts are learned together are given. Finally, the nature of insight is probed more deeply and presented as a two-step process where the first step is an evaluation of the perceptions about science which are held. Once the student, teacher, or researcher has a clear evaluation of the validity of the perceptions that he or she holds, further significant progress toward understanding or scientific discovery is possible.  相似文献   

The science support scale: Its appropriateness with high school students     

Ronald D. Simpson  John W. Shrum  R. Robert Rentz 《科学教学研究杂志》1972,9(2):123-126

Implementing the idea that more emphasis should be placed on student achievement in the affective domain is contingent upon the concurrent development of suitable instruments for the assessment of prescribed criteria. One such instrument, the Schwirian Science Support Scale (Tri-S scale), was reported in a recent NSTA publication as a promising tool for measuring student science support. Recent research using the Tri-S scale with high school pupils showed that scores on this instrument did not increase after the students had taken a tenth grade introductory course in biology. Further analysis indicated students of teachers scoring “high” in science support did not produce higher scores on the Tri-S scale than students studying biology from teachers “low” in science support. Reliability estimates using high school student scores were well below previous estimates using scores from college undergraduates. Factor analysis of inter-item correlations indicated that student interpretation of item meaning did not correspond to the five subtest structure of the Tri-S scale. Findings from this study demonstrate that the Tri-S scale is not an appropriate instrument for measuring attitudinal changes of tenth grade high school students. This study is suggestive of the fact that went and future instruments that purport to measure achievement in noncognitive areas should be carefully analyzed before they are recommended for use with specific populations.  相似文献   

Education and the new international economic order     

John Oxenham 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(4):403-405

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The Paradox of Educational Reform in the Evaluatory State: Implications for Teacher Education     

Elliott  John 《Prospects》2002,32(3)

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