Natural pedagogical conversations in high school students' internship     

Pei‐Ling Hsu  Wolff‐Michael Roth  Asit Mazumder 《科学教学研究杂志》2009,46(5):481-505

Many science educators encourage student experiences of “authentic” science by means of student participation in science‐related workplaces. Little research has been done, however, to investigate how “teaching” naturally occurs in such settings, where scientists or technicians normally do not have pedagogical training and generally do not have time (or value) receiving such training. This study examines how laboratory members without a pedagogical background or experience in teaching engage high school students during their internship activities. Drawing on conversation analysis, we analyze the minute‐by‐minute transactions that occurred while high school students participated in a leading environmental science laboratory. We find that the participation trajectory was based on demonstration‐practice‐connect (D‐P‐C) phases that continually recurred in the process of “doing” science. Concerning the transactional structures, we identify two basic conversation patterns—Initiate‐Clarify‐Reply (I‐C‐R) and Initiate‐Reply‐Clarify‐Reply (I‐R‐C‐R)—that do not only differ from the well‐known Initiate‐Reply‐Evaluate (I‐R‐E) patterns previously observed in science classrooms, but also could be combined to constitute more complex patterns. With respect to the organization of natural pedagogical conversations, we find that there were not only of preferred and dispreferred modes of responding but also ambiguous dispreferred modes; and the formulating organization not only includes self‐formulating but also other‐formulating. These natural pedagogical conversations helped, on the one hand, students to clarify their understanding and, on the other hand, technicians (or teachers) to teach toward different needs for different students in different contexts. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 481–505, 2009  相似文献   

Learning with Web Tools, Simulations, and Other Technologies in Science Classrooms   总被引：1，自引：1，他引：0  

Todd Campbell  Shaing Kwei Wang  Hui-Yin Hsu  Aaron M. Duffy  Paul G. Wolf 《Journal of Science Education and Technology》2010,19(5):505-511

This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry. This paper serves to challenge teacher-held assumptions about students learning science ‘from technology’ with a framework and examples of students learning science ‘with technology’. Whereas a high percentage of students are finding their way in using ICTs outside of school, for the most part they currently are not doing so inside of school in ways that they find meaningful and relevant to their lives. Instead, the pedagogical approaches that are most often experienced are out-of-step with how students use ICTs outside of schools and are not supportive of learning framed by constructivism. Here we describe a theoretical and pedagogical foundation for better connecting the two worlds of students’ lives: life in school and life outside of school. This position paper is in response to the changing landscape of students’ lives. The position is transformative in nature because it proposes the use of cyber-enabled resources for cultivating and leveraging students new literacy skills by learning ‘with technology’ to enhance science learning.  相似文献   

Moral thinking,sports rules and education1     

Leo Hsu 《Sport, Education and Society》2013,18(1):143-154

The purpose of this study is to resolve ‘moral conflict’ in sport and to present a better approach with respect to right actions for sports participants. While acknowledging that there are many positive values or principles (e.g. Olympism) in sport, some ‘moral conflict’ in sport might still arise and therefore cannot be easily resolved. By introducing Hare's two levels of moral thinking (i.e. intuitive level and critical level), I first clarify the question ‘Why do moral conflicts appear?’ That moral conflicts may arise normally is because people or philosophers tend to think that moral principles ought to be simple and general. In the general situation, it would be fine to follow these kinds of principles when there is no conflicting situation. But in a particular context, there might be a problem. It would be impossible to resolve a conflicting problem if we do not think critically. Second, I suggest that ‘keep the rules’ can be seen as a prima facie principle or duty for sports participants. However, this prima facie principle may not be sufficient or appropriate to resolve the problem of conflict by using the intuitive thinking, since one might face a conflict between ‘keep the rules’ and ‘not to keep the rules’ and s/he cannot select in between. Thus, critical thinking is needed. Third, I try to differentiate critical thinking from intuitive thinking. Critical thinking aims not only to select the best set of prima facie principles for use in intuitive thinking, but also to resolve conflicts between them. So, if we are able to think critically, a prima facie duty sometimes can be overridden by other more important duties (sound and ethical) in a particular situation. However, as not all sports participants are capable enough to think critically, moral education regarding how to develop athletes' ‘critical thinking’ in sport is needed. It may be recommended that virtue ethics play an important role in sport not just through initiating participants into rule‐following but also in cultivating certain dispositions and educating their desires. As it is, what we also need is a good sports education system which can enlighten people toward a better understanding of sport and its values.  相似文献   

'Lesson Rainbow': the use of multiple representations in an Internet-based, discipline-integrated science lesson     

Ying-Shao Hsu 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(4):539-557

This paper presents the development and evaluation of a web‐based lesson—Lesson Rainbow. This lesson features multiple representations (MRs), which purposefully deliver concepts in relation to distinctive disciplinary subject areas through story‐based animations that are closely related to learners’ life experiences. The researchers selected 58 2nd‐year junior high school students as the participants (32 males and 26 females). A quasi‐experimental method together with semi‐structured interviews was utilised. This research project was intended to investigate students’ conceptual progress, and to evaluate the use of MRs and of situated learning components in the design of Lesson Rainbow. The statistical results indicated that: (1) students’ science concepts significantly increased (t= 3.84, p < 0.01) through the use of Lesson Rainbow, and (2) students thought that the use of MRs in this web‐based lesson was an effective pedagogical tool inasmuch as it allows for the learning of specific theoretical viewpoints in addition to the necessary background information. Lesson Rainbow employing MRs helps learners to understand the meanings of, and interrelationships between, different kinds of external representations. This kind of design facilitates their understanding of the correspondence between abstract symbolic expressions and real‐world situations.  相似文献   

Collaborative Action Research on Technology Integration for Science Learning     

Chien-hsing Wang  Yi-Ting Ke  Jin-Tong Wu  Wen-Hua Hsu 《Journal of Science Education and Technology》2012,21(1):125-132

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of “copy-and-paste” by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.  相似文献   

Developing Reading Partnerships Between Parents and Children: A Reflection on the Reading Together Program   总被引：1，自引：0，他引：1  

Diana Patricia Sukhram  Amy Hsu 《Early Childhood Education Journal》2012,40(2):115-121

Early reading exposure is important in setting a foundation for students to acquire the basic literacy skills that set them up for school and life success. More importantly, parent involvement at an early age is a critical component of reading skills development. This report presents an overview of the Reading Together Program that introduced families of young children ages 6–36 months in a community-based setting to the necessary skills, techniques, and resources to enhance their knowledge of how to effectively develop a reading partnership with their children. Additionally, this free reading program that was sponsored by a faculty development grant invited parents to play an active role in their children’s reading journey. Results indicated that parents understood and appreciated the value of early reading habits, and would continue to nurture the reading relationship with their children. This article also presents responses of the initial and final reading perception surveys as well as implications for future research and practice.  相似文献   

A REVIEW OF EMPIRICAL EVIDENCE ON SCAFFOLDING FOR SCIENCE EDUCATION     

Tzu-Chiang Lin  Ying-Shao Hsu  Shu-Sheng Lin  Maio-Li Changlai  Kun-Yuan Yang  Ting-Ling Lai 《International Journal of Science and Mathematics Education》2012,10(2):437-455

This content analysis of articles in the Social Science Citation Index journals from 1995 to 2009 was conducted to provide science educators with empirical evidence regarding the effects of scaffolding on science learning. It clarifies the definition, design, and implementation of scaffolding in science classrooms and research studies. The results show important cross-study evidence that most researchers have adopted a qualitative approach (67.44%), focused on learning context (72.09%), and used high school students as participants (53.49%). In designing scaffoldings, researchers have shown a preference for long-term explicit scaffolding using multiple representations to promote procedural and strategic skills and alternative assessments of learner performance. Nevertheless, scaffolding issues related to teacher education are unexpectedly few (11.63%) in empirical research. The results also indicate that there are too few studies to guide researchers in considering fading scaffolds for active learning (9.30%). Future directions and suggestions toward conducting research regarding scaffolding are provided.  相似文献   

The Study of Critically Essential Competences for Digital Publishing Editors     

Ming-Ju Hsu 《Publishing Research Quarterly》2014,30(1):11-22

The main objective of this study was to understand the critically essential competences for digital publishing editors in digital era. The study firstly established a draft of the framework based on the literature review and document analysis in competences required for digital publishing editors, the draft in turn was used as the basis and merged with experts’ opinions to establish the final Competence Framework. The study further designed the Delphi Technique Questionnaires according to the Competence Framework to obtain various competences deemed essential for digital publishing editors. The results of Delphi Technique Questionnaire Survey were 30 critically essential competences.  相似文献   

A Vocabulary Learning Tool for L2 Undergraduates Reading Science and Technology Textbooks     

Chihcheng Hsu  Fang-Chuan Ou Yang 《International Journal of Science Education》2013,35(7):1110-1138

Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements of this complexity, but to many students, these elements can be akin to locked doors. This study presents MyVLS-Reader, which focuses on unlocking the first of these doors—vocabulary—while assisting in reading. With explicit vocabulary learning, students learn and memorize individual vocabulary, but the context is lost if the depth of learning discards context. In implicit vocabulary learning, students acquire vocabulary through repeated exposure to contexts, but repeated encounters with new words are required. Few e-learning systems combine both vocabulary-learning approaches. MyVLS-Reader achieves such synergy by (1) using a keyword setting to provide context-matched vocabulary explanation while reading and (2) embedding multiple learning choices, such as keyword setting, the review and memorization of explicit vocabulary, and the option to ask instructors. This study includes two rounds of evaluations: (1) an evaluation of the learning achievements of control and treatment groups and (2) a quantitative and qualitative investigation of perceptions regarding the use of MyVLS-Reader. The evaluation results indicate that the treatment group developed a better vocabulary than the control group in significantly less time. The use of MyVLS-Reader also slightly improved higher-order thinking skills. This result suggests that MyVLS-Reader can effective assist students in building their vocabulary while reading.  相似文献   

Help-seeking behaviour of student teachers     

Shihkuan Hsu 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):307-318

Background

Student teachers struggle with a wide range of problems because they are lacking professional knowledge, inexperienced in dealing with colleagues and students, and unfamiliar with school environments. It is essential for the survival of student teachers to establish supportive relationships for professional and personal help. Traditional support mechanisms for student teachers, such as cooperating teachers and university supervising teachers, often fail to provide the needed help. Analysing student teachers' help-seeking behaviour provides an avenue to explore the support they received.

Purpose

The study investigates how student teachers seek assistance. Using a Help-seeking behaviour questionnaire, student teachers' critical problems and their efforts to find assistance are examined.

Sample

The participants were 40 student teachers in a secondary education teacher certificate programme at a university in Taipei, Taiwan. The participants belonged to a class of about 100 student teachers who did their internships at local junior and senior high schools. The participants were teaching in eight subjects, and about two-thirds were female. Every student teacher was assigned a supervising teacher from the university and a cooperating teacher at the placement school.

Design and methods

The questionnaire asked the student teachers to pick a critical problem that they had encountered during the previous week. They were asked to describe the problem, whom they asked for help, how many times and through which communication channel the help was provided. The questionnaire was administered during March and May 2001. Critical problems were sorted into categories. Frequencies and percentages of the help-seeking instances were accumulated for different people and problem categories.

Results

Some student teachers requested help many times; others made a limited number of requests. The number of requests ranged from 1 to 38 per problem, with an average of 12 requests per problem. Among the requests for help (n = 935), only 2% were directed to university supervisors. The student teachers sought help from the cooperating teacher 15% of the time, and 41% of the time they asked student teacher peers for assistance. About 90% of the communication was face to face, 9% was by phone and 1% was by email. The largest number of requests dealt with problems of individual students (19%). The second and third largest problem categories were administration and policy issues (16%) and lack of spare time (15%).

Conclusions

Peer support should be cultivated in teacher training programmes because peer student teachers' help was most frequently sought. Cooperating teachers and university supervising teachers' communication with student teachers can be improved. Various ways of contacting student teachers can be encouraged, but face-to-face communication must still be supported. It is important to keep finding new ways to assess the effectiveness of student teacher support. The results of the Help-seeking behaviour questionnaire can be used to examine the impact of programmes to improve student teaching.  相似文献