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981.
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Peter J. Fensham 《International Journal of Science Education》2013,35(3):245-252
Summaries English In this essay, Professor Peter Fensham examines the respective roles of books, teachers and committees as source and authority of scientific information in the context of school science education. In his comparative analysis of recent curriculum development trends in the USA, England and Australia, he detects significant differences in what is accepted in the different countries as ‘authority about science knowledge’ and argues that these differences emerge from the different historical, political and economic development of the three apparently similar countries. 相似文献
983.
Canada's province of Ontario introduced a new policy in 2000 allowing community colleges to offer a new type of undergraduate degree. This decision was a significant policy change for the government considering the nature of Ontario's binary system, where a rigid separation has historically prevailed between the university and college sectors. Drawing on multiple sources of data, this study indicates that the decision to create a new type of applied bachelor's degree generated a series of uncertainties and challenges for higher education institutions, students and government agencies. The paper highlights the need for policy makers to consider the socio‐cultural aspects of higher education systems in policy design, particularly the role of legitimacy. 相似文献
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Gabriele B. Breuer Peter Kauf Reto Rupf 《International Journal of Science Education》2013,35(16):2664-2687
Children have served as research subjects in several surveys on attitudes to insects and invertebrates. Most of the studies have used quantitative scoring methods to draw conclusions. This paper takes a different approach as it analyzes children's free-text comments to gain an understanding of their viewpoints. A total of 246 children aged 9–13 completed a standard questionnaire regarding their attitudes toward 18 invertebrates indigenous to Switzerland. Fourteen insect species and four other invertebrates were individually presented in a color photograph without any further background information. The children were given the opportunity to provide comments on each animal to explain the attitude score they had awarded. Nearly 5,000 comments were coded and categorized into 7 positive and 9 negative categories. A significant correlation between fear and disgust was not detected. Based on a hierarchical cluster analysis, we concluded that flying in the air versus crawling on the ground was a major differentiator for attitude and underlying reasons, only being trumped by the fear of getting stung. The visualization of our findings in a cluster heat map provided further insights into shared statement categories by species. Our analysis establishes that fear and disgust are separate emotions with regard to insects and other invertebrates. Based on our findings, we believe that prejudice-based fear and culturally evolved revulsion can be overcome. We suggest promoting environmental education programs, especially if they allow for personal experience, provide information in emotion-activating formats, and include content that resolves existing misinformation and myths. 相似文献
988.
Peter James 《School Leadership & Management》2013,33(3):313-319
This enquiry sought to identify, in one secondary school, the day‐to‐day work that teachers below senior management level identified as being leadership tasks. Such approaches to non‐executive leadership are becoming more prevalent as schools move towards more open styles of management. This is accepted by practitioners, as well as being evident in the literature. In identifying these tasks it became possible to offer the teachers involved in the enquiry support and training in the skills necessary to perform these tasks. 相似文献
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Amid behavioural and behaviouristic objectives: reappraising appraisals of the Tyler Rationale 总被引：2，自引：2，他引：0
Peter S. Hlebowitsh 《课程研究杂志》2013,45(6):533-547
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