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Judith Barak Beer Sheva MalkA. Gorodetsky Ben Gurion 《International Journal of Science Education》2013,35(12):1281-1292
Students' understanding of biological phenomena are analysed via the ontological categories of processes and matter. The analysis is based on tenth graders' explanations regarding biological phenomena such as photosynthesis, energy resources, temperature regulation and interrelations between living/nonliving worlds. This direction of analysis is an attempt to flow with the more meaningful trend of biological research and thought, that emphasizes the importance and fruitfulness of the process approach. Some implications regarding biology learning and teaching are suggested. 相似文献
2.
Projects in Technology Education and Fostering Learning: The Potential and Its Realization 总被引：1，自引：1，他引：0
The current study aimed at examining the efficacy of technological projects as learning tools by exploring the following questions:
the extent to which projects in technology develop students as independent learners; the types of knowledge the students deal
with in working on their projects; the role of problem-solving in technological projects; and how projects integrate into
traditional schooling. The subjects were 53 high school (12th grade) students who prepared graduating projects in technology
under the supervision of nine teachers. Data were collected by observing the students in the laboratory, administrating two
questionnaires to both the students and the teachers, and analyzing 25 portfolios prepared by the students of their projects.
The findings indicate that projects in technology provide a good opportunity to engage students in challenging tasks that
enhance their learning skills. To maximize this potential, it is necessary to employ the project method from the early stages
of learning technology. It is especially important that teachers having a strong engineering orientation also acquire pedagogical
knowledge on issues such as fostering independent learning, creativity, peer learning and reflective practice in the technological
classroom. 相似文献
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The teachers' role in the integration of science and technology studies within the recent educational reform in Israeli junior high schools was addressed within a case study. Eight science teachers and three technology teachers participated in in‐service training courses and received individual tutoring. Data were obtained through school visits, interviews with management, teachers, and tutors. Pupils' performance on a science‐technology project was assessed by an achievement test and a questionnaire. Science teachers preferred to extend their content knowledge and didactic skills in science. Technology teachers lacked basic scientific knowledge. A realistic aim is to expose the science teacher to the field of technology, and the technology teacher to the realm of science, to the extent that will enable him or her to cooperate with the teacher in the parallel domain, rather than train a teacher to teach both. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 239–253, 1999 相似文献
5.
Miri Barak 《Research in Science Education》2017,47(2):283-303
Changes in our global world have shifted the skill demands from acquisition of structured knowledge to mastery of skills, often referred to as twenty-first century competencies. Given these changes, a sequential explanatory mixed methods study was undertaken to (a) examine predominant instructional methods and technologies used by teacher educators, (b) identify attributes for learning and teaching in the twenty-first century, and (c) develop a pedagogical framework for promoting meaningful usage of advanced technologies. Quantitative and qualitative data were collected via an online survey, personal interviews, and written reflections with science teacher educators and student teachers. Findings indicated that teacher educators do not provide sufficient models for the promotion of reform-based practice via web 2.0 environments, such as Wikis, blogs, social networks, or other cloud technologies. Findings also indicated four attributes for teaching and learning in the twenty-first century: (a) adapting to frequent changes and uncertain situations, (b) collaborating and communicating in decentralized environments, (c) generating data and managing information, and (d) releasing control by encouraging exploration. Guided by social constructivist paradigms and twenty-first century teaching attributes, this study suggests a pedagogical framework for fostering meaningful usage of advanced technologies in science teacher education courses. 相似文献
6.
Vikki Krane Sally R. Ross Katie Sullivan Barak Julie L. Rowse Cathryn B. Lucas-Carr 《Quest (Human Kinetics)》2013,65(4):249-267
In this paper we focus on the lived experiences of multidisciplinary scholars as we navigated and coalesced into a productive, interdisciplinary collaboration. We pull from our foundations in feminist methodology and provide excerpts from personal journals and reflexive group interviews to provide a behind-the-scenes account of the inner workings of a feminist research group. While sharing a common research goal, each member negotiated her personal, conceptual, and epistemological stances as we produced an effective, interdisciplinary pastiche. Throughout this process, we worked to create a non-hierarchical atmosphere, continuously and ethically questioned our methods, and incorporated reflexivity in the research processes. In addition to sharing our past experiences, we note challenges we encountered and offer practical suggestions based on the lessons we learned through this collaboration. 相似文献
7.
Krane V Ross SR Miller M Ganoe K Lucas-Carr C Barak KS 《Research quarterly for exercise and sport》2011,82(4):755-768
Building on previous research in which we provided an opportunity for female college athletes to construct their own photographic portrayals, this study explored young female athletes' perceptions of the college athlete photographs. Fifty-two girls participated in focus group interviews where they viewed and discussed the images. The young athletes particularly liked images they perceived to show authentic athletes (e.g, in athletic settings, with appropriate sport attire), images they could relate to due to personal experiences, and images that reflected competent and passionate sportswomen. Images perceived as revealing a lack of motivation, poor sporting attitudes, and nonathletic poses generally were disliked. Images depicting multiple social identities (e.g., an athlete in a dress) were controversial and generated much discussion. 相似文献
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Science teaching deals with abstract concepts and processes that very often cannot be seen or touched. The development of
Java, Flash, and other web-based applications allow teachers and educators to present complex animations that attractively
illustrate scientific phenomena. Our study evaluated the integration of web-based animated movies into primary schools science
curriculum. Our goal was to examine teachers’ methods for integrating animated movies and their views about the role of animations
in enhancing young students’ thinking skills. We also aimed at investigating the effect of animated movies on students’ learning
outcomes. Applying qualitative and quantitative tools, we conducted informal discussions with science teachers (N = 15) and
administered pre- and post-questionnaires to 4th (N = 641) and 5th (N = 694) grade students who were divided into control
and experimental groups. The experimental group students studied science while using animated movies and supplementary activities
at least once a week. The control group students used only textbooks and still-pictures for learning science. Findings indicated
that animated movies support the use of diverse teaching strategies and learning methods, and can promote various thinking
skills among students. Findings also indicated that animations can enhance scientific curiosity, the acquisition of scientific
language, and fostering scientific thinking. These encouraging results can be explained by the fact that the students made
use of both visual-pictorial and auditory-verbal capabilities while exploring animated movies in diverse learning styles and
teaching strategies. 相似文献
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Barak Rosenshine 《科学教学研究杂志》1973,10(3):221-226
In order to explore the question of the number of observations necessary to obtain a trustworthy sample of classroom transactions, the data from an existing study were reanalyzed. Sixteen teachers, all of whom were trained to use the materials and procedures of the Science Curriculum Improvement Study, were observed four times with a five-category system which classified teacher questions. In this sample, teachers were extremely variable across occasions. The reliability of a single observation was zero for four of the five variables. For the fifth variable, asking students to hypothesize, it was estimated that 11 to 20 observations would be necessary to obtain a stable mean score for each teacher. 相似文献