摘要:

AbstractNine sixth‐grade students were asked to identify plants seen in a set of slides and examined in two outdoor field trips. When the students did not know the correct common name for a plant (e.g., oak, dandelion), they relied on a variety of response strategies to deal with their lack of knowledge. Three patterns of response emerged when students lacked knowledge of names for plants. Student responses may represent avoidance strategies: avoidance of admission of ignorance, avoidance of being wrong, or avoidance of giving a name more abstract than the common name (e.g., tree, wildflower). These strategies did not result in names that would be acceptable to a science teacher, but the strategies had the effect of hiding the students' lack of knowledge or preventing a “wrong” answer. The study demonstrated that students prefer to identify plants at the generic level (e.g., calling a plant oak rather than tree), which suggests that elementary students should be introduced to the concept of genus (e.g., oak, lily) before being introduced to the more abstract levels of the botanical classification scheme (e.g., class monocot, dicot). © 1994 John Wiley&Son

ISSN:0036-8326    

DOI:10.1002/sce.3730780402

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1994

数据来源: WILEY

摘要:

AbstractThe role of science museums in science education is changing. This article examines the science museum literature in light of the new emphasis for museums to become a unique partner with schools and colleges to enhance science literacy. Museums provide opportunities for students to be active participants in learning by manipulating real objects in a stimulating setting thus enhancing conceptual learning in the classroom. Both components of learning are important for understanding of complex science concepts. Much of the literature pertaining to learning in museums is anecdotal and craft wisdom, indicating that more collaborative research efforts are needed in the area of science education in museum settings. © 1994 John Wiley&Sons, Inc

ISSN:0036-8326    

DOI:10.1002/sce.3730780403

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1994

数据来源: WILEY

摘要:

AbstractThis article reports on the themes and issues which impact on the pedagogical development of 14 beginning science teachers at the end of their second year of full‐time teaching. The research data was derived from semistructured interviews with the teachers and endeavors to portray the teachers' perspective of their development. This article demonstrates some of the difficulties associated with learning to teach science when teachers come from a preservice education program that encourages them to consider their understanding of learning and how it relates to their approach to teaching. The teachers in this study recognize how the factors of time, confidence and support each individually influence their teaching. However, when these three factors are considered together and are juxtaposed with the experiences and ideals of their preservice education program, the factors combined become a dilemma as they attempt to bridge the gap between what they hope to do as science teachers and what they can do in the real world of schools. © 1994 John Wiley&Sons, I

ISSN:0036-8326    

DOI:10.1002/sce.3730780404

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1994

数据来源: WILEY

摘要:

AbstractMulticulturalists have recently raised a number of important challenges to the school curriculum, including whose knowledge are we teaching? and who benefits and loses by existing approaches to the curriculum? In this article we examine a number of issues in this debate that are of primary importance to science educators. These issues include: (1) problems with the universalist account of the nature of science that has been the most powerful defense against multiculturalism; (2) an examination of some historical cases that illuminate the consequences of maintaining a universalist perspective on science; and (3) an argument for a multicultural perspective on scientific knowledge. These issues are examined in the context of a national science education reform in which there is considerable consensus that the science curriculum should include teaching about the nature of science. We argue that the nature of science taught in school should reflect a multicultural perspective on scientific knowledge. © 1994 John Wiley&Sons, Inc

ISSN:0036-8326    

DOI:10.1002/sce.3730780405

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1994

数据来源: WILEY

ISSN:0036-8326    

DOI:10.1002/sce.3730780401

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1994

数据来源: WILEY