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Learning Environments Research - We investigated teachers’ perceptions of an online inservice teacher course in China and its outcomes, as well as connections between these two types of... 相似文献
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Ruurd Taconis Lesley G.M. de Putter-Smits Steven Henry Perry J. den Brok Douwe Beijaard 《Educational Research and Evaluation》2013,19(4):383-400
Forming a science-oriented identity is considered a process underlying both interest and achievement in science education. A questionnaire is developed for describing “identities as learners” and evaluating their science orientedness. The instrument (k = 65) focuses on cognitive aspects. An internal coherence of .88 was found. Five subscales were defined that proved interrelated yet distinguishable. A pilot amongst 40 students from Dutch general secondary education showed that preferring science over non-science subjects and relatively high grades for sciences subjects were strongly correlated to science orientedness of the learner identity (rs = .65; p < .001). The results support the reliability and validity of the questionnaire but also point to the importance of identity as a central concept in studying science education. It is concluded that we made a promising step in constructing an instrument for monitoring the development of cognitive aspects of science-oriented identities during (innovative) science education. 相似文献
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Diese Studie beschreibt den Entwicklungsprozess der professionellen Fähigkeiten von 26 Studenten, die an einem sog. ‘Dualen’ Trainingsprogramm, zum Klassenassistenten teilnahmen. Die Analyse basiert sich auf:(a) Einen Kolbs LSI‐Fragebogen über den Lernstil und das situationsspezifische Lernverhalten (α=.70), (b)Ein ‘Storyline Instrument’ als graphische Darstellung über die Entwicklung der Kompetenzen im Trainingsprogramm; (c) Beurteilung der Fähigkeiten mit Noten. ‘Aktives Experimentieren’ in der Arbeitsumgebung hat zu guten Ergebnissen geführt (r=.50 typisch). Die Auszubildenden erfahren, dass ‘Lernen durch Aktivität’ und ‘Feedback oder Hinweise’ die besten Mittel sind, die deren eigenes Lernverhalten fördern. Viele Studenten durchlaufen eine ‘vorbereitende Lernzeit’, in der sie zwar Erfahrungen im Unterrichtswesen sammeln, wobei aber deren Fähigkeiten keinerlei Fortschritte zeigen. Vorbereitendes Lernen hängt positiv mit der Neigung nach reflexiver Observation und negativ mit der Neigung zu aktiven Experimenten zusammen (r=.50 typisch) und korreliert auch negativ (r=?.55 typisch) zum letztendlichen Kompetenzniveau. Das Ergebnis dieser Studie betont die Anwendung des ‘aktiven Experimentierens’ der in‐service Studenten und weicht ab von der allgemeinen Annahme, dass Observation für die professionelle Entwicklung der dualen Lehrerbildung und den In‐Service Unterricht wichtig sei. Diese Studie ist zur Verbesserung aller Lehrerausbildungen in Europa relevant. 相似文献
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Problem-solving skills and understanding of domain, knowledge (e.g., fighting misconceptions) are important goals in both
secondary and tertiary science education. A prototype of an instructional task is presented which aims at improved problem-solving
skills based on understanding of domain knowledge. In this task, comparing carefully selected solved problems by groups of
students is utilised as a learning activity for the acquisition of adequate problem schemata. The task is designed as a part
of the so-called UBP-program (UBP=Understanding Based Problem solving) currently being developed, for education in science.
The result of an evaluative study for the field of mechanics is presented. The UBP-task appears apt to improve problem-solving
skills at a less advanced level of physics education (e.g., 10th grade), especially for students normally performing poorly—who
are often girls. 相似文献
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By applying the self-to-prototype matching theory to students?? academic choices, this study links the unpopularity of science in many industrialized countries with the perceived gap between typical persons representing science (e.g. physics teachers) on the one hand and students?? self-image on the other. A sample of N?=?308 Dutch and German students described both themselves and typical teachers representing different school subjects using 65 trait adjectives. The following hypotheses were tested: The typical hard sciences teacher and the typical languages teacher will be perceived as differing in their personal characteristics. The typical physics teachers will be perceived as being less similar to students' own self-image than teachers representing languages. Actual choices students make during secondary school should correlate with the perceived fit between students?? self-image and the prototype of teachers representing different school subjects, especially in the less frequent and less popular choices of a math or physics major/profile. The findings supported these hypotheses. The discussion stresses that students acquire not only knowledge about science but also about science culture (sensu Aikenhead) in their science classes and that students?? image of science teachers can influence their academic choices. 相似文献
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The traditional approach to teaching science problem solving is having the students work individually on a large number of problems. This approach has long been overtaken by research suggesting and testing other methods, which are expected to be more effective. To get an overview of the characteristics of good and innovative problem‐solving teaching strategies, we performed an analysis of a number of articles published between 1985 and 1995 in high‐standard international journals, describing experimental research into the effectiveness of a wide variety of teaching strategies for science problem solving. To characterize the teaching strategies found, we used a model of the capacities needed for effective science problem solving, composed of a knowledge base and a skills base. The relations between the cognitive capacities required by the experimental or control treatments and those of the model were specified and used as independent variables. Other independent variables were learning conditions such as feedback and group work. As a dependent variable we used standardized learning effects. We identified 22 articles describing 40 experiments that met the standards we deemed necessary for a meta‐analysis. These experiments were analyzed both with quantitative (correlational) methods and with a systematic qualitative method. A few of the independent variables were found to characterize effective strategies for teaching science problem solving. Effective treatments all gave attention to the structure and function (the schemata) of the knowledge base, whereas attention to knowledge of strategy and the practice of problem solving turned out to have little effect. As for learning conditions, both providing the learners with guidelines and criteria they can use in judging their own problem‐solving process and products, and providing immediate feedback to them were found to be important prerequisites for the acquisition of problem‐solving skills. Group work did not lead to positive effects unless combined with other variables, such as guidelines and feedback. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 442–468, 2001 相似文献
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This paper deals with the effect of associative and nonassociative odor conditioning on odor preference in a specialist larval parasitic wasp ofDrosophila melanogaster, Leptopilina boulardi. Differently experienced females were offered a choice between banana and strawberry odors in a four-armed olfactometer. Wasps that were allowed to oviposit in an odorless airflow before testing exhibited no significant response to the odors, whereas females with an oviposition experience in the presence of an odor clearly preferred the scent that they had experienced. Furthermore, exposure to strawberry odor after oviposition could also induce a preference for strawberry or banana odor, depending on the concentrations of both scents used for conditioning and testing. This effect was independent of the time elapsed between oviposition and strawberry exposure, suggesting that it was caused by nonassociative conditioning and not by backward associative learning. Exposure to banana odor after oviposition had no effect on females’ responses. Variations in odor concentrations also influenced the expression of associative learning, although to a much lesser extent. 相似文献
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Martin Anton Jozef Vos Ruurd Taconis Wim M. G. Jochems Albert Pilot 《International Journal of Science Education》2013,35(10):1407-1432
Worldwide, a tendency is visible in which upper secondary science curricula are innovated in the direction of context‐based education. Crucial to these innovations is the way teachers interact with newly developed teaching materials and implement them in classroom practice. The focus of our research is to identify characteristics of the interaction between innovative context‐based materials and teachers that hinder or facilitate classroom implementation as intended by the designers. Four cases of classroom implementation by four experienced teachers with different degrees of experiences in context‐based education, all implementing ‘Chemie im Kontext’ (CHiK) teaching materials, were carried out using a previously developed framework for analysis. It was found that a crucial aspect of CHiK, that of taking students' questions and using them as an orientation as the ‘focal event’ for the following lessons, was difficult to implement. The employed contexts are too general and broad to be effectively applicable as a setting in which activities such as students developing their own ideas and exploring them logically take place. Therefore, it is recommended that extensive teacher professionalization is required on this aspect to show teachers its value and to increase their repertoire of necessary teaching activities. 相似文献
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Zeger-Jan Kock Ruurd Taconis Sanneke Bolhuis Koeno Gravemeijer 《Research in Science Education》2013,43(2):579-597
Many students in secondary schools consider the sciences difficult and unattractive. This applies to physics in particular, a subject in which students attempt to learn and understand numerous theoretical concepts, often without much success. A case in point is the understanding of the concepts current, voltage and resistance in simple electric circuits. In response to these problems, reform initiatives in education strive for a change of the classroom culture, putting emphasis on more authentic contexts and student activities containing elements of inquiry. The challenge then becomes choosing and combining these elements in such a manner that they foster an understanding of theoretical concepts. In this article we reflect on data collected and analyzed from a series of 12 grade 9 physics lessons on simple electric circuits. Drawing from a theoretical framework based on individual (conceptual change based) and socio-cultural views on learning, instruction was designed addressing known conceptual problems and attempting to create a physics (research) culture in the classroom. As the success of the lessons was limited, the focus of the study became to understand which inherent characteristics of inquiry based instruction complicate the process of constructing conceptual understanding. From the analysis of the data collected during the enactment of the lessons three tensions emerged: the tension between open inquiry and student guidance, the tension between students developing their own ideas and getting to know accepted scientific theories, and the tension between fostering scientific interest as part of a scientific research culture and the task oriented school culture. An outlook will be given on the implications for science lessons. 相似文献