OPAC - Pencarian Artikel Jurnal & Majalah Library USD
Menampilkan semua artikel (Halaman 338 dari 34170, Total: 341698 data)
Solving Problems in Genetics, Part III: Change in the view of the nature of science
klik untuk membaca file PDF
| Pengarang | : | M. Mercedes Martínez Aznar |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 6) |
| Halaman | : | 747-769 |
| Abstrak | : | Numerous investigations show that most school science teaching, in Spain and elsewhere, implicitly transmits an inductivist and very stereotyped view of science and conveys an unrealistic image of scientific work. We present some results of an investigation with fourth?level Spanish secondary education students (15 year olds) who were taught genetics through a unit based on an open problem?solving methodology as an investigation. Among the learning objectives were the modification of their view of the nature of science in relation to ideas about: how science is done, what a theory is, what scientists do, and, finally, what the relationship is between Science–Technology–Society. The conceptual change about the nature of science experienced by the students in the experimental group was not observed in the control group, which worked in a traditional manner. Also, these new concepts remained with the students over time without a significant backward shift. |
Exploring Resources for Responsiveness to Student Thinking in Practice
| Pengarang | : | Ricards, Jennifer |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 74 (No. 5) |
| Halaman | : | 481-494 |
| Abstrak | : | Supporting teachers’ attention and responsiveness to the substance of student thinking is increasingly emphasized across disciplines. Yet studies demonstrate how such responsiveness, in practice, is highly contextualized and often fleeting. This study conceptualizes and examines what functioned as “resources for responsiveness” within and across nine sustained cases of responsiveness in three science teachers’ inquiry-oriented classrooms. Analyses demonstrated how a diverse range of personal, social, and material/structural resources facilitated teachers’ responsiveness, with some commonalities but also much variation across teachers. These findings contribute to the field’s understanding of what may support teachers’ attention and responsiveness to student thinking and suggest the importance of (a) responsiveness in the design and facilitation of professional learning and (b) increased attention to teachers’ affect. |
Korean Year 3 Children’s Environmental Literacy: A prerequisite for a Korean environmental education curriculum
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 6) |
| Halaman | : | 731-746 |
| Abstrak | : | The purpose of this study was to investigate Korean children’s environmental literacy levels and the variables that affect their environmental literacy. An instrument, the Environment Literacy Instrument for Korean Children (ELIKC), was developed that measures four different dimensions (knowledge, attitude, behaviour, and skills) using 69 items and 13 demographic variables. The ELIKC was administered to 969 Year 3 students from large cities, medium?sized cities, and rural areas. The students were given 80 min to answer the questions. Statistical analysis was performed on each of the scales that make up the ELIKC and a multivariate analysis of variance was performed to identify the variables that affect environmental literacy. Results indicate that the correlation between attitude and behaviour is the strongest while that between knowledge and behaviour is the weakest. Also, it was found that gender, parents’ school background, and the source from where students obtain environmental information affect all categories of environmental literacy. |
Meta-Reflexivity and Teacher Professionalism: Facilitating Multiparadigmatic Teacher Education to Achieve a Future-Proof Profession
| Pengarang | : | Aldridge, David,Cramer, Colin,Brown, Chris |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 74 (No. 5) |
| Halaman | : | 467-480 |
| Abstrak | : | The present work discusses the relevance of, both for the professionalization of the teaching profession and for teacher education. Meta-reflexivity is based on the multiparadigmatic system of teacher education, which finds itself grounded in diverse scientific disciplines. The approach takes uncertainty as an essential element characterizing the act of teaching. Inherent rationales of specific theories and empirical findings are made explicit, thus creating a referential framework for situation-specific interpretations and professional action. Based on a theoretical reconstruction, we propose meta-reflexivity as an essential element of pedagogic practice and, consequently, teacher professionalism. Such professionalism is characterized by teachers being able to undertake exemplary-typifying interpretations of situations, based on a deep understanding of multiple approaches. While assessing specific situations in school, a teacher can refer to these interpretations. Possible principles of a meta-reflexive teacher education are proposed that can potentially enrich the practice of teacher education for a future-proof profession. |
Gender Inclusivity in Secondary Chemistry: A study of male and female participation in secondary school chemistry
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 6) |
| Halaman | : | 711-730 |
| Abstrak | : | This paper gives a nuanced analysis of participation rates in secondary chemistry by developing the “story” behind national trends and subject selection patterns within an independent school located in a large Australian city. It supplements the documented quantitative data by presenting a case–study where 30 Year 12 chemistry students were interviewed about what motivated them to enrol in secondary chemistry. The students’ comments indicate that, despite the quantitative transformations that demonstrate increasing female success over the past few decades, chemistry is not totally gender inclusive. Secondary chemistry has not yet reached total gender inclusion due to the common gender differences that still occur in the students’ motivation to select chemistry and the influence that gender stereotypes still have on students’ subject selection. |
Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 74 (No. 5) |
| Halaman | : | 451-466 |
| Abstrak | : | Teaching practices that are responsive to student thinking are complex and challenging to learn, particularly for novice teachers. Skilled responsive teaching involves adaptive expertise, or the ability to deliberate about and respond to students’ emergent ideas. This study explored the learning of early-career teachers through participation in a video-feedback inquiry group around the enactment of a number talk routine introduced in preservice teacher education. Conceptualizing teacher learning as socially situated within a discourse community, we consider how participation in the asynchronous inquiry group supported both collective interpretations and individual growth in implementing responsive instructional practices. Findings suggest that giving and receiving asynchronous feedback provided novice teachers with opportunities to engage in dialogic conversations that involved several types of deliberation related to responsive teaching and the development of adaptive expertise. This study provides evidence of the potential of asynchronous teacher inquiry groups and the importance of giving, as well as receiving, feedback on practice. |
Supporting Teachers on Science?focused School Trips: Towards an integrated framework of theory and practice
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 29 (No. 6) |
| Halaman | : | 685-710 |
| Abstrak | : | Although science centres and museums are important educational resources, school trips to these places are not often conducted in a manner that could maximise learning. In addressing this issue, a Framework for Museum Practice (FMP) is proposed, derived from the perspectives of Cultural Historical Activity Theory, theories of intrinsic motivation, and research into conceptual learning. It is hypothesised that this theoretically derived framework, if implemented by museum educators, can potentially lead to the creation of resources for teachers that would enable them to make better use of the learning opportunities afforded by school trips, and to maximise the impact on pupil learning, including their affective experience. This paper also describes how the framework was used to guide the development of resources to be used in conjunction with a science museum trip. The resources were tested by two primary school teachers and their classes, and the data were analysed for evidence of teacher and student behaviour consistent with the design principles in the FMP. Findings lend some empirical support for the FMP and suggest that it may offer a guide for the development of museum?provided resources, which would have the potential to improve the utilisation by teachers of informal science institutions and, consequently, their impact on pupil learning. |
Identifying and Negotiating Productive Instructional Improvement Goals in One-on-One Mathematics Coaching
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 74 (No. 5) |
| Halaman | : | 437-450 |
| Abstrak | : | A major affordance of one-on-one mathematics coaching is its potential to provide individualized, contextualized support for mathematics teachers’ learning. Coaches can adjust their work to individual teachers by focusing on instructional improvement goals that take account of teachers’ current knowledge, practice, and classroom contexts. It is, however, essential that coaches and teachers work to attain productive instructional improvement goals that are both feasible for teachers to attain and likely to result in immediate improvements in students’ learning, if attained. In this article, we describe how coaches can identify productive goals for individual teachers and then, on that basis, negotiate goals successfully with teachers, thereby supporting teachers in seeing productive goals as worthwhile. By describing these two processes, we further clarify the forms of coaching-specific expertise central to effective one-on-one mathematics coaching. |
Do Simulated Teaching Experiences Impact Elementary Preservice Teachers’ Ability to Facilitate Argumentation-Focused Discussions in Mathematics and Science?
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 74 (No. 5) |
| Halaman | : | 422-436 |
| Abstrak | : | Recently scholars have advocated for using teachers’ practice as a site for teacher learning. The recent proliferation of online, digital spaces, including simulated classrooms, has paved the way for novel approaches within practice-based teacher education. Yet, limited research has investigated the extent to which and how the use of online, simulated teaching experiences promote teacher learning of core teaching practices. The purpose of this study was to examine whether and how integrating simulated teaching experiences into teacher education coursework impacts preservice teacher (PST) learning. Findings showed that the use of simulated teaching experiences within elementary teacher education methods courses resulted in evidence of statistically significant growth in PSTs’ ability to engage in one core teaching practice: facilitating argumentation-focused discussions. |
Can Business Owners Form Accurate Counterfactuals? Eliciting Treatment and Control Beliefs About Their Outcomes in the Alternative Treatment Status
| Pengarang | : | McKenzie, David |
| Nama Majalah/Jurnal | : | Journal of Business and Economic Statistics |
| Volume / Edisi | : | 36 (No. 4) |
| Halaman | : | 714-721 |
| Abstrak | : | A survey of participants in a large-scale business plan competition experiment, in which winners received an average of U.S. $50,000 each, is used to elicit ex-post beliefs about what the outcomes would have been in the alternative treatment status. Participants are asked the percent chance they would be operating a firm, and the number of employees and monthly sales they would have, had their treatment status been reversed. The study finds the control group to have reasonably accurate expectations of the large treatment effect they would experience on the likelihood of operating a firm, although this may reflect the treatment effect being close to an upper bound. The control group dramatically overestimates how much winning would help them grow the size of their firm. The treatment group overestimates how much winning helps their chance of their business surviving and also overestimates how much winning helps them grow their firms. In addition, these counterfactual expectations appear unable to generate accurate relative rankings of which groups of participants benefit most from treatment. |