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Science and technology are connected to each other and are mutually inspiring. The science-technology curriculum for junior-high school in Israel suggests that teachers integrate these subjects. In addition, this curriculum calls for infusing thinking competencies into the learning subjects and for implementing alternatives in assessment methods in the classes. The current research included three stages: field research, pilot research and expanded research. In the field research, an intervention program was planned and implemented. The intervention program included a three-year inservice training workshop consisting of 224 hours each year. Quantitative and qualitative tools were used to assess teachers implementation of the intervention program. The findings revealed the characteristics of the science-technology learning environment and various learning outcomes. The pilot research enabled the development and validation of a questionnaire called the Science-Technology Learning Environment Questionnaire (STLEQ). The STLEQ was aimed at assessing teachers and pupils perceptions of learning environment. The conclusions from the pilot research showed differences between teachers and pupils perceptions towards the impact of learning environment characteristics on learning outcomes.In the expanded research, two cohorts of pupils participated, namely, the 2002 cohort (N = 207) and the 2003 cohort (N = 159). These cohorts had studied science-technology in junior-high school. The findings of the expanded research partly match the findings from the pilot research, leading to insight into the pupils perspective of the science-technology learning environment. No gender differences were found in pupils scoring of learning outcomes. On the other hand, boys scored higher than girls on Computer Usage. This research enables researchers and teachers to use the questionnaire in order to investigate pupils perceptions of their learning environment. 相似文献
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Yaron Doppelt 《Learning Environments Research》2006,9(2):163-178
During recent decades, educational research has dealt with the contribution of the learning environment to the accomplishment of educational goals, such as improvement of academic achievement and motivation. In this research, an intervention program was implemented into the learning environment of science–technology classes at the junior high school level (Grades 7–9, 12–15 years old) in Israel. The intervention included a three-year workshop involving 224 hours each year. The teachers (N = 22) were required to reflect on their experiences using a portfolio that described their actual teaching experiences for relevant discussions at the workshop. Quantitative and qualitative tools were used to examine the teachers’ implementation of new teaching/learning and assessment methods or new subject matter, that were addressed by the workshop in their classes, and to identify learning environment characteristics and learning outcomes according to teachers’ perceptions. Differences were found between teachers’ and pupils’ perceptions of the impact of learning environment characteristics on learning outcomes. 相似文献
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Stein D Pat-Horenczyk R Blank S Dagan Y Barak Y Gumpel TP 《Journal of learning disabilities》2002,35(3):268-275
We evaluated 32 nonmedicated male adolescents diagnosed with attention-deficit/hyperactivity disorder (ADHD) in childhood, 35 male adolescents similarly diagnosed who were receiving methylphenidate (MPH), and 77 control boys. Both ADHD groups completed self-report questionnaires assessing sleep disturbances; weekday and holiday sleep duration; and symptoms of ADHD, anxiety, and depression. Parents and teachers rated the severity of the participants' ADHD. The control group completed self-report questionnaires assessing sleep disturbances. We found that nonmedicated participants and controls did not differ in the severity of sleep disturbance. In contrast, the medicated participants demonstrated a significantly greater severity of sleep disturbance compared with the nonmedicated participants and reported elevated levels of symptoms of ADHD, anxiety, and depression. Specific analyses showed that depressive symptoms contributed significantly to the degree of sleep disturbance when controlling for ADHD diagnosis and MPH treatment. These findings suggest that among adolescents with ADHD symptoms, the severity of symptoms of depression may contribute to the degree of sleep disturbance in addition to the effect of their primary disorder and MPH treatment. 相似文献
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Yaron Schur Igal Galili 《International Journal of Science and Mathematics Education》2009,7(3):627-646
Thinking Journey is introduced as a mode of science instruction based on a specially designed discussion between students
and teachers in the context of an imaginary journey. The paper elaborates the rationale of this mode and its specific features:
enculturation into science, analytical observation, multiple perspectives of the subject and environment, hypothetical thinking,
and active interaction between the teacher and students. The role of the teacher is argued to be mediation of knowledge. The
method was applied for teaching the concept of gravitation and its relationship with up-down direction. Positive results of
the application suggest that the TJ mode of teaching is effective in teaching various student populations. 相似文献
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Jeffrey Nordine David Fortus Yaron Lehavi Knut Neumann Joe Krajcik 《Studies in Science Education》2013,49(2):177-206
ABSTRACTSchool instruction is critical for helping students use energy as a lens for making sense of phenomena, however, students often struggle to see the usefulness of energy analysis for interpreting the world around them. One reason for this may be an over-reliance on the idea of energy forms in introductory energy instruction, which may unintentionally suppress, rather than prompt, insights into how and why phenomena occur. We argue that an approach to energy instruction that emphasizes energy transfers between systems, and does not require the idea of energy forms, provides students with a more consistent and useful set of tools for interpreting phenomena. Such a perspective requires connecting the energy concept to the notion that fields, which mediate interaction-at-a-distance, are a real physical system that can transfer energy – an idea that is rarely presented in middle school science. We outline an instructional approach in which middle school students learn to interpret phenomena by modelling energy transfers between systems of interacting objects and fields. We argue that this approach presents a more physically accurate picture of energy, helps align energy instruction across disciplines, and supports students in seeing the value of energy as a lens for making sense of phenomena. 相似文献
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We present a novel approach to teaching astronomy and planetary sciences, centered on visual images and simulations of planetary objects. The basic idea of the Thinking Journey concept is to take the students to other celestial objects as tourists, and to teach science through the observatio of various natural phenomena in these new environments. The power of scientific visualization, through still and dynamic images, makes such a journey an exciting learning experience. The introduction of new technologies (3D animations, virtual reality) greatly enhances the visualization capabilities the teacher can use, allowing him to simulate actual flights over the terrain of other planets and to study them as if observing from a spaceship in orbit. The present program focuses on the study of the Moon and of the planet Mars, by means of observation, interpretation, and comparison to planet Earth. Students learn to recognize geological and atmospheric processes, discuss astronomic phenomena, and discover that the same basic physical laws govern all objects in the solar system. 相似文献
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A framework for helping low-achieving pupils through reinforcement in technology at high school is presented. Social-cognitive
theory, concepts of authentic learning, learning by doing and peer learning all underpin the efforts to remove pupils from
the vicious circle of low expectations and failures. The primary goal of modern technology studies is to impart pupils with
high cognitive and personal competencies, as an alternative to teaching motor-based skills or memorising-based knowledge.
This study's subjects were two groups of pupils who learned technology in an Israeli comprehensive high school. In tenth grade,
the pupils became acquainted with the LEGO-Logo learning environment, acquired thinking tools from de Bono's CoRT program
and worked in groups or individually on original projects. At the same time, they learned theoretical topics such as the physics
of static mechanical systems and computerised technical drawing. In the eleventh and twelfth grades, the pupils took advanced
courses in mechanical engineering, such as design of machine parts, automation and control systems. Observations in classes,
interviews with the pupils and their parents, and findings from pupil questionnaires indicated an improvement in the pupils'
self-efficacy and increased motivation to study at the present and in the future. The main features of the program, in the
pupils' eyes, were construction activities, team projects and free study. The major ‘outputs’, in the pupils' eyes, were independence,
initiative and interest in their studies.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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