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1.
Cassie Quigley Khemmawadee Pongsanon Valarie L. Akerson 《Journal of Science Teacher Education》2011,22(2):129-149
There have been substantial reform efforts in science education to improve students’ understandings of science and its processes
and provide continual support for students becoming scientifically literate (AAAS, Benchmarks for science literacy, Oxford
University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA, NSTA position statement: The nature of science, , 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize
the ideas that are recommended in the reforms (Akerson and Volrich, J Res Sci Teach 43:377–394, 2006). The purpose of this study was to explore how explicit-reflective instruction could improve young students’ understanding
of NOS. During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall
the students participating in the program improved their understanding of the target aspects of NOS through use of explicit
reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in
their understanding of the tentative nature of science and the roles of observation in scientific work, although there was
still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these
specific topics and the role explicit reflective practice can play in identifying the particular problems students have in
distinguishing these constructs. 相似文献
2.
The Importance of Teaching and Learning Nature of Science in the Early Childhood Years 总被引：1，自引：0，他引：1
Valarie L. Akerson Gayle A. Buck Lisa A. Donnelly Vanashri Nargund-Joshi Ingrid S. Weiland 《Journal of Science Education and Technology》2011,20(5):537-549
Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit
high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings.
How early is “too early” to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due
to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young
children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban,
and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These
teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children’s literature,
debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed
students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected
lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings
of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction.
There were also several differences evident across contexts, and across grade levels. However, it is clear that students as
young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations
for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed
through school. 相似文献
3.
This study tracked the influence of explicit reflective instructional methods on cultural values, ethical and intellectual development, and the relationship of these with preservice teachers' views of nature of science (NOS). The researchers used the Views of Nature of Science Form B (VNOS B) to describe NOS views, the Learning Context Questionnaire (LCQ) to classify preservice teachers' ethical and intellectual positions using Perry's scheme, and the Schwartz Values Inventory (SVI) to measure preservice teachers' cultural values. The interventions took place in two concurrent courses: a science methods course, and a foundations of early childhood course. The science methods course explicitly emphasized NOS throughout the semester, and the foundations of early childhood course reinforced these ideas through cultural activities that stressed empirical evidence. Analysis of data showed relationships between preservice teachers' Perry positions and responses on the VNOS B with those at higher positions exhibiting more informed NOS views. Relationships between preservice teachers' NOS views and their cultural values were identified, such as those at the dualism position holding achievement more highly for scientists than those at other Perry positions. The values preservice teachers held personally were different from those they held as important for scientists. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 748–770, 2008 相似文献
4.
Eric Yates Headteacher 《School Leadership & Management》2013,33(3):243-253
This paper describes a school management development programme aimed at developing managerial skills and responsibilities across the whole school staff. The paper describes why there is possibly some antipathy to this topic for in‐service education and training (INSET). The approach chosen was to use teachers’ current managerial tasks as the focus for the development so that in conjunction with extant self‐study materials, teachers could design their own INSET appropriate to their current perceived needs. 相似文献
5.
6.
Rex Tripper Headteacher 《School Leadership & Management》2013,33(3):281-287
This paper emerged following recent research into the causes and effects of occupational pressures on primary headteachers in West Berkshire. The heads concerned were grouped according to a measure of the Type A/Type B personality dichotomy and their reported vulnerability to particular pressures related to this variable. Some conclusions are noted as are reported effective coping devices. The paper concludes with a brief examination of the implications of the research findings for local authorities. 相似文献
7.
Stephen Woodward Headteacher 《School Leadership & Management》2013,33(2):123-126
This article contributes to the growing debate around how we understand and develop multi-agency leadership in children and young people's services. Bringing together a range of inter-disciplinary research, it presents a framework for multi-agency leadership development, which, it argues, is well theorised, multi-level and versed in key field skills that educational leaders need in complex environments. The framework comprises six elements: complexity and culture (underlying concepts); multi-professional groups and inter-organisational partnerships (operating levels); and organisational consultancy and professional supervision (field skills). These elements are discussed, the practical implications of incorporating them into professional development provision for educational leaders are examined and some provisional conclusions are reached. 相似文献
8.
Win Findlay Headteacher 《School Leadership & Management》2013,33(2):127-130
Abstract This paper aims to contribute to the ongoing debate on how best the appraisal of headteachers can be effected. It presents an analysis of the findings of a study which compared self‐appraisals of their managerial peformance by a sample of primary headteachers (n=36), with appraisals of these headteachers by their teaching staff. Respondents completed the 100‐item Management Performance Profile (MPP) Questionnaire and the resulting profiles of the headteachers'performance in 10 managerial categories, were compared. In addition, data were generated on headteachers' perceptions of their personal and professional identity, using a semi‐structured interview schedule. The findings are that there is a high level of concordance between perceptions by headteachers and teachers of the managerial priorities of the primary headteacher. However, two groups of schools are identified, in which there are significant differences between evaluations of the headteachers' managerial performance. Interview data is used to illuminate the analysis and discussion of these differences. The conclusion is that staff participation in headteacher performance review has much to offer and that the MPP questionnaire is a tool of value in this respect. 相似文献
9.
Ray Fisher Headteacher 《School Leadership & Management》2013,33(3):265-272
In Zimbabwe, there have been some debates on democratisation and decentralisation, which led to the development of policies meant to increase teacher participation in decision-making in schools. However, despite these developments, teacher participation in decision-making in Zimbabwean schools is regarded as insignificant. Teachers work closely with students and have firsthand knowledge of their strengths and weaknesses – they are therefore the most valuable people to develop and implement policies. This study investigated the extent of teacher participation in decision-making in Zimbabwean schools. The study adopted a qualitative/interpretive research methodology and used the case study research design as the operational framework for data gathering. Data was collected through interviews, documentary analysis and observation of two staff meetings per school from five secondary schools in Gweru Education District in Zimbabwe. The population sample comprised five secondary school heads and 20 secondary school teachers. The study established that teachers were insignificantly involved in decision-making despite their eagerness to be involved. Some duties are given to senior teachers or committees even when teachers feel that they should be directly involved. There are times when school heads make unilateral decisions and impose them on teachers for implementation. The study recommends that heads of schools should give their teachers room to come up with ideas and look at all contributions objectively. 相似文献
10.
Valarie L. Akerson J. Scott Townsend Lisa A. Donnelly Deborah L. Hanson Praweena Tira Orvil White 《Journal of Science Teacher Education》2009,20(1):21-40
This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature
of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops,
the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers’ views of nature of science,
inquiry, and scientific modeling. Teachers improved their views of nature of science (NOS) and inquiry by including scientific
modeling in their definitions of how scientists work, the empirical nature of science, and the role of observations and inferences
in science. Their definitions of science expanded from a knowledge-based orientation to a process-based orientation. Teachers
added the use of mathematical formulas to their views of scientific modeling. Using scientific modeling as the central theme
was effective in providing positive influence on teachers’ views of inquiry and NOS. 相似文献