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31.
Teachers’ Practice a Decade After an Extensive Professional Development Program in Science Education
Science teachers are expected to teach in innovative ways that are different from their long experience as students. Professional development programs are planned to help teachers’ development, yet, there is little knowledge of the long-term effects of professional development programs (PDPs), and especially on actual practice. The purpose of this study is to gain a long-term perspective of the ways in which the process and outcomes of a reform-oriented, extended PDP are expressed in science teachers’ practice. Data sources included interviews and documents. The study presents four case studies of the practices of junior high school science teachers (grades 7–9) in Israel, with respect to a past PDP in which they took part a decade ago. The cases are presented in pairs of a leader and a follower. Each case details the teacher’s work context, sustained implementation, coherence of tools and approaches, and adaptations. All four teachers shared the view that scientific skills are important to their students as learners in a changing world. All four teachers adopted one or two major approaches, which were the PDP’s main focus. In addition, the two leaders adopted two more approaches. The teachers were still using many strategies associated with the major foci of the PDP. The level of enactment and modifications of the strategies varied. Usability of innovations is discussed in relation to the teachers’ context. We suggest that science teachers’ professional development include the ability to adapt the innovation to their teaching context in order to sustain the changes for a long period of time. 相似文献
32.
David C. Owens Rachel S. A. Pear Hanan A. Alexander Michael J. Reiss Tali Tal 《Research in Science Education》2018,48(6):1171-1186
There is a long history of some students finding that the science instruction they receive in schools fails to address their deeply held concerns about the theory of evolution. Such concerns are principally religious, though there are also students with deeply held religious views who are perfectly comfortable with the theory of evolution. New instructional strategies are emerging, aimed at reducing the tensions that may exist between evolution and religion by making space for students to examine their own views and recognize the spectrum of views that exists between atheistic evolution and special creation, as well as the bounded nature of science and different ways of knowing. In this article, we discuss the teaching of evolution in societies where acceptance of the theory of evolution is far from universal, and argue that an approach based on pedagogy of difference has considerable potential to enhance students’ development of epistemic insight through recognition of the multiple perspectives that exist concerning the relationship between religion and science. In doing so, we explicate precisely what pedagogy of difference entails and introduce an approach that should enhance evolution education, and even aid students’ situating of science as a resource for making decisions about issues with scientific and societal aspects where the acknowledgement of multiple perspectives is valuable. 相似文献
33.
Ronald W. Marx Phyllis C. Blumenfeld Joseph S. Krajcik Barry Fishman Elliot Soloway Robert Geier Revital Tali Tal 《科学教学研究杂志》2004,41(10):1063-1080
Science education standards established by American Association for the Advancement of Science (AAAS) and the National Research Council (NRC) urge less emphasis on memorizing scientific facts and more emphasis on students investigating the everyday world and developing deep understanding from their inquiries. These approaches to instruction challenge teachers and students, particularly urban students who often have additional challenges related to poverty. We report data on student learning spanning 3 years from a science education reform collaboration with the Detroit Public Schools. Data were collected from nearly 8,000 students who participated in inquiry‐based and technology‐infused curriculum units that were collaboratively developed by district personnel and staff from the University of Michigan as part of a larger, district‐wide systemic reform effort in science education. The results show statistically significant increases on curriculum‐based test scores for each year of participation. Moreover, the strength of the effects grew over the years, as evidenced by increasing effect size estimates across the years. The findings indicate that students who historically are low achievers in science can succeed in standards‐based, inquiry science when curriculum is carefully developed and aligned with professional development and district policies. Additional longitudinal research on the development of student understanding over multiple inquiry projects, the progress of teacher enactment over time, and the effect of changes in the policy and administrative environment would further contribute to the intellectual and practical tools necessary to implement meaningful standards‐based systemic reform in science. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1063–1080, 2004 相似文献
34.
In this study, our aim was to understand how environmental education has been implemented in Israeli elementary schools. We selected ten schools that had implemented Education for Sustainability programs and analyzed their mission statements and curriculum documents. We observed each school’s activities and interviewed teachers. Our analysis shows ambiguity with respect to the rationales and the theoretical foundations of the programs. It also shows much didactic teaching of content, a strong focus on behavioral outcomes, especially with respect to reducing resource consumption and to increasing the levels of recycling, as well as some degree of working with the community. The unclear status of environmental education in Israel, in terms of its structure within the education system, prevents it from having sufficient resources for teacher education and curriculum development. It is suggested that this lack of clarity is the main cause of the ambiguity and for the use of the traditional pedagogies we found in our analysis. 相似文献
35.
In response to Tali and Yarden’s presentation of their efforts to teach socioscientific issues, the discussants address issues
of authentic versus simulated activities; teachers as learners or co-creators with their students; educating people to contribute
to science-based decisionmaking; the development of such socioscientific competence; the relationship between group or participatory
processes and individual development; framing real world cases for every age of student; making space to delve into the historical
and social background to any scientific theory, practice, or application; educating teachers who can coach students in socioscientific
inquiry; and facing off against the traditional and resurgent emphasis on highstakes, content-oriented testing of students
in science. 相似文献
36.
Research in Science Education - This mixed-method research focuses on how school children visiting a science museum with their class perceive the overall experience of their visit to the... 相似文献
37.
Tal Gilead 《Educational theory》2014,64(4):349-368
By critically interrogating the methodological foundations of orthodox economic theory, Tal Gilead challenges the growing conviction in educational policymaking quarters that, being more scientific than other forms of educational investigation, inquiries grounded in orthodox economics should provide the basis for educational policymaking. He argues that the main methodological problem with accepting orthodox economic theory as a guide to educational policymaking is not, as commonly claimed, its alleged reliance on a materialistic and egoistic conception of human nature, but rather its embracement of a value‐free conception of science and the hypothetico‐deductive model of prediction. These, Gilead maintains, prevent economics‐based investigations from adequately dealing with questions of human agency and ethics, which are central to education. Orthodox economic thinking, he concludes, should not be accorded a dominant role in educational policymaking, but rather should only be viewed as providing one additional source of insight that has limited applicability. 相似文献
38.
The “Treasures in the Sea: Use and Abuse” unit that deals with authentic socioscientific issues related to the Mediterranean
was developed as part of a national effort to increase scientific literacy. The unit aimed to enhance active participation
of the learners and encourage higher order thinking in class by applying teaching methods that reduce the unfamiliarity felt
by students. This was expected through an explicit use of a variety of teaching and assessment-for-learning methods, suitable
for Science for All students. Our main goal was to examine the culture of Science for All classes in which the unit was enacted.
In order to address the main learning objectives, we monitored students’ performances in tasks that required the higher order
thinking skills of argumentation and value judgment, which are central constituents of decision-making processes. We show
that while socioscientific issues were discussed in whole class and small group sessions, and students’ argumentation improved,
there is still a long way to go in applying a thinking culture in non-science major classes. We suggest that science teachers
should shift from traditional content-based and value-free approach, to a sociocultural approach that views science as a community
practice and the students as active participants in decision-making processes. 相似文献
39.
Tal Gilead 《Journal of educational administration and history》2018,50(4):270-283
ABSTRACTThis article critically examines the prevalent economic conceptions of educational productivity. It distinguishes between an approach aiming at enhancing allocative efficiency and one aiming to better use each available resource (technical efficiency). The article then examines the intellectual foundations of these two approaches, investigates how they stand in relation to each other, and points to their limitations from an educational perspective. It is argued that the two approaches are ill suited for the educational domain. The article concludes by suggesting an approach for increasing educational productivity based on reaching predetermined production objectives rather than attempting to maximise it. 相似文献
40.
Tal Gilead 《Educational theory》2012,62(3):267-285
Since the 1960s, the influence of economic thought on education has been steadily increasing. Taking Jean‐Jacques Rousseau's educational thought as a point of departure, Tal Gilead critically inquires into the philosophical foundations of what can be termed the economic approach to education. Gilead's focus in this essay is on happiness and the role that education should play in promoting it. The first two parts of the essay provide an introduction to Rousseau's conception of happiness, followed by an examination of the economic approach to education and the notion of human capital. In the course of this discussion, Gilead shows that increasing happiness is one of the economic approach's major aims. In the third part of the essay, he uses Rousseau's views to interrogate significant aspects of the economic approach to education. He then continues by highlighting some of the educational implications that stem from Rousseau's critique. Gilead maintains that Rousseau's ideas can provide valuable suggestions regarding how education might contribute to the promotion of happiness. The article concludes by proposing that while Rousseau's ideas on the matter should not necessarily be embraced, contemporary policymakers can learn some important lessons from them. 相似文献