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This paper describes a study of “Word Score”, a serious game designed to extend the vocabulary of pupils in upper primary school in the Netherlands. Word Score was used in one school community as part of the national project “Educational Time Extension” (ETE). In ETE class time is extended beyond normal school hours with the aim of improving the learning outcomes of under-performing pupils. The study showed that the use of Word Score can be effective during ETE. The vocabulary of the pupils who played the game outside the regular class time significantly increased. The experiences of both pupils and teachers were very positive. The pupils liked playing Word Score and the teachers were very enthusiastic about the game and the pupils’ results. 相似文献
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Supporting Teacher Design Teams (TDTs) during local curriculum development efforts is essential. To be able to provide high-quality support, insights are needed about how TDTs carry out design activities and how support is valued by the members of TDTs and how it affects their design expertise. In this study, the design and support processes of two TDTs assisted by an external facilitator were investigated using a case study approach. The results revealed that support offered to TDTs depended on the contextual boundaries and the focus of the design process. The focus, coherence and form of support affected the opportunities for developing teachers’ design expertise. In both cases, teachers’ curriculum design expertise had grown, whereas their pedagogical content knowledge and subject matter knowledge were hardly developed. Findings show that the most conducive support activities and materials were those that could directly be applied in the design process. 相似文献
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Joke van der Leeuw‐Roord 《Higher Education in Europe》1998,23(3):367-373
The author, the President of EUROCLIO, a major association of European history teachers, considers the present state of history teacher preparation in the universities of Europe. Her primary complaint is that university programmes that are intended primarily for the training and preparation of future historians may neglect the needs of students planning to teach history in middle or in secondary schools. Typical university undergraduate history programmes tend to be overly academic, failing to provide enough in the way of pedagogical training. Thus the author recommends a strong dose of pedagogical methods courses as well as practical training for future history teachers. Other European organizations, particularly the Council of Europe and the European Union, are taking an interest in the ways in which history is being taught in the schools of their member states. The article ends with a survey of some recent conferences sponsored by these two organizations as well as by EUROCLIO on pedagogical and topical aspects of history teaching. 相似文献
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This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching. 相似文献
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Gina Bojorque Joke Torbeyns Minna Hannula-Sormunen Daniël Van Nijlen Lieven Verschaffel 《European Journal of Psychology of Education - EJPE》2017,32(3):449-462
This study explored the development of Ecuadorian Kindergartners’ spontaneous focusing on numerosity (SFON) during the kindergarten year, as well as the contribution of early numerical abilities to this development. One hundred Kindergartners coming from ten classrooms received two SFON tasks, one at the beginning and one at the end of the school year, and an early numerical abilities achievement test at the beginning of the school year. Results first demonstrated limited SFON development during the kindergarten year, with inter-individual differences and intra-individual stability of children’s SFON tendency. Second, both children’s SFON tendency and their early numerical abilities at the start of the kindergarten year were predictively related to their SFON tendency at the end of the year. Our results do not only add to our theoretical understanding of SFON in young children, but also inform educational policy and practices in the domain of early mathematics education in Ecuador, as they provide building blocks for optimizing the educational goals and curricula for kindergarten mathematics. 相似文献
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Ayoub Kafyulilo Petra Fisser Joke Voogt 《Education and Information Technologies》2016,21(6):1535-1554
This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and technological factors. Twelve teachers and three school leaders participated in the study. Data was collected through interviews. Findings showed that the continuation of technology use differed for the teachers involved in the professional development program. While all teachers reported to have gained knowledge and skills through the professional development program and were positive about technology use in education, only some teachers continued the use of technology. The data revealed that despite the challenges that all teachers in the sample encountered when using technology in their teaching (such as large classrooms, problems with electricity supply, lack of time and lack of technology tools), the encouragement of school management was a critical factor in teachers’ continuation of technology use. Implications of the findings are discussed. 相似文献
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Vanluydt Elien Wijns Nore Torbeyns Joke Van Dooren Wim 《Educational Studies in Mathematics》2021,107(1):93-110
Educational Studies in Mathematics - Insight into early precursors of proportional reasoning is necessary to further our theoretical understanding of mathematical development and to guide early... 相似文献
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Bojorque Gina Gonzales Neli Wijns Nore Verschaffel Lieven Torbeyns Joke 《European Journal of Psychology of Education - EJPE》2021,36(4):945-964
European Journal of Psychology of Education - Young children’s early repeating patterning abilities are important foundations for their later mathematical development. Prior studies on young... 相似文献