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81.
82.
Fuertes-Prieto Miguel Ángel Andrés-Sánchez Santiago Corrochano-Fernández Diego Urones-Jambrina Carmen Delgado-Martín Mª Laura Herrero-Teijón Pablo Ruiz Camilo 《Science & Education》2020,29(5):1235-1254
Science & Education - In order to increase scientific competence within the general population, it is important that teachers and educators have a realistic image of science and scientists,... 相似文献
83.
Daniel Nadon André Samson Nicola Gazzola Anne Thériault 《International Journal for Educational and Vocational Guidance》2016,16(3):363-377
Contrary to guidance counsellors elsewhere in North America who hold a master’s degree, career and guidance counselling services in secondary schools in Ontario are delivered by teachers who have completed additional undergraduate studies. Guidance counsellors are pivotal components of the school as they complete tasks that promote students’ overall development. The aim of this qualitative study was to explore how teachers perceive and describe the process of becoming guidance counsellors in Ontario. The thematic analysis revealed four major themes that articulated the process of becoming a guidance counsellor in Ontario: peer guidance, contextual factors, professional experience, and theoretical knowledge. 相似文献
84.
Professor Andrée Tiberghien 《Research in Science Education》1997,27(3):359-382
In this paper we discuss the articulation between teaching and learning, how to differentiate them and how to establish relations
between them, limiting ourselves to aspects dealing with knowledge. The aim is to allow the design of teaching situations
more relevant for learning. The characteristics differentiating teaching and learning are used to analyse research studies
relative to two time scales, one of the order of months or years and the other of the order of hours. The comparison shows
the importance of the grain size chosen to analyse the knowledge involved both in teaching and in learning. On the first scale,
the analysis of the students' knowledge and that of the knowledge to be taught are done independently to the extent that students'
knowledge is not analysed in reference to the knowledge to be taught (in terms of error or missing aspect) but on the basis
of the student's coherency. The decomposition of these two types of knowledge into similar components allows us to compare
them and leads us to propose “intermediate notions” between the usual physics knowledge to be taught and the students prior
knowledge. These intermediate notions can be rather far from complete correct physics knowledge but are learnable by the students.
On the second scale, detailed analysis of a single teaching session and the students' processes during this session needs
a fine level of knowledge granularity. Such a level allows us to make hypotheses based on the elements of students' prior
knowledge from which they can construct new knowledge and not only on the prior knowledge which has to be modified. This granularity
level allows an emphasis on the positive aspects of students' prior knowledge and enables us to construct hypothesis in order
to design teaching situations. Making explicit “intermediate notions” in the knowledge to be taught at a rather large level
of granularity of knowledge and the positive aspects of students' prior knowledge at a fine level of granularity, are proposed
as ways to improve teaching for fruitful learning. 相似文献
85.
Carlos Andrés Rosero-Zambrano Alba Avila Luz Adriana Osorio Sandra Aguirre 《Journal of Science Education and Technology》2018,27(2):177-187
The coupling of the traditional classroom instruction and a virtual learning environment (VLE) in an engineering course is critical to stimulating the learning process and to encouraging students to develop competencies outside of the classroom. This can be achieved through planned activities and the use of information and communication technologies (ICTs), resources designed to complement students’ autonomous learning needs. A quantitative analysis of students’ academic performance using final course grades was performed for a fundamentals of electronics course and we examine students’ perception of their autonomy using surveys. The students’ progress and attitudes were monitored over four consecutive semesters. The first began with the design of the intervention and the following three consisted in the implementation. The strategy was focused on the development of course competencies through autonomous learning with ICT tools presented in the VLE. Findings indicate that the students who did the activities in the VLE showed an increase in performance scores in comparison with students who did not do them. The strategy used in this study, which enhanced perceived autonomy, was associated with a positive effect on their learning process. This research shows that a technology-enhanced course supported by ICT activities can both improve academic performance and foster autonomy in students. 相似文献
86.
87.
Thaís Cyrino de Mello Forato Roberto de Andrade Martins Maurício Pietrocola 《Science & Education》2012,21(5):657-682
This article presents the main results of a research examining the didactic transposition of history and philosophy of science
in high school level. The adaptation of history of science to this particular level, addressing some aspects of the nature
of science aiming at the students’ critical engagement, was analyzed by examining both the historiographic requirements of
history of science and the pedagogical recommendations of science teaching. The research included the elaboration of a pilot
course on the history of optics, with historical texts and educational activities, and its application in a high school. We
used three episodes of the history of optics, addressing some epistemological points, especially criticizing the naive empirical-inductive
view of science. It was possible to identify a series of obstacles in using history of science and conveying philosophical
views. Their analysis resulted in devising strategies to surmount or to circumvent them. We implemented those strategies in
the classroom and analyzed the data that was obtained. As a result, we substantiated several of our proposals and found that
some solutions require improvement. We suggest some generalizations, which can be understood as initial parameters for guiding
the use of history and philosophy of science in science teaching. We used a qualitative methodology of educational research
to plan, to collect and to analyze the data, examining the interaction between students, teacher and knowledge. 相似文献
88.
María del Mar del Pozo Andrés 《Paedagogica Historica: International Journal of the History of Education》2014,50(5):599-614
The progressive education movement was known in Spain from its very inception, and in fact many of its pedagogical theories and practices reached Spain before reaching other European countries. Yet traditional historiography has always maintained that Spain was never integrated in the progressive education movement, a misconception that helps explain the lack of research in the field. Recent historiographical research, however, has shown that numerous Spanish schools served as laboratories for the implementation of progressive education methods in the 1920s and 1930s. The Spanish educational system proved itself to be especially open to international innovation in general and Spain actually enjoyed a privileged position for the study of how innovative pedagogical ideas could be incorporated and appropriated. Proof of this affirmation can be found in the introduction and dissemination throughout Spain of the experimental public school movement of Hamburg known as Gemeinschaftsschulen.This article will focus on the way this movement was received in Spain. We will examine the phenomenon from a double perspective, corresponding to the different positions that scholars found themselves in within the educational panorama of the time. On the one hand we will examine the role of the “grass-roots” educators who wished to change schools “from below”, starting with classroom practices. On the other hand we will take a look at the representatives of “high pedagogy”, who were intent on formulating a pedagogical theory on which to base a political–ideological model that would serve to change the school “from above”. Tensions arising among the different pedagogical groups, along with the ambiguity of the translation into Spanish of the term Gemeinschaftsschulen, led to the different groups appropriating the concept in different ways. The evolution of the term Gemeinschaftsschulen, from its original identification with a localised school experiment in Hamburg to its becoming a symbol for virtually all European school vanguards, will be addressed at the conclusion of the article. 相似文献
89.
Anthony Roberto Gary Meyer Amy Janan Johnson Charles Atkin Patricia Smith 《Journal of Applied Communication Research》2013,41(3):210-230
A radio public service announcement (PSA) focusing on the danger to children from an unlocked and loaded gun was designed and aired 340 times on three radio stations in one Michigan county. At the end of the message, individuals were given a toll-free number to call to receive a free gun trigger-lock. Three surveys were used to assess the effectiveness of this intervention: a general population telephone survey, an automated telephone survey, and a follow-up mail survey. Approximately 20 percent of individuals in the general population heard the PSA. There was a significant increase in uncued knowledge of the locking-related gun-safety practices in the treatment county between time one and time two. Further, individuals in both counties had very high levels of self-efficacy and response efficacy, moderate levels of perceived severity, and very low levels of perceived susceptibility at both points in time. Seven-hundred and ninety-nine individuals called the toll-free number to receive a free gun trigger-lock; or approximately 17 percent of gun-owning households exposed to the message. The majority of callers were males who owned guns primarily for hunting purposes and who planned to use the lock themselves. Follow-up survey results indicated that individuals were using the gun trigger-locks, and that they believed using gun trigger-locks was an easy and effective way to prevent gun injuries. Insights and practical implications of these findings are discussed. 相似文献
90.
Charles Atkin Sandi Smith Anthony Roberto Thomas Fediuk Thomas Wagner 《Journal of Applied Communication Research》2013,41(3):251-268
This investigation identifies demographic, media, and social correlates of verbally aggressive communication in adolescence. Mail surveys were completed and returned by 2,300 adolescents between the ages of 13 and 15. These adolescents were asked about the prevalence of verbal and physical aggression, the context in which it occurred, demographics, and the interpersonal and media influences in their lives. The results indicate that verbal aggression is widespread, that committing and experiencing verbal aggression is largely reciprocal, that there is a strong relationship between committing verbal and physical aggression, and that peer social influence and listening to violently oriented music are mildly related to verbal aggression in adolescents. These findings suggest more resources should be allocated to teaching adolescents to understand and control verbal aggression. Further, they provide important answers to many prevention and intervention programmatic questions, including context, content, and targeting concerns. Since the negative consequences of verbal aggression are severe and long lasting, decreasing this destructive communication behavior should significantly improve the lives of many adolescents. These and other practical implications are expanded upon and discussed. 相似文献