Constructing CoRes—a Strategy for Building PCK in Pre-service Science Teacher Education   总被引：1，自引：0，他引：1  

Anne Hume  Amanda Berry 《Research in Science Education》2011,41(3):341-355

This paper presents findings from an exploratory study into a science teacher education initiative that seeks to build the foundations on which novice teachers can begin developing their pedagogical content knowledge (PCK). The initiative involved the use of Content Representations (CoRes), which were originally developed as part of a strategy for exploring and gaining insights into the PCK of expert science teachers. As the student teachers explored existing CoRes the course lecturer saw potential for more effectively developing their PCK through engaging them in constructing their own CoRes for new topics. When given the opportunity, student teachers found the task challenging and their lack of classroom experience and experimentation proved to be a limiting factor. However, the contribution such a task could make to their future PCK development remained a distinct possibility in the lecturer’s view. In the following year she carefully scaffolded the learning prior to CoRe construction such that the student teachers could more readily access relevant knowledge when attempting such a task. Their resultant CoRes and comments indicate that with appropriate and timely scaffolding the process of CoRe construction does have the potential for PCK development for novice teachers.  相似文献   

More Than “Getting Us Through:” A Case Study in Cultural Capital Enrichment of Underrepresented Minority Undergraduates     

Sarah M. Ovink  Brian D. Veazey 《Research in higher education》2011,52(4):370-394

Minority students continue to be underrepresented among those who seek graduate and professional degrees in the sciences. Much previous research has focused on academic preparation. Equally important, however, are the psychological–social barriers and lack of institutional support encountered by many minority students. We present a case study of a university-sponsored intervention program for minority science majors that addresses not only academics, but also socialization into the academic community, networking, and the ability to practice newfound skills and dispositions through undergraduate research. In examining this case, we suggest that concerted, formal efforts toward expanding habitus and thereby augmenting cultural and social capital may have positive effects for underrepresented minority (URM) college students’ academic and career prospects. Moreover, we argue that these differences complement the gains program participants make in academic preparedness, showing that attention to academics alone may be insufficient for addressing longstanding inequities in science career attainment among URM students.  相似文献   

Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes     

Swantje Dettmers  Ulrich TrautweinOliver Lüdtke  Thomas Goetz  Anne C. FrenzelReinhard Pekrun 《Contemporary educational psychology》2011,36(1):25-35

The experience of pleasant and unpleasant emotions in academic situations is known to affect students’ learning. The aim of the present study was to extend previous research by examining the antecedents and consequences of student emotions in the homework context. Multilevel analyses of a longitudinal dataset containing 3483 grade 9 and grade 10 students in 155 classes showed that the perceived quality of the homework tasks assigned by the teacher affected students’ experience of unpleasant homework-related emotions. Moreover, the experience of unpleasant emotions during homework sessions was negatively related to homework effort and negatively predicted later achievement in mathematics.  相似文献   

Conceptions of e‐learning and professional development for e‐learning held by tertiary educators in New Zealand     

Sarah J. Stein  Kerry Shephard  Irene Harris 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(1):145-165

The conceptions an individual holds about a phenomenon can influence and determine associated behaviours and perspectives. Consequently, they have a bearing upon how learning about a phenomenon is undertaken and how that phenomenon is experienced and applied in context. A phenomenographic research approach was used to gather the expressed experiences of e‐learning and professional development for e‐learning held by teachers and support staff from institutions across New Zealand. Five conceptions of e‐learning (as tool and equipment; as a facilitator of interaction; as learning; as a reduction in distance; and as a collaborative enterprise) and four conceptions of professional development for e‐learning (as training; as opening up possibilities; as collaboration; and as relevant and purposeful) were discovered. In this report, we discuss the conceptions, and show how they are interrelated through outcome space. Implications for the professional development of tertiary teachers and teaching support staff are outlined. The study provides some insights for individuals, institutions and those responsible for planning and implementing professional development programmes to help them to support the development and progress of e‐learning in appropriate and rewarding directions.  相似文献   

The role of International Non-Governmental Organisations in promoting adult education for social change: A research agenda     

Lutz Hoff  Anne Hickling-Hudson 《International Journal of Educational Development》2011

This paper explores the role of International Non-Governmental Organisations (INGOs) in adult education as one instrument of global civil society to effect social change. Postcolonial theory is utilized to explore the complex relationships between the concepts of ‘globalisation’, ‘global civil, society’, and ‘adult education for social change’. In seeking change for social justice postcolonial theory examines the construction of cultural discourse within the epistemologies of (neo-) colonial and decolonising contexts, as well as how such discourse helps to shape and change social realities and identities. We propose a postcolonial research agenda for studying the adult education role of INGOs.  相似文献   

Changing personal epistemologies in early childhood pre-service teachers using an integrated teaching program   总被引：1，自引：0，他引：1  

Jo Brownlee  Anne Petriwskyj  Karen Thorpe  Phillip Stacey  Megan Gibson 《高等教育研究与发展》2011,30(4):477-490

This study investigated changes in pre-service teachers' personal epistemologies as they engaged in an integrated teaching program. Personal epistemology refers to individual beliefs about the nature of knowing and knowledge and has been shown to influence teaching practice. An integrated approach to teaching, based on both an implicit and explicit focus on personal epistemology, was developed by an academic team within a Bachelor of Education (Early Childhood). The teaching program integrated content across four units of study, modelling personal epistemologies implicitly through collaborative reflexive practice. The students were also required to engage in explicit reflections on their personal epistemologies. Quantitative measures of personal epistemology were collected at the beginning and end of the semester using the Epistemological Beliefs Survey (EBS) to assess changes across the teaching period. Results indicated that pre-service teachers' epistemological beliefs about the integration of knowledge became more sophisticated over the course of the teaching period. Qualitative data included pre-service teachers' responses to open ended questions and field experience journal reflections about their perceptions of the teaching program and were collected at the end of the semester. These data showed that pre-service teachers held different conceptions about learning as integration, which provided a more nuanced understanding of the EBS data. Understanding pre-service teachers' epistemological beliefs provides promising directions for teacher preparation and professional enrichment.  相似文献   

对激进的具身认知科学的一个批判     

安娜·何布勒 《华东师范大学学报(哲学社会科学版)》2011,(6)

随着经典认知科学失去半壁江山,认知神经科学已成为认知科学的主导范式.在《激进的具身认知科学》(2009) 一书中,Chemero提出了取消主义纲领,即我们不必用表征概念来阐明认知过程.通过进一步考察认知过程的一些实例,可以看出表征的取消主义并不是一个站得住脚的立场.因此,激进的具身认知科学不是一个有效的研究纲领.  相似文献   

Teaching cause-effect text structure through social studies content to at-risk second graders     

Williams JP  Nubla-Kung AM  Pollini S  Stafford KB  Garcia A  Snyder AE 《Journal of learning disabilities》2007,40(2):111-120

This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second graders. The program included instruction in cause-effect text structure, emphasizing clue words, generic questions, graphic organizers, and the close analysis of specially constructed cause-effect target paragraphs. This program was compared (a) to a content-only program that focused only on social studies and did not include text structure instruction and (b) to a no-instruction control. Fifteen classroom teachers, randomly assigned to treatment, provided the instruction. The program improved the comprehension of instructional cause-effect texts, and there were transfer effects on some comprehension measures. The performance of the 2 instructed groups did not differ on any of the content measures, indicating that such integrated instruction can be accomplished without a loss in the amount of content acquired. This study supports our previous findings on the effectiveness of explicit instruction at the primary-grade level.  相似文献   

QuickSmart: a basic academic skills intervention for middle school students with learning difficulties     

Graham L  Bellert A  Thomas J  Pegg J 《Journal of learning disabilities》2007,40(5):410-419

QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of three structured, teacher- or teacher aide-directed, 30-minute, small-group lessons each week for approximately 26 weeks. In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart students remained below those of comparison students, they improved significantly from pretest to posttest. In contrast, the standardized scores of comparison students were not significantly different from pretest to posttest. On measures of response speed and accuracy gathered using the Cognitive Aptitude Assessment System (CAAS), QuickSmart students were able to narrow the gap between their performance and that of their high- and average-achieving peers. Implications are drawn regarding the importance of interventions that emphasize the automaticity of basic academic skills for students with learning difficulties.  相似文献   

Genome Consortium for Active Teaching: meeting the goals of BIO2010   总被引：2，自引：2，他引：0  

Campbell AM  Ledbetter ML  Hoopes LL  Eckdahl TT  Heyer LJ  Rosenwald A  Fowlks E  Tonidandel S  Bucholtz B  Gottfried G 《CBE life sciences education》2007,6(2):109-118

The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students.  相似文献