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Many high school students experience serious learning difficulties in physics. This issue was examined and dealt with, within the context of an introductory physics course in Israeli high schools. Following a detailed task analysis, the cognitive entry requirements for this course were identified, and students tested for them. Secondly, specific difficulties students encountered during the study of the course, and prevailing misconceptions held by many of them, were identified. Based on all the above information, a remedial teaching method was developed. It consisted of supplying students with immediate and frequent feedback, to reinforce their understanding, correct misunderstandings, and fill in gaps in necessary background skills, while teachers could continuously monitor the progress of each individual student. The whole process took place within the natural classroom setting, without additional staff or time requirements. The method was implemented in a large number of schools, and its impact was assessed using an experimental versus control analysis of covariance design. Achievements in the experimental group were significantly higher. The statistical analysis used students' background as the covariate. Of the 47% of the variance, which the model accounted for, 24% were explained by the covariate (background), 16% were the effect of the treatment, and both were highly significant. An additional 7% were the teachers' effect (nested within treatments), but this effect did not reach statistical significance. 相似文献
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This study aims to characterize a group of students’ preliminary oral explanations of a scientific phenomenon produced as part of their learning process. The students were encouraged to use their own wordings to test out their own interpretation of observations when conducting practical activities. They presented their explanations orally in the whole class after having discussed and written down an explanation in a small group. The data consists of transcribed video recordings of the presented explanations, observation notes, and interviews. A genre perspective was used to characterize the students’ explanations together with analysis of the students use of scientific terms, gestures, and the language markers “sort of” and “like.” Based on the analysis we argue to separate between event-focused explanations, where the students describe how objects move, and object-focused explanations, where the students describe object properties and interactions. The first type uses observable events and few scientific terms, while the latter contains object properties and tentative use of scientific terms. Both types are accompanied by an extensive use of language markers and gestures. A third category, term-focused explanations, is used when the students only provide superficial explanations by expressing scientific terms. Here, the students’ use of language markers and gestures are low. The analyses shows how students’ explanations can be understood as tentative attempts to build on their current understanding and observations while trying to reach out for a deeper and scientific way of identifying observations and building explanations and new ways of talking. 相似文献
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Previous research shows that understanding pupils’ emotional affiliations with content in physical education (PE) is important. Findings point out the importance of the teacher signaling that the pupil is seen beyond the skill and knowledge aspects in class. However, the research literature does not offer very many detailed elaborations on the pupil’s own experiences of being seen. Contrasting interview data material from 26 pupils (age 17–18) in upper secondary school has been analysed to categorize the concept of ‘being seen’ by the PE teacher in class. In the analysis we found two main themes from the interviews that highlight a wide range of emotions the pupils might have. The first theme illuminates the positive experience of being seen, and such related aspects as learning-promoting feedback, respect and trust. The second theme demonstrates extremes when it comes to being seen: Not being seen at all or seen too much. Either way, PE classes will be experienced as demanding and in part difficult, albeit in different ways. We found that the feeling of being seen—or, for some pupils, ignored—appears to be a relatively stable feeling once it has taken root, eventually becoming an understanding. Moreover, being ignored means there will be low expectations of being seen in the future, unless the teaching practice is changed, and this emotion gives a poor foundation for well-being and learning. The analysis also shows that even if the sense of being seen is the pupil’s property and indisputable, teachers (and researchers) must have a critical attitude to the pupils’ narratives of being seen, as this feeling may be based on a skewed pre-understanding of the teacher. 相似文献
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Previous research shows that some pupils find physical education (PE) demanding and difficult. Some pupils use strategies to avoid participation in PE when it is demanding and difficult. The present study aims to illuminate and describe strategies used by pupils to avoid negative self-perception in difficult situations and activities in PE classes. This behavior, called hiding techniques, arises out of the need to protect self-perception and save academic or social face in the PE subject. Interviews and focus groups have been used with six PE teachers in Norwegian primary and lower secondary school to illuminate hiding techniques. Ten former pupils have also been interviewed about their experience of PE classes in primary/lower secondary school and upper secondary school for the same purpose. The results show that hiding techniques are experienced and practised in many different ways, and that there is a wide range of causes behind hiding techniques. Pupils' hiding techniques are categorized into main types, and the causes underlying the hiding techniques are summarized. This study provides insight into educational challenges that need to be highlighted to help all pupils in school, not just those who complete the PE subject without any real problems, to realize an important aim of the subject and to experience the joy of movement and lasting physical activity. It also highlights hiding techniques that are sophisticated, clever and deliberate actions pupils use to take control over the social setting in PE through the covert act of resistance rather than passively allowing the oppressive social setting to overpower them. 相似文献
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Idar Lyngstad 《Sport, Education and Society》2017,22(8):932-942
Physical Education (PE) in school aims to help pupils experience the joy of movement through various forms of physical activity and to acquire a positive attitude to physical activity and exercise. The teacher's task is to mediate the joy of movement and instil a positive attitude to exercise in the pupils. Drawing on the methodology of van Manen [(2002). Writing in the dark: Phenomenological studies in interpretic inquiry. London: The Althouse Press], this article takes a closer look at mediating the joy of movement and conveying attitudes through legitimate, expert and referent power [French, J. R. P., & Raven, B. (1959). The bases of social power. In D. Cartwright (Ed.), Studies in social power (pp. 150–167). Ann Arbor: The University of Michigan] as narrated by an experienced Norwegian PE teacher. The teacher's narrative is interpreted within a framework where these typologies of power refer to the teacher's formal position in PE classes and the teacher's athletic skills and teaching qualities. The teacher's narrative indicates that legitimate, expert and referent power influence pupils’ views on PE, attitudes and effort in class. Referent power provides the potential to instil attitudes in the pupils, even to the point of getting them to enjoy taking exercise to the limit. It even embraces teachers’ potential to influence pupils by displaying their own active lifestyle, which goes beyond teaching itself. However, some problematic and unresolved issues are pointed out within this approach. A didactic approach, where the teachers use their own lifestyle as a pedagogical tool, may prompt a negative rather than a positive reaction from pupils, because they may be (mis)construed as being too eager and physically active to the extreme. Referent power depends on establishing credibility with the pupils, and conveying attitudes through referent power implies a didactic instability. On the other hand, the approach may be a good strategy for achieving what teachers should be trying to achieve, which is to convey and instil the joy of movement and a positive attitude to physical exercise in the pupils. 相似文献
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