排序方式： 共有99条查询结果，搜索用时 31 毫秒
61.
Kaya Yilmaz 《European Journal of Education》2013,48(2):311-325
There has been much discussion about quantitative and qualitative approaches to research in different disciplines. In the behavioural and social sciences, these two paradigms are compared to reveal their relative strengths and weaknesses. But the debate about both traditions has commonly taken place in academic books. It is hard to find an article that deals with the generic issues related to the quantitative and qualitative divide by drawing on distinguished research literature. Interested in addressing this need, this article aims to explain the essential characteristics of quantitative and qualitative research approaches with an emphasis on their underlying epistemological, theoretical, and methodological differences. It elucidates the research design issues and concepts in relation to both research paradigms, from planning research to collecting and analyzing data, and reporting findings. The criteria that are used to evaluate research strategies and findings are also discussed. 相似文献
62.
63.
Yasemin Ozdem Hamide Ertepinar Jale Cakiroglu Sibel Erduran 《International Journal of Science Education》2013,35(15):2559-2586
The aim of this study was to investigate the kinds of argumentation schemes generated by pre-service elementary science teachers (PSTs) as they perform inquiry-oriented laboratory tasks, and to explore how argumentation schemes vary by task as well as by experimentation and discussion sessions. The model of argumentative and scienti?c inquiry was used as a design framework in the present study. According to the model, the inquiry of scientific topics was employed by groups of participants through experimentation and critical discussion sessions. The participants of the study were 35 PSTs, who teach middle school science to sixth through eighth grade students after graduation. The data were collected through video- and audio-recordings of the discussions made by PSTs in six inquiry-oriented laboratory sessions. For the analysis of data, pre-determined argumentation schemes by Walton were employed. The results illustrated that PSTs applied varied premises rather than only observations or reliable sources to ground their claims or to argue for a case or an action. It is also worthy of notice that the construction and evaluation of scientific knowledge claims resulted in different numbers and kinds of arguments. Results of this study suggest that designing inquiry-oriented laboratory environments, which are enriched with critical discussion, provides discourse opportunities that can support argumentation. Moreover, PSTs can be encouraged to support and promote argumentation in their future science classrooms if they engage in argumentation integrated instructional strategies. 相似文献
64.
Science & Education - 相似文献
65.
Science & Education - 相似文献
66.
The Irish national discourse on curriculum and assessment reform at the Junior Cycle level has been fraught with controversy in the past two years. The introduction of the new curriculum and assessment framework in 2012 by the then Minister of Education, Ruairi Quinn has led to significant media coverage and teacher union response. In this paper, we argue that in the midst of the reaction toward the particular assessment elements of the framework, the focus has been lost on key revisions made in the draft science curriculum and assessment specification released in September 2014. A central aspect of the draft document released for consultation includes the introduction of a ‘Nature of Science’ (NOS) theme intended to be an overarching feature of all science teaching and learning. We examine the coverage of NOS in the draft document and analyze it relative to a model of NOS developed in our recent book. Our analysis illustrates that the draft science curriculum and assessment specification for Junior Cycle incorporates contemporary research and aligns the Irish curriculum with most features of NOS, although some aspects need further development including the articulation of a nuanced model of NOS. We highlight some future directions for curriculum and assessment development for a comprehensive, coherent and holistic coverage of NOS in Junior Cycle Science in Ireland. 相似文献
67.
Jazlin Ebenezer Russell Columbus Osman Nafiz Kaya Lin Zhang Devairakkam Luke Ebenezer 《Journal of Science Education and Technology》2012,21(1):22-37
The purpose of this case-study is to narrate a secondary science teacher’s experience of his professional development (PD)
education and training in innovative technologies (IT) in the context of engaging students in environmental research projects
The sources from which the narrative is derived include (1) the science teacher’s reflective reports during three summer institute
programs and (2) the science teacher’s reflective reports while subsequently engaging students in IT-embedded environmental
research projects in his classroom. The science teacher’s explanations for changes in students’ perception of their IT fluency
illuminate his personal narrative. The science teacher attributed his growth and significant changes in students’ perceptions
of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students’ IT abilities
in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due
to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential
to produce significant increases in students’ perceptions of their IT fluency. 相似文献
68.
Mehmet Aydeniz Aybuke Pabuccu Pinar Seda Cetin Ebru Kaya 《International Journal of Science and Mathematics Education》2012,10(6):1303-1324
The purpose of this study was to explore the impact of argumentation-based pedagogy on college students?? conceptual understanding of properties and behaviors of gases. The sample consists of 108 students (52 in the control group and 56 in the intervention group) drawn from 2 general chemistry college courses taught by the same instructor. Data were collected through pre- and post-tests. The results of the study show that the intervention group students performed significantly better than the control group students on the post-test. The intervention group students also showed significant increase in their test scores between pre- and post-test. While at least 80?% of the students in the intervention group abandoned their initial ideas on all of the 17 alternative conceptions that were identified by the authors but one, the percent of student abandoning their initial ideas in the control group was less than 50. The discussion focuses on the implications of these results for addressing students?? alternative conceptions, promoting the argumentation?Cpedagogy in college science courses and the challenges associated with the use of argumentation in college science classrooms. 相似文献
69.
Perry den Brok Sibel Telli Jale Cakiroglu Ruurd Taconis Ceren Tekkaya 《Learning Environments Research》2010,13(3):187-204
The purposes of this study were to examine how Turkish students perceived their biology classroom environment, how their perceptions
compared to those of students in other countries, and what classroom learning environment profiles could be discerned in Turkish
high school biology classrooms. Data were gathered from 1,474 high school students in four inner city schools, in Bursa, Turkey.
A total of 11 biology teachers participated in the study with 52 of their classes. Data on students’ perceptions of their
learning environment were collected with the What Is Happening In this Class? (WIHIC) questionnaire. Results indicated that
Turkish classrooms were perceived as being low in terms of Teacher Support and high in terms of Task Orientation. Six distinct
classroom learning environment profiles were found: the ‘self-directed learning classroom’, ‘task-oriented cooperative learning
classroom’, ‘mainstream classroom’, ‘task-oriented individualised classroom’, ‘low-effective learning classroom’ and ‘high-effective
learning classroom’. The most common profile was the ‘mainstream classroom’ for which all WIHIC scales had medium–high scores. 相似文献
70.
Kaya Yilmaz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,29(2):21-37
Aimed at documenting the problems and constraints confronting learner-centered instruction in Turkey, this article first explains
the link between democracy and education and the role of learner-centered instruction in realizing democratic ends. By drawing
on John Dewey’s ideas and Turkish scholars’ perspectives on Turkish education, the article then presents the problems and
constraints that pose threats to the implementation of learner-centered instruction in Turkey. The author also explains the
problems within the Turkish educational system and teacher education programmes, and the challenges that in-service teachers
and students may experience with learner-centered instruction. 相似文献