Perspectives on learning to teach science: insights and dilemmas from a collaborative practicum project     

Gaalen Erickson  Jolie Mayer‐Smith  Alberto Rodriguez  Peter Chin  Ian Mitchell 《International Journal of Science Education》2013,35(5):585-597

In this article we discuss the theoretical and practical rationale for establishing a collaborative science practicum project and report on the findings of the first two years. The project was designed to strengthen the communication links among the school‐based educators, the pre‐service teachers, and the university‐based educators, in order to address the seemingly intractable problems associated with initiating new science teachers into the varied social practices of the teaching profession. Our findings are organized and discussed in the form of three dilemmas (Cuban 1992). These dilemmas are associated with the difficulties the pre‐service teachers had in connecting the propositional knowledge presented in the university setting with the procedural knowledge required in the school setting, and the lack of familiarity by the university and school‐based educators of each other's practice setting. We describe results that resonate with similar issues reported in other collaborative projects, and propose an alternative approach for preparing science teachers. This approach is based on conceptualizing learning to teach as a cognitive apprenticeship (Hennessy 1993) which prepares pre‐service teachers to enter the ‘community of practice’ called teaching. We argue that the success of such an approach requires the development of a collaborative community in which all participants engage in meaningful and supportive discourse concerning what, when and how science is taught in the classroom.  相似文献   

Access,attitudes and the digital divide: children’s attitudes towards computers in a technology‐rich environment     

M. Lebens  M. Graff  P. Mayer 《Educational Media International》2013,50(3):255-266

Given that children in Germany with a lower socio‐economic status (SES) are over‐represented at general secondary schools, the present study aimed to examine the impact of children’s SES on attitudes towards computers. The results suggest that compared to average SES students, children from deprived socio‐economic backgrounds perceive the computer as important but remain generally more cautious towards computers, despite being exposed to a “technologically rich environment”, where computer‐based instruction is part of the curriculum and ensures frequent access to high quality ICT devices. The findings add further support to the notion that the mere provision of ICT access is not sufficient to close the digital divide. Rather, the extent of support that low SES children receive from their social network and prevailing stereotypes with respect to ICT proficiency, seem to be salient variables which require further investigation.

Zugang, Einstellungen und die digitale Kluft: die Einstellungen von Kindern zu Computern in einer technologie‐geprägten Umgebung

In Anbetracht dessen, dass Kinder in Deutschland mit einem niedrigeren sozioökonomischen Status (SES) bei allgemeinen Höheren Schulen überrepräsentiert sind, hatte die vorliegende Studie zum Ziel, den Einfluss des SES von Kindern auf Einstellungen zu Computern zu untersuchen. Die Ergebnisse legen nahe, dass im Vergleich zu SES‐durchschnittlichen Studenten Kinder mit sozial benachteiligten sozioökonomischen Hintergründen den Computer als wichtig wahrnehmen, aber allgemein zurückhaltender gegenüber Computern bleiben. Trotzdem wurden sie einer “technologisch reichen Umgebung” ausgesetzt, wo Computer Instruktion stützte, ein Teil des Lehrplans ist und häufigen Zugang zu ICT Geräten hoher Qualität sicherte. Die Ergebnisse der Studie legen nahe, dass die bloße Bestimmung des ICT‐Zugangs nicht ausreichend ist, um auf eine digitale Kluft zu schließen. Eher scheinen sie das Ausmaß der Unterstützung, dass als niedrig‐SES bewertete Kinder von ihrem sozialen Netz und vorherrschenden Stereotypien in Bezug auf ICT Kenntnisse erhalten, wichtige Variablen zu sein, die weitere Untersuchungen erfordern.

Accès, attitudes et fossé numérique: les attitudes des enfants par rapport aux ordinateurs dans un environnement riche en technologie

Etant donné qu’en Allemagne les enfants venant d’un niveau socio‐économique plus bas (NSE) sont sur‐représentés dans les écoles secondaires générales,la présente étude avait pour objet d’étudier l’impact du niveau socio économique des enfants sur leur attitude par rapport aux ordinateurs. Les résultats permettent de penser que, si on les compare aux élèves NSE moyens, les enfants venant de milieux socio économiques défavorisés, perçoivent l’importance de l’ordinateur mais restent généralement plus prudents vis‐à‐vis de l’informatique bien qu’ils aient été exposés à «un environnement riche en technologie» o[ugrave] l’enseignement fondé sur l’ordinateur fait partie du cursus et assure un accès fréquent à des systèmes TIC de grande qualité. Ces résultats renforcent également la notion selon laquelle le seul fait de fournir un accès TIC ne suffit pas à lui seul pour combler la fracture numérique. A la vérité, l’ampleur du soutien que les enfants de milieux socio économiques défavorisés reçoivent de leur réseau social et les stéréotypes en vigueur par rapport aux compétences informatiques, semblent constituer des variables frappantes qui nécessitent des études plus approfondies.

Acceso, actitudes y la brecha digital: algunas actitudes de los niños acerca de los ordenadores en entornos ricos en tecnologías

Considerando que en Alemania los niños procedentes de niveles socio económicos (NSE) bajos están sobrerepresentados en en las escuelas secundarias generales, el objetivo del presente estudio era de examinar el impacto del nivel socioeconómico de esos niños sobre sus actitudes acerca de los ordenadores. Los resultados nos llevan a pensar que en comparación con el promedio de los alumnos NSE, los niños procedentes de familias desfavorecidas perciben indudablemente el ordenador como una cosa importante pero generalmente permanecen más cautelosos acerca de los ordenadores aunque están expuestos a entornos ricos en tecnologías en los cuales la enseñanza basada en los ordenadores forma parte del curriculo y garantiza un acceso frecuente a aparatos informáticos de alta calidad. Esos resultados demuestran con más fuerza que la mera provisión de un acceso a las TICs no es suficiente para compensar la brecha digital. Al contrario el grado de apoyo que los niños de NSE bajo reciben de su red social así como los estereotipos comunes acerca de la competencia informática, parecen constituír variables destacadas que necesitan investigaciones minuciosas.  相似文献   

AN OBJECTIVE APPROACH TO THE STUDY OF WORSHIP     

Otto Mayer∗ 《Religious education (Chicago, Ill.)》2013,108(4):218-223

  相似文献   

The relative benefits of learning by teaching and teaching expectancy     

Logan Fiorella  Richard E. Mayer 《Contemporary educational psychology》2013

The purpose of this study was to explore the hypothesis that learning is enhanced through the act of teaching others. Specifically, two experiments aimed to disentangle the relative effects of teaching expectancy (i.e., preparing to teach) and actually teaching (i.e., explaining to others for instructional purposes) on learning. Some participants studied a lesson on the Doppler Effect without the expectation of later teaching the material and then took a comprehension test on the material (control group). Other students studied the same lesson with instructions that they would later teach the material; of those expecting to teach, some participants actually taught the material by presenting a brief video-recorded lecture before being tested (teaching group), whereas others only prepared to teach before being tested (preparation group). Results of Experiment 1 indicated that both the preparation group and teaching group significantly outperformed the control group on an immediate comprehension test (Teaching vs. Control: d = 0.82; Preparation vs. Control: d = 0.59). However, when the same test was given following a one-week delay (Experiment 2), only the teaching group significantly outperformed the control group (Teaching vs. Control: d = 0.79; Preparation vs. Control: d = 0.24). Overall, these findings suggest that when students actually teach the content of a lesson, they develop a deeper and more persistent understanding of the material than from solely preparing to teach.  相似文献   

寻觅德国的牛津     

克里丝汀娜·梅耶  王浩强 《科学文化评论》2005,2(6):69-76

达勒姆(Dahlem)不仅仅是一个传奇.在德国,几乎没有其他地方像柏林的这片土地那样,在科学史各个丰富的方面--包括令人质疑的方面--表现出如此强烈的活力.在马普学会历史档案馆馆长亨宁(Eckart Henning)的陪同下巡游他的“领地“,就如同在历史的时光中漫步,著名学者的创新精神始终伴随着我们的游程.……  相似文献   

E‐learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning     

Ruth Colvin Clark  Richard E. Mayer  Will Thalheimer 《Performance Improvement》2003,42(5):41-43

  相似文献   

数字化学习中运用多媒体(上)     

理查德.E. 梅耶  张恩铭  盛群力 《数字教育》2019,(1):1-9

本文通过回顾12条基于研究的教学设计原则,说明了如何设计计算机辅助多媒体教学材料来促进学习。首先介绍了多媒体原则(根据五个对照实验得到的中值效应量为d=1.67),其主张在计算机辅助教学中,语词和图像同时呈现的效果比只呈现语词的效果要好。无关认知加工做的是和教学目标无关的事情。为了减少无关认知加工,提出的教学原则有聚焦要义(d=0.70)、标记结构(d=0.46)、控制冗余(d=0.87)、空间邻近(d=0.79)和时间邻近(d=1.30)。基本认知加工的功能在于对基本材料进行心理表征。为了调节基本认知加工,提出的教学原则有分段呈现(d=0.70)、预先准备(d=0.46)和双重通道(d=0.72)。生成认知加工的功能是为了建构材料的意义。为了促进生成认知加工,提出的教学原则有个性化(d=0.79)、人声化(d=0.74)和具身化(d=0.36)。部分原则有边界条件,例如有的原则对新手学习者比对专家学习者更有效。  相似文献   

RELIGIOUS EXPERIENCE IN RELATION TO WORSHIP     

Otto Mayer∗ 《Religious education (Chicago, Ill.)》2013,108(5):342-344

  相似文献   

GROUP ON ECONOMIC AND SOCIAL RECONSTRUCTION     

Dr. Otto Mayer  Mr. J. M. Artman Chairmen 《Religious education (Chicago, Ill.)》2013,108(3):218-221

  相似文献   

Cable and New Media     

Mary Alice Mayer Phillips 《Communication Booknotes Quarterly》2013,44(8):2-4

Mary Alice Mayer Phillips' CATV: A History of Community Antenna Television (Evanston, Ill.: Northwestern University Press, 1972—$9.75)  相似文献