ISSN:0022-4308    

DOI:10.1002/tea.3660320303

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis study is an interpretive investigation of Sarah, a first‐time teacher of middle‐ and high‐school science who, because of high levels of disruption, was unable to establish and maintain environments favorable to learning. Sarah reflected on her roles as a teacher and identified facilitating learning, management, and assessment as salient, each being associated with defining metaphors and belief sets. Sarah's efforts to improve her teaching began with the construction of a new metaphor, the social director, for her role as manager. She developed coherence between the new metaphor and beliefs about constructivism, teaching, and learning. Sarah then managed her class in accordance with the social director metaphor and, although improvements were apparent, some students were uncooperative. Sarah then changed her metaphor for assessment from the teacher being a fair judge to the teacher looking through a window into a student's mind, an opportunity for students to show what is known. When this metaphor guided Sarah's assessment practices the learning environment improved appreciably. Although the development of new metaphors was a significant part of the process of reconceptualizing her roles as a science teacher, Sarah could not have improved the quality of teaching and learning without substantial assistance from her colleagues and school administr

ISSN:0022-4308    

DOI:10.1002/tea.3660320304

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis article examines gender differences in science achievements and attitudes during the middle grade, when our nation's scientific pipeline begins to emerge. It uses data from a large, nationally representative sample of eighth‐grade students (NELS‐88). The findings show that in these grades female students do not lag behind their male classmates in science achievements tests, grades, and course enrollments. Actually, some female students have higher probabilities of enrolling in high‐ability classes than males. However, female students have less positive attitudes toward science, participate in fewer relevant extracurricular activities, and aspire less often to science careers than males. Students' science attitudes and career interests vary according to students' gender as well as their racial or ethnic background. These findings emphasize the need to further examine the interrelationships between gender and race or ethnicity in our efforts to understand the processes leading to women's limited participation in science‐related

ISSN:0022-4308    

DOI:10.1002/tea.3660320305

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

年代:1995

数据来源: WILEY

摘要:

AbstractScience teachers use analogies that display a rich variety of form and content. An account of science teacher analogies that relies solely on systems of analysis imported from other fields of inquiry tends to obscure the unique features of these analogies as they operate within classroom discourse. This study examines teachers' analogies in context and highlights some of their special characteristics. The purpose of this analysis is to increase our understanding of how analogies operate in naturalistic instructional settings and to generate new research questions about science teaching and learning in view of the broader dimensions of the curriculum.Science isa very human activity. It involves human actors and judgements, rivalries and antagonisms, mysteries and surprises, the creative use of metaphor and analogy. It is fallible, often uncertain, and sometimes creatively ambiguous [Lemke, 1990, p. 134].

ISSN:0022-4308    

DOI:10.1002/tea.3660320306

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

年代:1995

数据来源: WILEY

摘要:

AbstractThis is a report on the investigation of a microcomputer‐based system for the diagnosis and remediation of three Aristotelian alternative conceptions of force and motion held by eighth‐grade physical science students. Diagnosis and posttesting were done with computer‐displayed, graphics‐based, multiple‐choice questions. The two remediation simulations were designed to present scientific idealizations and to be perceived by the student as anomalous to the three alternative conceptions. Structured interviews were employed at several points during the study to obtain indications of the conceptions of force and motion of students with different achievement rankings, as well as to determine the students' reactions to the computer pretest questions or the simulations. A student's possession of alternative conceptions was unrelated to whether the student was a strong or weak learner of science. Students who were currently studying dynamics in their classes exhibited a very different pattern of nonscientific answers on the computer diagnostic test than did students who had completed that topic. The completed students who were selected for possession of alternative conceptions were facilitated by the computer simulations in altering their naive conceptions to a significa

ISSN:0022-4308    

DOI:10.1002/tea.3660320307

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

年代:1995

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to examine the importance of cooperative incentives and heterogeneous grouping as elements of cooperative learning in a college life science course. Cooperative learning may be defined as a classroom learning environment in which students work together in heterogeneous groups toward completion of some task. Cooperative incentive structures provide some type of group reward based on group products or individual learning. In heterogeneous grouping, students are arranged in order to maximize variety within groups. A 2 × 2 design was utilized in this study. The independent variables considered included (a) use of cooperative incentives in learning groups, and (b) use of heterogeneous grouping in cooperative learning groups. Dependent variables for all treatment groups were scores from a multiple‐choice instrument developed for an earlier, related study, along with direct observational data on frequency of cooperative interactions. Analysis of covariance (ANCOVA) was used as the data analysis procedure for the achievement portion of the study, and analysis of variance (ANOVA) was used for analysis of the cooperative interaction portion of the study. No significant differences were found between the treatment grou

ISSN:0022-4308    

DOI:10.1002/tea.3660320308

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

年代:1995

数据来源: WILEY

摘要:

AbstractThe purpose of this investigation was to determine the nature of biology teachers' global content understandings (herein called subject matter structure‐SMS), the sources and formation of SMSs, and the variables that differentially affected teachers' abilities to translate SMSs into classroom practice. Case studies of 5 experienced biology teachers were constructed through interviews, classroom observations, and analysis of instructional materials. The data were qualitatively analyzed to describe the SMS exhibited by the teacher in the classroom and compared to SMSs provided by the teachers in postobservation interviews. The teachers' SMSs for biology were based on discrete content topics rather than conceptually integrated themes. Though most teachers recognized the integrated nature of biology, few used such conceptions to guide practice purposefully. The initial formation of SMSs were typically credited to college content courses and modified by the act of teaching. Opportunities for reflection and reinforcement seemed critical for the formation of coherent SMSs. The relationship of SMSs to classroom practice was complex and varied. The most direct form of translation occurred in the scope of course content. Variables that differentially affected SMS translation (typically through mitigation) included teacher intentions, content knowledge, pedagogical knowledge, students, teacher autonomy, and tim

ISSN:0022-4308    

DOI:10.1002/tea.3660320309

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

年代:1995

数据来源: WILEY

ISSN:0022-4308    

DOI:10.1002/tea.3660320302

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

年代:1995

数据来源: WILEY