以产学研合作为主要突破口,创新校企合作管理体制的研究     

石静  沈一民 《山东商业职业技术学院学报》2011,11(5):47-49

主要从创新校企合作体制机制建设入手,分析了当前校企合作存在的问题,阐释了加强校企合作管理体制建设的重要性,并就如何创新校企合作管理体制提出了几个解决思路。  相似文献   

Grover量子搜寻算法的线性光学实现     

吴琴琴  许兰 《湖南第一师范学报》2011,11(4):125-127

利用线性光学元件和单光子来编码量子比特,可给出Grover量子搜寻算法的光学实现方案。该方案可以推广到多个量子比特的情况。  相似文献   

鲁迅为何不公开发表《孤独者》与《伤逝》     

余放成 《黄石理工学院学报(人文社科版)》2011,(6):45-49,62

《孤独者》与《伤逝》相隔四天完成,鲁迅不公开发表的原因与《野草》直接相关。《野草》记录着鲁迅“难于直说”的爱情心理历程,含蓄委婉,有意掩饰爱情色彩以免引起对手的攻击。而《孤独者》、《伤逝》在彻底反封建主义思想中又蕴含着作者自己的情感世界。鲁迅为了保护《野草》的神秘,保护自己的爱情,于是把《孤独者》、《伤逝》锁进抽屉,不公开发表。  相似文献   

Understanding primary teachers’ professional learning and practice: an activity theory lens     

Goodnough Karen 《课程研究杂志》2019,51(3):362-383

In this study, the author reports on the professional learning of three primary teachers who engaged in three cycles of collaborative action research over a three-year period from 2013 to 2016. Case study was chosen as a methodology to gain insight into the context of the teachers’ work as they interacted with others and adopted multiple tools. Data collection and analysis were on-going over a three-year period, using several sources, including classroom observations, interviews, portraits and teacher-created multimedia artefacts. Cultural-Historical Activity Theory (CHAT) and its activity system unit of analysis (subject, object, tools, norms, community and division of labour) was used by the author to describe changes in the professional learning of the three teachers, the contradictions or tensions they addressed, and how they transformed the aspects of their professional knowledge and classroom practice.  相似文献   

Undergraduate geoscience education research: Evolution of an emerging field of discipline-based education research     

Leilani A. Arthurs 《科学教学研究杂志》2019,56(2):118-140

Discipline-based education research (DBER) conducted by faculty within geoscience departments can address identified needs in undergraduate geoscience education. This study explores the evolution of undergraduate geoscience education research (GER) from 1985 to 2016, primarily in terms of the types of published research and secondarily in terms of the insights this literature offers on the evolution of GER as a scholarly discipline. Stokes’ (1997) quadrant model of research types is used as a theoretical framework for the former and Kuhn's (1970) model of disciplinary paradigm for the latter. An exploratory sequential mixed-methods approach to a systematic literature review of 1,760 articles is utilized. The period 1985–2000 is characterized by proto-research as evidenced by the abundance of instructive and informational education articles rather than research articles. From 2000 to 2011, GER underwent a growth period characterized by the presence of applied, use-inspired, and pure basic research. The period 2011–2016 appears to be a period of relative steady-state conditions in the normalized number of GER publications per year. Existing gaps in knowledge about geoscience education, the evident unfamiliarity with education and social science research methodologies among authors of GER articles, and efforts to build consensus about what GER is and how to conduct it suggest that GER is preparadigmatic or at a low paradigm state. That is, GER is an immature discipline as far as the evolution of a discipline goes. A path forward is proposed for the continued evolutionary growth of GER. This study provides new perspectives on the emergence of GER as a discipline that can be used as a basis for studies on cross-disciplinary DBER comparisons.  相似文献   

An examination of the interactions between museum educators and students on a school visit to science museum     

Neta Shaby  Orit Ben-Zvi Assaraf  Tali Tal 《科学教学研究杂志》2019,56(2):211-239

Today, science is a major part of western culture. Discussions about the need for members of the public to access and understand scientific information are therefore well established, citing the importance of such information to responsible citizenship, democracy, socially accountable scientific research and public funding (National Research Council [2009] Learning science in informal environments: People, places, and pursuits. National Academies Press). In recent years there has been an increased interest in investigating not just what visitors to informal environments have learnt after a visit, but also how visitors interact and engage with exhibits during the visit (Davidsson & Jakobsson [2012] Understanding interactions at science centers and museums: Approaching sociocultural perspectives. Rotterdam: Sense Publishers). Within the field of school visits to science museums, however, interactions between students and museum educators (MEs) remain relatively unexplored. In our study of such school visits, we are mainly interested in the interactions that take place between three agents—the students, the museum educator and the physical setting of the exhibit. Using moment-to-moment fine grain analysis of multiple interactions allowed us to identify recurring patterns between students and the museum educators around exhibits, and to examine the MEs’ mediational role during the interactions, and the practices they employ to engage students with exhibits. Our study revealed that most interactions between MEs and students consist of technical explanations of how to operate the exhibits. The interactions that do move past this stage often include two main practices, which the MEs use to promote students’ engagement with the exhibits: physical instruction and engaging the students emotionally. Understanding what is actually happening in the learning process that occurs during students’ interactions with exhibits can help museum educators and exhibit designers improve the experiences of students on school visits.  相似文献   

Elementary teachers’ science subject matter knowledge across the teacher career cycle     

Ryan S. Nixon  Leigh K. Smith  Richard R. Sudweeks 《科学教学研究杂志》2019,56(6):707-731

Although widely touted as important, there is little evidence regarding the influence of teaching experience on elementary teachers' science subject matter knowledge (SMK). To better understand this phenomenon, we administered an assessment of science topics taught in the fifth and sixth grades to 169 preservice teachers, 231 fifth-grade teachers, and 208 sixth-grade teachers. We then compared the mean scores of teachers at different stages in the career cycle using one-way and two-way ANOVA and explored the relationship between SMK scores and years of teaching experience using regression analysis. Findings indicate that (i) being assigned to a specific grade level had an impact on teachers' SMK for topics included in the grade level, (ii) teachers' SMK scores were lower later in their careers for both science topics they had never taught and for science topics they were responsible for teaching, and (iii) results differed for fifth and sixth grades. This study adds to the existing literature through the examination of a large sample of elementary teachers, with teachers of varying years of experience, while focusing on the science topics these teachers are responsible for teaching. The results of this study provide strong evidence that (i) years of experience teaching specific science topics is associated with the development of teachers' knowledge of these topics, and (ii) teaching experience, what teachers do in the context of their everyday practice, can be an effective means of self-directed learning for teachers. There is also evidence that this influence is not uniform across years of teaching experience or science topics taught. These findings raise important implications about future research into the mechanism of SMK development through teaching experience and teacher grade-level assignments.  相似文献   

Teaching science skills and knowledge to students with developmental disabilities: A systematic review     

Magdalena M. Apanasionok  Richard P. Hastings  Corinna F. Grindle  Richard C. Watkins  Andreas Paris 《科学教学研究杂志》2019,56(7):847-880

A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.  相似文献   

Examining features of how professional development and enactment of educative curricula influences elementary science teacher learning     

Ellen M. Granger  Todd H. Bevis  Sherry A. Southerland  Yavuz Saka  Fengfeng Ke 《科学教学研究杂志》2019,56(3):348-370

This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th—5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula.  相似文献   

Students' self-efficacy for science in different school systems     

Bat-Shahar Dorfman  David Fortus 《科学教学研究杂志》2019,56(8):1037-1059

The important role of self-efficacy (SE) in students' motivation, engagement, persistence, and academic achievements has been reconfirmed by ample research, both in general and for STEM disciplines. As most studies focused on traditional school systems, additional research is needed on how science SE develops in different educational environments, which was the goal of this study. Data were collected from 1979 students in Grades 5–9 from 19 traditional, Waldorf, and democratic schools in Israel. Students completed a questionnaire that assessed their science self-efficacy (SSE), general and academic self-efficacy (GASE), and the sources of their SSE: teachers', parents', and peers' social persuasions, vicarious experiences and mastery experiences. Results revealed that SSE and GASE differed in their levels and in the way they changed with grade. These differences, and variations in the roles of the various sources of SSE, appeared to be influenced by the schools' cultures and curricula. Quantitative results are accompanied by verbal illustrative examples from interviews with students and teachers.  相似文献