排序方式： 共有16条查询结果，搜索用时 46 毫秒
1.
Martina S. J. van Uum Roald P. Verhoeff Marieke Peeters 《International Journal of Science Education》2016,38(3):450-469
Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry. 相似文献
2.
Roald P. Verhoeff Arend Jan Waarlo Kerst Th. Boersma 《International Journal of Science Education》2013,35(4):543-568
This article reports on educational design research concerning a learning and teaching strategy for cell biology in upper‐secondary education introducing systems modelling as a key competence. The strategy consists of four modelling phases in which students subsequently develop models of free‐living cells, a general two‐dimensional model of cells, a three‐dimensional model of plant cells, and finally they are engaged in formal thinking by modelling life phenomena to a hierarchical systems model. The strategy was thought out, elaborated, and tested in classrooms in several research cycles. Throughout the field‐tests, research data were collected by means of classroom observations, interviews, audio‐taped discussions, completed worksheets, written tests, and questionnaires. Reflection on the research findings eventuated in reshaping and formalizing the learning and teaching strategy, which is presented here. The results show that although acquiring systems thinking competence at the metacognitive level needs more effort, our strategy contributed to improving learning outcomes; that is, acquisition of a coherent conceptual understanding of cell biology and acquisition of initial systems thinking competence, with modelling being the key activity. 相似文献
3.
Martina S. J. van Uum Roald P. Verhoeff Marieke Peeters 《International Journal of Science Education》2013,35(18):2461-2481
ABSTRACTThis paper describes a multiple case study on open inquiry-based learning in primary schools. During open inquiry, teachers often experience difficulties in balancing support and transferring responsibility to pupils’ own learning. To facilitate teachers in guiding open inquiry, we developed hard and soft scaffolds. The hard scaffolds consisted of documents with explanations and/or exercises regarding difficult parts of the inquiry process. The soft scaffolds included explicit references to and additional explanations of the hard scaffolds. We investigated how teacher implementation of these scaffolds contributed to pupils’ self-directed learning during open inquiry. Four classes of pupils, aged 10–11, were observed while they conducted an inquiry lesson module of about 10 lessons in their classrooms. Data were acquired via classroom observations, audio recordings, and interviews with teachers and pupils. The results show that after the introduction of the hard scaffolds by the teacher, pupils were able and willing to apply them to their investigations. Combining hard scaffolds with additional soft scaffolding promoted pupils’ scientific understanding and contributed to a shared guidance of the inquiry process by the teacher and her pupils. Our results imply that the effective use of scaffolds is an important element to be included in teacher professionalisation. 相似文献
4.
Salt crystallization is recognized as a major cause of damage to porous building materials, threatening the sustainable preservation of our valuable built heritage. Unfortunately, the crystallization behavior of the detected salt mixtures is complex and not fully understood. While the deliquescence points of single salts are well documented, this is not the case for salts in a mixture where one is confronted with the presence of different cations and anions. In this paper the salt content of the murals and the limestone tracery of the main entrance porch from the sixteenth century church of St. James in Liège, Belgium is investigated and related to the climatic conditions of its environment. Concerning the salt load, the research consists of hygroscopic moisture content measurements, quantitative ion analyses, and the prediction of phase equilibria using the thermodynamic model ECOS/RUNSALT. This model can predict the salt crystallization sequences of a particular ion mixture. The output is mathematically evaluated with collected temperature and relative humidity data, which enables the calculation of the number of salt crystallization–deliquescence cycles. The results show that even small amounts of salts can cause damage over a long period of time when the environment causes frequent cycles of crystallization–deliquescence over time. It is shown how a mixture of small amounts of (double) salts, including hygroscopic ones, can have a significant effect on the decay of historic building materials in the case of daily changing climatic conditions and periods of extreme drought. As a result, the crystallization of double salts and hygroscopic salts such as calcium nitrate cannot be ignored. The scientific method and the results are described. 相似文献
5.
Roald Nygård 《Scandinavian Journal of Educational Research》2013,57(1):222-232
Nygård, R. (1969). Motive to Approach Success and Motive to Avoid Failure in Boys from Different Social Groups. Scand. J. Educ. Res. 13, 222‐232. Differences between social groups in achievement‐related motives were examined in a sample of 255 7th and 8th grade boys. The motive to avoid failure was measured by the Test Anxiety Scale for Children (Sarason et al., 1960), while the motive to approach success was anchored in the score on the TAT nAchievement Test (McClelland et al., 1953). Analysis of regression revealed a clear relationship between social background and motive to avoid failure, higher social groups being less failure motivated (p<.005). This relationship seems to hold even when differences between the groups in intelligence are controlled (p<.05). The results of a corresponding analysis regarding the motive to approach success did not reach significance (.05<p<.10). There were, however, clear trends when measures for the two motives were combined. Thus, pupils with a high motive to approach success and a low motive to avoid failure made up an increasing proportion, and those with a low motive to approach success and a high motive to avoid failure, a decreasing proportion when going from lower to higher social groups. 相似文献
6.
Frantisek Man Roald Nygard Torgrim Gjesme 《Scandinavian Journal of Educational Research》2013,57(3-4):209-218
The achievement motive concept refers to a relatively stable personality characteristic in terms of a capacity to anticipate affects in achievement situations. The motive to achieve success (M s ) refers to the individual's capacity to anticipate positive affects, and the motive to avoid failure (M f ) refers to a capacity to anticipate negative affects in achievement situations. Based, among other things, on the conceptualizations of motives, a measurement was constructed to tap the two aspects (M s and M f ) of motivation. Over the years the scale has been translated to several languages and used in a number of studies. The Czech version of the scale is an adapted translation of the English one, and was administered to 179 pupils in the sixth grade in 1989. Further, the subjects were retested after an interval of 12 weeks. The analyses indicate that the psychometric properties of the Czech version of AMS are promising. 相似文献
7.
Roald I 《Journal of deaf studies and deaf education》2002,7(1):57-73
In this study, undertaken in an attempt to expand our understanding of science learning by deaf students, five teachers are interviewed about their views, based on their own experiences as Deaf students. They are all my former students and were among the first to successfully complete the upper secondary school with a university entrance certificate from a Norwegian school for deaf students. Physics was their major subject. These teachers see the systematic work in class discussions, especially on the concepts of physics, as a major contributor to their success, and they try to use similar methods in their own teaching. They believe that a thorough discussion of a topic using sign language prior to the reading of the textbook is crucial. 相似文献
8.
Kam-Ming Mok Roald Bahr 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(2):157-167
The purpose of this study was to assess the within- and between-session reliability of lower limb biomechanics in two sport-specific sidestep cutting tasks performed by elite female handball and football (soccer) athletes. Moreover, we aimed at determining the minimum number of trials necessary to obtain a reliable measure. Nineteen elite female handball and 22 elite female football (soccer) athletes (M ± SD: 22 ± 4 yrs old, 168 ± 5 cm, 66 ± 8 kg) were tested. The reliability was quantified by intra-class correlations (ICCs), typical error and Spearman’s rank correlation. Only minor improvements in ICC values were seen when increasing the number of trials from 3 to 5. Based on trials 1–3, all variables showed good to excellent within-session reliability (M ICC: 0.91, 95% CI: 0.89–0.93), fair to good between-session reliability (M ICC: 0.73, 95% CI: 0.70–0.76), moderately positive between-session rank correlation coefficients (M: 0.72, 95% CI: 0.69–0.76). A few frontal plane biomechanical variables displayed lower between-session reliability in the football task compared with the handball task. The moderately positive between-session ranking and practically small typical error implies that the measurements could reliably reproduce the ranking of individuals in multiple-session studies. Adequate reliability could be attained from 3 trials, with only minor improvements when adding more trials. 相似文献
9.
This study addresses deaf pupils' conceptions of phenomena, that can be directly observed, of the Earth and sky. In the study deaf pupils aged 7, 9, 11, and 17 years were interviewed. A control group of 9-year-old Norwegian pupils with normal hearing was also interviewed. The results show that the young deaf children have conceptions that are remarkably like the scientifically accepted ones, when their age is taken into account, while this is not the case for the oldest groups. Four out of five deaf 7-year-olds, for example, thought the Earth was spherical, not flat; while only five out of eight deaf 17-year-olds thought the same for shapes of the heavenly bodies. Possible reasons for this are discussed. The results also indicate that the shapes of the signs representing objects may affect deaf people's conceptions of those objects. 相似文献
10.
Roald Anthun 《Educational Psychology in Practice》2000,16(2):141-157
The paper reports on a study of parents' educational psychology service experiences and perceptions of quality services. The parents of children referred to educational psychology services (EPSs) responded to indexes of case service quality, service evaluation, and time consumption. Four quality dimensions were extracted and show the focus to be on participation, courtesy, effectiveness, and security. Effectiveness contributes highest to the evaluation of case service quality, followed by participation and security. Time contributes minimally to the quality evaluation. Fifty-six percent evaluate the case service quality to be at least 'good'. Complaints mainly concern a lack of listening, feedback, intervention and follow-up. 相似文献