A Student-centred Approach: Assessing the Changes in Prospective Science Teachers’ Conceptual Understanding by Concept Mapping in a General Chemistry Laboratory     

Osman Nafiz Kaya 《Research in Science Education》2008,38(1):91-110

Although researchers in higher education propose alternatives to traditional approaches to assessment, traditional methods are commonly used in college or university science courses. The purpose of this study was to explore the feasibility and validity of Prospective Science Teachers’ (PSTs) concept maps as authentic assessment tools in a student-centred approach to describe the changes in the conceptual understanding of the PSTs in general chemistry laboratory investigations. After the PSTs (n = 47) decided on important issues, such as who would assess their concept maps and what scoring strategy and criteria would be used, they practiced assessing their own and peers’ concept maps during the first five laboratory investigations. They subsequently constructed and assessed pre- and post-laboratory concept maps in a student-centred approach consisting of self, peer, and instructor assessments for the five remaining laboratory investigations. The results of the study showed using pre- and post-laboratory concept maps as authentic assessment tools in a student-centred approach was valid and reliable for describing the conceptual understanding of the PSTs in a university general chemistry laboratory course. The results of individual interviews indicated most PSTs had positive views of their assessment practices in the laboratory course. This study also provides pedagogical implications for the training of science teachers.  相似文献   

Practices and Innovations in Australian Science Teacher Education Programs     

David Palmer 《Research in Science Education》2008,38(2):167-188

This paper reports part of a larger study which was designed to investigate current practices in initial teacher education programs in Australia. The main data collection was by telephone interviews, which were carried out with science education specialists and program coordinators at all institutions which offer primary teacher education or secondary science teacher education. The interviews focused on practices in relation to program structures, science content studies, science methods studies and links to science-related school projects or to science business/industry. A large number of innovative practices were described. In addition, several case studies were carried out, which focused on particular innovations. The study identified several aspects of science teacher education which were of concern.  相似文献   

Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals   总被引：2，自引：0，他引：2  

Soonhye Park  J. Steve Oliver 《Research in Science Education》2008,38(3):261-284

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Gender Disparity in STEM Disciplines: A Study of Faculty Attrition and Turnover Intentions   总被引：1，自引：0，他引：1  

Yonghong Jade Xu 《Research in higher education》2008,49(7):607-624

This study examines the underrepresentation of women faculty in science, technology, engineering, and mathematics (STEM) by comparing the intentions of attrition and turnover between genders in Research and Doctoral universities. It is found that the two genders did not differ in their intentions to depart from academia, but women faculty had a significantly higher likelihood to change positions within academia. The indications are that women and men are equally committed to their academic careers in STEM; nonetheless, women’s stronger turnover intentions are highly correlated with dissatisfaction with research support, advancement opportunities, and free expression of ideas. The findings suggest that the underrepresentation of women is more convincingly explained by an academic culture that provides women fewer opportunities, limited support, and inequity in leadership, rather than by gender-based differences such as roles in family responsibilities. Changes in academic STEM culture are needed in order to attract more women scientists and narrow the current gender gap.  相似文献   

Using teacher stories to reveal quality educational practice: An Eastern Cape experience     

Kathryn Paige  Mike Chartres  Alan Kenyon 《International Journal of Educational Development》2008,28(5):524-533

The University of Fort Hare Distance Education Project set out to improve qualifications of primary teachers in rural and township schools in the Eastern Cape of the Republic of South Africa. At the culmination of an 11-year AUSAid collaboration between the University of Fort Hare and University of South Australia a research project to reveal quality educational practice was undertaken. Using oral histories as the methodology, teacher stories were gathered through a sequence of interviews and classroom observations. This collection of oral histories constitutes the basis for the paper. Its research focus has been the science and mathematics practices of eight teachers who typify the many hundreds who participated in the project. This paper explores the use of oral history as a methodology for documenting quality educational practice.  相似文献   

Access and Barriers to Education for Ghanaian Women and Girls     

Mary Tanye 《Interchange》2008,39(2):167-184

As has been aptly stated in the 1995 United Nations Fourth World Conference on Women (UN, 1995) in Beijing, the girl-child today is the woman of tomorrow. The skills, ideas, and energy of the girl-child are vital for full attainment of the goals of equality, development, and peace. For the girl-child to develop her full potential, she needs to be nurtured in an enabling environment, where her spiritual, intellectual, and material needs for survival, protection, and development are met and equal rights safeguarded. In the Ghanaian case, especially the limited education women receive could be detrimental to social development needs of women and girls, hence the focus of this paper, which add some important perspectives to the literature in the area.  相似文献   

Supporting young children's explanations through inquiry science in preschool   总被引：3，自引：0，他引：3  

Shira May Peterson  Lucia French 《Early childhood research quarterly》2008

This study examines the ways in which preschool teachers support the development of children's explanatory language through science inquiry. Two classrooms in a preschool center using a science inquiry curriculum were videotaped during a 5-week unit on color mixing. Videotapes were analyzed for how teachers facilitated children's explanatory language. An assessment of explanatory language was administered to 47 children in the center before and after the color mixing unit. Analysis of discourse revealed that teachers engaged children as conversational partners and as scientific investigators responsible for their own learning. Explanations were dynamically co-constructed by adults and children within the context of participation in scientific inquiry. By the end of the unit, children produced more on-topic responses, more standard color-mixing terms, and more causal connectives in their responses to the assessment of explanatory language.  相似文献   

Disciplinary regimes of ‘care’ and complementary alternative education     

Pat Thomson  Jodie Pennacchia 《Critical Studies in Education》2016,57(1):84-99

In schools, the notion of ‘care is often synonymous with welfare and disciplinary regimes. Drawing on Foucault, and a study of alternative education (AE) across the UK, and looking in depth at two cases of complementary AE, we identify three types of disciplinary regimes at work in schools: (1) dominant performative reward and punishment, (2) team-building and (3) therapeutic. We argue that while all three regimes aim to steer identified students back to the norm, the two complementary approaches that we saw avoided the narrow instrumental behaviourist approaches of the dominant pattern. In so doing, they also opened up wider horizons of possibility and ways to be and become.  相似文献   

基于C/S结构的上机管理信息系统实现方法     

梁振球 《广东技术师范学院学报》2001,(4):67-70

本文以上机管理信息系统的开发为背景,介绍基于Ｃ/Ｓ结构的管理信息系统的实现方法。  相似文献   

The Rise of the Creative Underclass     

Tyler Denmead 《Educational theory》2019,69(2):225-240

In this article, Tyler Denmead draws upon critical race theory to argue that the creative city discourse reproduces racial injustice for youth. In particular, the creative city invests in the property rights and profitability of whiteness by inscribing creative superiority on the bodies of young people who are more likely to be privileged by virtue of their race and class. Through evidence collected by both autoethnographic and ethnographic methods, Denmead discusses how his history as an arts educator has been entangled in the manifestation of this racist reconfiguration of urban space in one particular American city, Providence, Rhode Island. He discovered that the racial dynamics of the creative city discourse have productive power over how young people construct their identities and make life choices in this city and, further, that those dynamics operate in and through artist partnerships between those positioned as creatives and those positioned as troubled youth. As a result, Denmead argues that white arts educators, in particular, must disinvest themselves from notions of creativity that enhance the profitability and power of whiteness. This move requires advocating ceding land and resources that have been acquired through the creative city discourse and committing to reframing culture‐led urban renewal in terms of the economic and creative flourishing of communities of color.  相似文献