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As part of a project concerned with developing a better understanding of the detail of appropriate teaching of direct current
(DC) electricity concepts, extensive individual interviews were conducted with a number of experienced senior high school
physics teachers. These interviews explored teachers’ perceptions of difficulties in student learning and their own teaching
of DC electricity, their uses of models and analogies in this teaching, and their own understandings of the concepts of DC
electricity. Eight high school physics teachers from the Australian state of Victoria were interviewed: three who had a strong
focus on student understanding in their classrooms and five who used more traditional approaches. We also interviewed three
authors of textbooks then currently used in senior high school physics in Victoria, all of whom were also teachers of high
school physics. All but one of these eleven interviewees was a very experienced teacher of DC electricity at the senior high
school level. The interview data are summarized and implications for curriculum and teaching/learning of electricity are considered.
There was a wide range of views among the teachers about the difficulties of both the concepts of DC electricity and the teaching
of these concepts, and about the nature of physics knowledge. A number of the interviewees revealed levels of conceptual understanding
that we see as of concern. Some of the teachers whose understanding causes us concern made clear early in the interview their
view that the concepts of DC electricity were essentially straight forward; in all cases these interviewees had by the end
of the interview reconsidered this position. 相似文献
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Physics continues to be widely regarded by students as difficult and therefore unattractive. Electricity is a particular problem, as it involves extremely complex and highly abstract concepts and is thus totally dependent on models/analogies/metaphors. Research consistently shows very poor student understanding after the teaching of electricity. We consider this research and draw two broad conclusions of central relevance to the teaching of electricity (which are both also argued to be significant contributors to student learning difficulties): there is an absence of any systemic consensus about what models etc. are appropriate for students at different year levels and for different intended learning outcomes; there is no consensus about appropriate learning outcomes for electricity at different levels. 相似文献
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Richard White Dr. Richard Gunstone Enno Elterman Ian Macdonald Brian McKittrick David Mills Pam Mulhall 《Research in Science Education》1995,25(4):465-478
The transition from school to university involves substantial change in the structure and organization of teaching, and in
the nature and purpose of learning contexts. This paper, which reports some data from a broader study of learning and teaching
in first year university physics, focuses on aspects of the school-university transition. In particular, we report perceptions
of first year physics students about how they should learn physics, what it is intended they should learn, and what they believe
to be the functions of the various teaching situations in which they are placed. 相似文献
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Professor Richard Gunstone Brian McKittrick Pam Mulhall 《Research in Science Education》1999,29(4):527-546
Concern with the quality of student engagement and learning in senior high school physics has been evident for many years.
In this study we have focussed on student engagement. Three tasks that utilised a structured discussion, approach to learning
concepts in mechanics were developed in collaborative work with two Year 11 physics teachers. These tasks demanded an initial
individual response from each student, then a single response from groups of three, and then a whole class interpretive dicussion
led by the teacher and based on the group responses. We report the detail of reactions of students and teachers to these tasks
in the two classes taught by the teachers involved in the development of the tasks, and more general reactions from a further
seven Year 11 physics classes. 相似文献
5.
ABSTRACTCharter schools are often the only alternative to traditional public schools for students with disabilities in rural communities. Part of a larger study, we employed a qualitative multiple case study design to examine special education practices in five rural charter schools to understand the services provided, barriers to providing these services, and any novel practices used to provide these services. Data analysis revealed the following themes: (a) intentional school models facilitated individualized approaches, (b) schools responded to tight labor supply by prioritizing retention and making efficient use of staff time, and (c) schools demonstrate flexibility and willingness to problem solve. 相似文献
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