The judgement of observed teaching by preservice science education students     

Dmitris K. Psillos  Peter F. W. Preece  Donald A. Bligh  Odisseas Valassiadis 《科学教学研究杂志》1985,22(3):233-239

The ability of preservice physics education students to make judgements of observed teaching during two differently structured education courses was investigated. The first part of each course, irrespective of its content, resulted in changes in students' evaluation of teaching, with greater and fairly stable individual differences in judgement emerging. Students' knowledge of pedagogical theory was found to be related both to their judgements of observed teaching and to the quality of their own teaching.  相似文献   

The Self‐esteem of Pre‐service Physics Education Students     

Dimitris K. Psillos  Peter F.W. Preege  Donald A. Bligh  Odisseas Valassiadis 《Research in Science & Technological Education》2013,31(2):127-130

The self‐esteem as physics teachers of students taking pre‐service physics teacher education courses was investigated before and after the courses. It was found that students who dropped out from the courses had lower self‐esteem than either the students who satisfactorily completed them or similarly qualified students who did not take the courses. There was some evidence that learning pedagogical theory enhances self‐esteem if it takes place after practical teaching experience but has the opposite effect when taught first, in the absence of any practical teaching experience.  相似文献   

Deductive and inductive modes of preservice physics teacher education     

Dimitris K. Psillos  Odisseas Valassiadis  Peter F. W. Preece  Donald A. Bligh 《International Journal of Science Education》2013,35(2):179-183

The idea that chemical knowledge can be represented in three main ways: macro, submicro, and symbolic (chemistry triplet) has become paradigmatic in chemistry and science education. It has served both as the base of theoretical frameworks that guide research in chemical education and as a central idea in various curriculum projects. However, this triplet relationship has been the subject of different adaptations and reinterpretations that sometimes lead to confusion and misunderstanding, which complicates the analysis of the triplet’s nature and scope. Thus, the central goal of this paper is to describe some of the existing views of the triplet relationship in chemistry and science education and critically analyse their underlying assumptions. We also propose a general structure of our chemistry knowledge intended to better situate the chemistry triplet in relationship with the different types, scales, dimensions, and approaches that seem to characterise such knowledge. Our proposed model may be useful in the analysis, evaluation, and reflection of educational research results and teaching practices centred on the triplet relationship.  相似文献